19 10 9760 https://caspercollege.cvlcollections.org/files/original/acf6edfd03cb410dd4dcdec0203f02e8.pdf e888e5fc0305f9b61ce395ad46552a77 PDF Text Text CASPER \CASPIK CtUEBi WYOMING^ Chulenbi �Challenge-In every academic discipline, to study, to think, to express clearly one's knowledge and understanding in suitable written forms. �Challenge liv Published at Casper Community College Casper, Wyoming 82601 February 1 ‘»90 Copyright by Casper Community College �Challenge: 1990 Table of Contents Historical Adventures with Dr. Wolzgang Centers and Civilizations Michael Weiss 13 Teri M. Hutchinson................................................................................................... 16 ......................................... 19 ..................................................... 23 .......................................... 24 ................................................ 25 Mary Carrick............................... 26 ..................... 30 .................................................................................. 33 Brian Murphy Stacy Brown Daniel Jordan Hand Buhn Carol Ann Green. A Critical Look at Massacre at Fall Creek Food for Thought: The Images of Christina Rossetti Response to James J. Kelly Dusk Anderson Cheryl Collums ' The Effect of Exclusive Language on Third Grade Children Joleen A. Borgerding Speech Outlines 10 .................................................................. Origins of Chinese Medicine Poems 5 ................................................................ .................................................. Carol Bitzenhofer A Psycho-Social Evaluation of Dracula A Time for Change Alison Briley Julie Regan Lois Bringham ............ .................... .................................................. Cover design executed by Eric Valdez 35 44 46 �Introduction Casper College is pleased lo prcscnl the fourth issue of Challenge, a magazine lo honor excellence. As a display medium for academic endeavor. Challenge solicits superior examples of student writing from all college disciplines; our purpose is lo illustrate both the breadth and depth of course work on our campus. Instructors have selected representative writing from their courses, and, though wc do not include pieces from writing classes, we encourage all forms: exams, reports, essays, term papers. This issue represents work submitted in response lo the call for papers for two semesters, spring 1989 and fall 1989. Arlene Larson, editor Casper College Casper, Wyoming Spring, 1990 BPFCtAl COtLFCTONS CASPCR COlitQE .-PSA»V �Historical Adventures with Dr. Wolzgang By Alison Briley Course: German Literature in Translation Instructor: Paul Wolz Assignment: Write a brief paper giving the reader insight into an author, a movement, or a work frwn German literature. You may wish to compare authors, movements or works. One bright, November day in German Literature, my thoughts pulled rein from a lecture on minnesingers, not to daydream about a few of my favorite things like cherry cheesecake, curling up next to a crackling fire with a good book, or even shopping for new shoes. Instead, I had briefly peeked at a pattern that seemed to recur in German history. Even though my notion was only a seedling of an idea, I was excited because I could see its potential for a paper. I had not read much about German history from the 2OO's to the 18(X)'s, so I thought the ideas I was beginning to form were original with me. A few lectures later, to my chagrin, I learned that others, like Hegel, had already talked about history progressing in ways similar to lhe repeating patters I had discovered, so I decided to discard my ideas for my paper. However, when I explained my disappointment to my German Literature professor, Herr Wolz, he told me not to be discouraged and to go right ahead with my idea for my paper. So I did! For fun and for clarity, my argument will be explained by Dr. Wolzgang, a fictitious character. Dr. Wolzgang, a retired German Literature professor, has a wife. 5 �Hilda Wolzgang, who was also a icacher, and two sons, both of whom arc home for Christmas break from college. Dr. Wolzgang is dclighietl Christmas evening after the festivities have subsided and his two sons ask him to talk about motifs in German history. Tickled pink. Dr. Wolzgang pours a steamy mug of cocoa, settles deep into his favorite overstuffed armchair, and takes a deep breath, all of which indicate that he is willing to talk as long as he has an attentive audience. “Boys,” Dr. Wolzgang begins, “let me tell you about a pattern that repeats itself in German history from one period to the next. Each period has political, religious, intellectual, social, or ideological issues central to it. The issues a period is preoccupied with change over time. These changes are transitional rather than abrupt and arc often a mixture of the preceding period's ideas and the developing thoughts of the next period. Whatever is going on in a preceding period is usually a hint at what the people will react against that will start the development of a new period. The reactions, whether political, religious, intellectual, social, or ideological, arc usually encouraged by prominent figures and are reflected in art or literature. The reactions often occur because the ideas of the preceding period did not answer pertinent questions that the people of that age were concerned with. To demonstrate this pattern that repeats itself, let's begin with the Germanic age, cover the Medieval Age, Reformation, Age of Reason, Enlightenment, Age of Romance, and end with the Age of Realism.” “Keep in mind,” Dr. Wolzgang continues, “these periods, transitions, and reactions that result in a new period arc not pure, structured, static categories. Labels just help to clarify and give some semblance of a beginning and end.” Chuckling, Dr. Wolzgang reaches for a sugar cookie and then continues, “Understanding the pattern is a lot like trying to figure out your mother. You know, sometimes I just can't understand some of the things she docs and says. Most of the time, however, I can, even enough to make some predictions about how she will act. .. shhhhhhh . . . I had better be quiet. I can see the door ajar to the reading room where she i.s busy working on a project.” Returning his attention to his two sons. Dr. Wolzgang comments, “Now, I don’t want to intimidate you two, especially since you arc in college now—and am I glad of that—but I think I will briefly explain exactly what I will talk about when I discuss each period, its transition, and what happened to result in a new age. If I include everything that could be Siiid, we would be here 'till the morning sun shines and the cock crows. First, 1 will quickly describe the age I am talking about. Then, I will discuss one question or one idea­ cither political, religious, intellectual, social, or ideological—that was important during that age. Even though there arc several examples of prominent figures, works of art, or pieces of literature that reflect the question or idea that I choose to talk about, I will discuss only one. Finally, I will describe the transition from that age to the next, emphasizing that it is either a mutation, reaction, mixture, foundation, or two or more of these.” Portraying the Germanic Age, Dr. Wolzgang says, “Even though much of history for this period has to be conjectured since it was not written down at the time, it could still be described as brief, nasty, and brutish. In short, barbarians had to be good with a sword and a horse. To protect themselves against other warring tribes, the warriors, wearing leather armor and carrying long swords, would ch(K)se a Ictidcr from among the best fighters to lead them in times of war. People lived in clans and governed themselves by customary law. They could be described as pagan, concerned with surviving, and especially impressed with courage, honor, and hospitality, all ideologies important to them. Remember when I had you two read ‘The Lay of Hilderbrand’ when you were in about the eighth grade? That work superbly exemplifies barbaric warriors fighting with courage and honor. Unfortunately, much of the literature that reflects ideologies central to this age were burned because they were considered pagan, or 6 �were jusl nol wrillen down since people were illilerate.” After consuming another sugar cookie. Dr. Wolzgang continues, “Leaving the Germanic Age, there is a definite mixing of characteristics from the barbarians with those who will dominate that next period, the High Middle Ages from 1000 to the 1400‘s. There arc hybrids of pagan with Christianity and chivalry and warriors with knighLs. The Lay of the Nihelengunlied, Germany’s first long epic poem like England's Beowolf, has scenes, themes, and characters that represent this mixing of characteristics. For instance, Siegfried, one of the central characters, is a chivalric knight while Hagan, his enemy, is more like a barbarous warrior from the Germanic Age.” Describing the High Middle Ages, Dr. Wolzgang speaks on, “The years from about 1000 to 14(K) are called the High Middle Ages, and the period had characteristics, like Christianity, courage, and honor, that I hinted at when I described the mixing transition from the Germanic Age. Now, these characteristics, as well as several new ones, arc dominant. I think it is easy to describe the people of the period as ‘those who work,’ the peasants, ‘those who pray,’ the monks, and ‘those who fight,’ the nobility. The society of the nobles was held together with bonds of personal loyally and payments of homage and fealty while the peasants paid the nobility in kind or in shares of crops in return for protection. Much of Europe al this lime was being ‘Christianized’ by traveling monks. This description is brief, bul it is enough for our purpose tonight. Now, I want to talk about a social and religious ideal that was very imporiani lo mctlicval peoples; that is chivalric knighthood. Knights were usually Christians marked by honor, generosity, courage, and courtesy, especially to women. The knights esteemed minne, a courtly love that was virtuous, innocent, and platonic.” Grinning, Dr. Wolzgang commented, “Minne is what I fell for your mother when I first laid cyc.s on her eating a hot dog and drinking a milkshake in the school cafeteria. I had dated several girls but none of them compared lo your mom. From afar. the whole next semester I admired her and agonized over asking her for a dale. I am sure glad I got the intestinal fortitude lo do so, because I talked her into marrying me!” Dr. Wolzgang, stacking the cards in his favor, paid his compliment quite loudly, knowing full well the door was cracked to the reading room where his wife worked. He hoped his remarks would iinpres.s his loving wife enough so that later when he requested his favorite dutch apple pie, she would be glad lo make it. Eyes still twinkling. Dr. Wolzgang went on, “Von Hagenau, a minnesinger, wrote poetry that reflects the ideas that go along with courtly love and chivalry in lines like these, ‘Even so, I try every’ day I serve her . . . she was a lady of upright life.’ Remember, in progressing from the Germanic Age lo this period, I talked about mixing characteristics. Instead, I will now give you an example of how courtly love will mutate into sexual love. Contrast Von Hagenau's line lo the more physical, sexual themes in Vogelweide’s poem when he writes, ‘Under the lime-tree by the common, where we two had our bed, you can find flowers and grass both neatly picked; at the edge of the forest in the dell— Did he kiss me ... I should think about a thousand limes. See how red my mouth is Sitting closer on the edge of his chair, his checks slightly flushed. Dr. Wolzgang encourages his sons lo refill their glasses and their tummies. When they return he also feels refreshed and is raring to proceed. “Now, that Likes us lo the Reformation in Germany, from about the 1400's lo the 160()'s, which is synonymous to the Renaissance that is going on in other parts of Europe. During this period, there is the development and rise of a middle class called 'the burgers,' a diminishing of communal ideas and feudalism, a rejection of Church dogma and tradition, the rise of secularism, individualism, and humanism, as well as more money and more time which encouraged all these plus the age of crafts. A question that was of great concern, and dealt with extensively by Marlin Lulher, was that of the relationship between faith and works. Martin Luther was also an important 7 �figure because his iranslaiion of lhe Lalin Vulgate into German, along with lhe invcniion of Guttenberg's moveable type, encouraged literacy, questioning Catholic tradition, and a consolidation of one German language. So far I have talked about a hybrid of characteristics and a mutation. Now, I would like to talk about a reaction and a foundation. Many of the things I described that were going on in lhe Reformation were a strong reaction to what had been going on during the Dark Ages. Not only are they a reaction though, but they are also a foundation for the Age of Reason and for lhe Enlightenment.” Going on. Dr. Wolzgang describes the Age of Reason claiming, "The age, also known as absolutism or rationalism, is a reaction to the impact of the science revolution and lhe church’s telling people what to do and what to think. The ideology central to the age is: Man can reason for himself. The ideas of lhe lime were influenced by philosophers like John Locke who extensively discussed society over nature.” Proceeding to lhe Enlightenment, Dr. Wolzgang says, “Remember earlier that I said lhe Reformation was laying a foundation for the next two ages. Well, it did, along ^iih the Age of Reason. The Enlightenment, an inheritance of these two ages, is permeated with social and intellectual thoughts of individualism and progressivism. Probably lhe most important figure of this lime would be Lessing, who is considered lhe father of modern German literature. He ushers in the Golden Age of Literature and persuades Germans to borrow writing styles from the English and not lhe French since both languages have lhe same origin. After Lessing there is a lot more writing going on, especially didactic and polar, so it will be harder to narrow my choice down to one example.” Winking at his two sons. Dr. Wolzgang laughingly reassures them he will try to keep everything simple still. Continuing, Dr. Wolzgang remarks, “The Romantic Age, around the 1800's, is a vehement rebellion against reasoning and rationalism. Many claimed that human beings were also sensitive and emotional. Goethe was a master at lyrical p(x;lry, verse with or without form, that created strong feeling and emotion in a reader. You boys had mentioned in one of your letters that Faust was one of your favorite books that you read this semester. Didn't some of lhe passages sweep you away emotionally because they were so fluid and rhythmic?” “Well, boys,” Dr. Wolzgang exclaims, "we have progressed from the Germanic Age to the Age of Realism. There was an outcry against Romanticism now. People were saying that life is not all feeling, rather there is reality too. Romanticism had not answered all their questions and problems, and one could look around al life and sec that much of life was sad, hard, and very unromantic. Heinrich Heine wrote poems that exemplify ihe transition from the Age of Romance to this realistic period. For instance, in his poem ‘The Lorelei’ Heine creates the romantic feeling and image in its beginning but at lhe end bursts the bubble with reality when the young boatman dies. This is reality, he was saying, just as many of lhe people were claiming.” Getting that mischlevious twinkle in his eye again. Dr. Wolzgang says, “Reminds me of your mom and me after we were married. We both had glowing expectations, fond hopes, and romantic ideas about how life would l)c on the other side of ‘I do.’ Within lhe first twenty four hours, to my horror, your mother had loaded the dishwasher wrong. She had not taken advantage of every ncxik and cranny, and even worse she had loaded the cups facing north and south rather than cast and west. Then, to add insult lo injury, when I pulled open my dresser drawers to gel a pair of socks, your mother had rolled my socks up into light, little wads that looked like balls of yam, instead of just tucking lhe two lops of the socks together so they do not lose their shape. Now, to be fair lo your mom, I will tell you one of her horror stories about me, that is if I can remember one. Oh yes, how could I ever forget the lime she came huffing and puffing out of the bathroom accusing me of putting lhe toilet paper on backward. I wa.s aghasl--I had 8 �never considered there being a right or wrong way to replenish toilet paper. I revealed this thought to your mom, and for the next twenty minutes she gave me a lengthy, detailed dissertation on how to correctly load the dumb apparatus next time. So, much like the realists, your mom and I both realized that life is not always peaches and cream.” Dr. Wolzgang had told these stories to his two sons in a quiet voice, rather than his regular booming one, so that he would not upset Hilda. He wanted her to have the compliment he had made earlier in the evening to be ringing in her ears so he would get his dutch apple pie. His voice raised again, Dr. Wolzgang wrapped up his explanation. “Well, boys, that is a brief description of a pattern that seems to occur in German history from the Germanic Age to the Age of Realism. 1 could continue these themes right up until the 198()’s, and I could go into much more detail, but I think that you both could sec the motif. Just remember that the periods arc not static, confined times, but are rather fluid and changing. Each new age occurred after transitions that had mutations, mixtures, foundations, or reactions or a combination of these that culminated in the new age. One last interesting reminder is to note that reactions often occurred because the ideas of a particular age could not solve immediate problems or questions. For instance, the Romantics saw that people had emotions and were not all rationale. Furthermore, Germany was politically concerned with serious issues of reunification. Because of these two ideas, people were forced by reality to admit that life had problems and was not always romantic and emotional. So, it seems that Realism then went to an extreme, based on the emerging ideas of Darwin and heredity. However, these ideii.s could not solve all their problems cither. Anyway I am getting kind of deep and off the subject. What do you know? It is twelve o'clock already, so I had better hand this paper back over to Alison.” Dr, Wolzgang's comments are intriguing to contemplate and fascinating to play with because they exemplify the intricate, detailed explanations that go into explaining events in human history. By writing this paper, I could greatly appreciate this. I could also start to see that history can be looked at as a whole and not just fragmented pieces of information. In other words, I synthesized a lol of small bits of information—Do you think Bloom would give me a pal on the back? Finally, I was excited to learn that Hegel had talked about ideas similar to mine. However, his ideas, applied by Marx to communism, said that history's thesis and antithesis would synthesize in the ideal slate-communism. As we arc seeing now, this did not happen. As a Christian, I do not think there will be a perfect synthesis of patterns in history, unless it is Heaven! 9 �Centers and Civilizations By Carol Bitzenhofer Course: Philosophical Issues Instructor: Dr. Robert K. Carlson Assignment: I-or this exam, write an essay in which you discuss the following quotation as it applies to three books we studied this semester, each of which represents one of the three philosophical views of Iivc---pagan, medieval and modem: “While Pagan and Medieval man had a 'center' to their lives, Mtxlem man has lost the center in his life. This has resulted in the fragmentation of life for Modem man on all levels: religious, moral, political, and so forth, which leads to anxiety, despair and the general feeling that life is meaningless and absurd." “While pagan and medieval man had a ‘center’ to their lives, modern man has lost the center in his life. This has resulted in the fragmentation of life for modern man on all levels: religious, moral, political, and so forth, which leads to anxiety, despair and the general feeling that life is meaningless and absurd.” Particular cultures have certain ways of looking at things, certain attitudes in common as regards how and why the universe is. These altitudes affect all spheres of human life and, unless intervention occurs, are self perpetuating. Consciously or not we are each of us products of our particular cultural environments and these environments vary by design or its lack. As Hilaire Bollock says, "The whole of a human group is given its savor and character by the spirit which thus inhabits it." So it is necessary to define the "spirit" centering pagan and medieval man before describing the loss of values al ihc heart of mrxlcrn culture. 10 �I. The Pagan Center “Without the gods a man or city can do nothing. Only God knows everything, and man suffers for what he dews.” {Simonides, Accomplishments, 11. 1-4) “they are not dead, for their courage raises them in glory from the rooms of Hell.” (Simonides, On the Lakedaimonians Fallen at Flataia, 11.4-8) and men were out of joint. Gods represented a power incomprehensible, unattainable and often inimical to humans. Juno's unabated fury toward Aeneas was not reasonable. And god of gods, ruling all implacably, was a cruel and alien fate with values indifferent to particular men. Thu.s gods and men tracked parallel destinies without a common point upon which everyman might meet and reconcile a harmoniously eternal existence with his gods. Aeneas' progeny suffered this "doubtful doom" through the time of heroes, kings, and emperors to the dying of Jove's promise to Venus. Then Rome, decadent, moribund and desperate from a thousand years of corruption and habit, found only annihilation on its spiritual horizon. Socrates said that “man is a rational animal” and upon this premise pagan culture centered its highest virtue. Pursuit of knowledge txjcame paramount and its mastery the celebration and crowning glory of the pagan world. But what is reason precisely? It “has to do with finding the ground of being and the fundamental structuring of order in the universe . .. and of course what destroys reason is passion.” (Campbell, The Power of Myth, pp. 28-29). Thus certain ancients, while mastering passion, put their minds to work on the world and ordered a great civilization. Men like Aeneas, who was facing seven years of chaotic seas, nightmare monsters and awful omens or burning with Dido’.s love "in a furnace of desire" or walking “Pluto's realm” to see his “dear posterity,” could have finally surrendered to fear, passion or weariness but did not. Aeneas and others like him who engineered pagan civilization had an overriding purpose to which they were totally committed and which they faced with a courage and fortitude undaunted by suffering or death. Aeneas' destiny, “the site of his city, and safe harboring/For his gods in Lalium,” centered him, enabled him to master his emotions and order his environment, and made him great. He demonstrated the essence of Greek heroism, the pursuit of honor through excellent action both physically and menially. But as Rome's founder, Aeneas molded this heroism into the Roman sense of duly, “there is the fatherland that 1 must love,” and thereby earned his fame. But if man attains his highest nature when ruled by reason, the gods need follow no such rule. Though gods were created in man's image, god.s II. The Medieval Center “Death be not proud, though some have called ihcc Mighty and dreadful, for thou art not so; For those who thou think'st thou dost overthrow Die not, poor Death, nor yet canst thou kill me. (Donne, Divine Ptxjms, Sonnet 10, 1-4) Mankind despaired al the end of pagan civilization when suddenly revelation graced its dry rationality. Christ came, God/man and the Way by which all people could find a home with Divinity. The fleeting fame of a select few was replaced with a great promise for “Everyman” who chose a life enacted upon faith. Sure hope and purpose flowered since one could reconcile with God. Indeed the true purpose of any life was Its participation in God's life after bodily death. Thus one’s actions should be ordered to effect that end. Man herein found the essential and absolute center about which all revolves. He found God benign, accepting and In perfect accord with his essential self, his soul. Thus thirty odd pilgrims gathered a spring evening at the Tabard Inn in Southwark. A motley group from life's three estates, bound by a faith centered upon and ordered to a common end. Chaucer's pilgrimage to the shrine of Thomas a Becket metaphorically symbolized man's journey from birth through death to the bciilific vision for those who by active faith merited eternal bliss. 11 �Thus a prioress “full syinple and coy” tolerated an unbearable vulgar miller with “mouth as greet was as a greet fomeys,” and a friar calling a summoncr “Leeve brother with a feend” was “quiled” by a summoner's rejoinder that “Out of the dcvcis ers thcr gonne dryve/ Twenty thousand freer in route” rather than the dissolution of their common purpose. Quite simply their goal was absolute and greater than any one of them. It was a healing of their myriad sins and imperfections so that they would attain true happiness in God. immediate gratification, less his will, his reason, his feeling, in a word meaningless. Mcursault has no connection with others: “Marie ... asked me if I wanted to marry her. I said it didn't make any difference to me” or, “I explained to him, however, that my nature was such that my physical needs often got in the way of my feelings. The day I buried Maman, I was very tired” or about his murder of the Arab, “I had never been able to truly feel remorse for anything. My mind was always on what wa,s coining next.” He has no connections with his self: “for the first time in months, I distinctly heard the sound of my own voice. I recognized it as ihc same one that had been ringing in my cars for many long days” or al his trial, “I had the odd impression of being watched by myself.” He exists without meaning or purpose in a world where “familiar paths traced in summer skies could lead as easily lo prison as to the sleep of the innocent,” a world of absurdities. If we arc the “hollow men,” we are also ihc anxious. We look around for a grounding in solid values and everywhere the sands shift beneath our feel. Sometimes a glimmer upon the horizon promises some new answer, some Jim Jones or scientific panacea but it's “just a form shimmering before (our) eyes in the fircy air,” just a searing sterility invading our human souls. Then we despair because we know that “the emptiness of a man's heart becomes ... an abyss threatening to swallow up society.” Perhaps it is loo late, maybe the “bell lolls” for our species as a whole; perhaps we have failed our God as husbandmen of lhe world driven by arrogance and the desire lo dominate and so deserve our fate. We can only hope in our fevered twilight hours that we come lo our senses as Dante did when in his “gloomy wood, astray” and rediscover our connections lo each other, our planet and our God. I for one believe this possible. III. Modem Alienation “Turning and turning in the widening gyre The falcon cannot hear the falconer: Things fall apart; the center cannot hold; Mere anarchy is loosed upon the world, The blood-dimmed tide is looscd^nd everywhere The ceremony of innocence is drowned; (Yeats, The Second Coming, 11. 1-6) Something perverse occurred in the seventeenth century. God through a process of scientific reductionism was stripped of all qualities, reduced to the quantitative and measurable, transformed into a “mechanical philosophy.” Fact and value split and fact became mistakenly confused as the measure of value. Humans became observers rather than participants in their own experiences, resulting in a deep fragmentation of psychic integrity. As Morris Berman says in The Reenchanlmenl Of the World, "Scientific consciousness is alienated consciousness . . . Subject and object arc always seen in opposition ... I am not my experiences, and thus not really a part of the world around me. The logical end point of this world view i.s a feeling of total reification: everything is an object, alien not-me; and I am ultimately an object loo, an alienated 'thing' in a world of other, equally meaningless things” (p. 3). So man becomes a race of Meursaulls existing on a level devoid of his God, his reason, his passions, existing only in the fact that he is now sleepy or hungry or horny, not existing beyond this 12 �A Psycho-Social Evaluation of Dracula By Michael Weiss Course: Child Psychology Instruclor: Dr. Ruth Doyle This paper was a final exam in response to these directions: Write your own test question about a child or person and answer the question in an articulate manner, citing examples from the text by page to substantiate your answer. It is necessary to cite support of the answer with examples from different parts of the text to exhibit your familiarity and use of the text. Also make reference to the two charts you developed in class. raided, murdered and pillaged in many of the villages in the area. From 1443 till 1448 Dracula and his younger brother, Radu, were imprisoned as hostages by the Ottoman Empire. During this lime Dracula was known for torturing small animals that hi.s guards would bring him. In 1447, his father and older brother were killed by assassins and in 1448 Dracula began his first of three reigns. In the next 25 years, until hi.s death in 1476, Dracula developed a reputation for extreme cruelty. Vlad Tepes, also known as Dracula, was born in Sighisoara, Transylvania, now part of Romania, in 1431 (McNally and Florescu, 1972). His father was Prince of Wallachia, also part of present day Romania. Almost nothing is known about Dracula's mother. Dracula spent his early life being trained in the military arts. In 1438, Dracula, his father, and his older brother accompanied Sultan Murad, a Turkish ruler in an expedition across Transylvania. Along the way, the expedition 13 �In one episode, he had 20,000 Turkish prisoners impaled while he and his henchmen dined amid them. He was married twice; his first wife committing suicide in 1462. He also had several mistresses, of whom al least two he had killcxl and mutilated for being unfaithful. During hi.s three reigns, it is estimated that he had over 100,000 people killed. He was extremely vain and often had people killed for the slightest imagined insult. Dracula could also be very generous to those to whom he look a liking. He gave many gifts to those who pleased him. He was a very capable military leader, defeating larger invading forces several limes in his career. He was also responsible for ihc conslruclion of many monasteries and churches. Dracula had such an impact in Transylvania that Brain Stoker decided to use him as his vampire in his novel, written 400 years later. begins Concrete Operations. This means lhal Dracula was beginning lo understand logic as he watched people being killed for little or no reason. This is also an age lhal one Icarn.s to understand other people's feelings (Text, p. 391). All this means lhal, al an age when modern children are learning lo read, Dracula was watching people being killed and learning from that experience. The second significant event that shaped Dracula's life happened when he was twelve. Al this time, he and his brother were taken as hosutges by the Ottoman Empire. While adolescence was not considered a distinct stage of life by most traditional societies (Text, p.43O), it could still be considered a major time of change by most developmental theories. According to Piaget, this is the lime when one begins abstract operations (C.P. chart). This would mean lhal while imprisoned, Dracula was attaining abstract and detluctive reasoning. Piaget argues lhal the shift lo abstract “formal” levels of thought has some very profound implications on an adolescent's emotional life (Text, p.457). This means lhal al a lime when Dracula was advancing to a higher level of reasoning, he was in a situation where his life could end al any moment. Il is little wonder lhal he would consider life a cheap commodity. The Question Using the text and the charts, outline the life of Dracula from childhood to death. Major Events In His Life When looking al the life of Dracula, one needs to remember that he grew up in an age and culture completely different from our own. However, if the theories lhal we studied in class are truly universal, one should be able to apply them lo anybody, from any age or culture. While very little is known about Dracula’s childhood, there is one event lhal has been recorded and probably had a major influence on his life. At age seven, he was part of an expedition lhal murdered, burned and pillaged its way across Transylvania. Age seven is a critical age. Considered the delicate year (C.P. chart), it is a year in which one has a great deal of intellectual growth. It is also when one, according to Havighurst (C.P. chart), starts developing a conscience, morality and values. It is an age that many cultures treat children as small adults (Text, p. 357). This is the lime lhal, according to Piaget (C.P. chart), a child The Theories When one examines Dracula's life using Kolberg's Moral Theory, it is obviou.s that he did not advance higher than level two: personal needs and satisfaction. To Dracula, life wa.s short and worth very little. He didn't worry about conforming lo any set of rules, other than taking care of his own needs first. While it could be argued that this was a particularly violent era, it should also be poinictl out lhal the same culture and era prorluccd Marlin Luther, St. Thomas Aquinas and many others who achieved cither level five or six of Kohberg's theory. To examine Dracula’s life with Piaget’s theory, one needs to remember that, as mentioned earlier, some significant events in his life happened at ages 14 �Piagcl fell were very important, llial these events happened while Dracula was achieving concrete and formal operations may have had major effects on how he lived his life. One would assume that, because of Dracula’s demonstrated ability as a military commander and the creative forms of torture and death that he administered, he had a fairly high level of intelligence. Erikson might have found Dracula of particular interest. While we know nothing of Dracula's early life, it is obvious that during Erikson's first stage, Trust versus Mistrust, he wa.s left distrustful of others for the rest of his life. On level two. Autonomy versus Shame, it i.s likely that Dracula never was allowed to gain any self-esteem. This can be surmised by his treatment of others as an adult. When Dracula reached level three. Initiative versus Guilt, it is obviou.s that he never developed any kind of conscience. When Dracula reached level four. Accomplishment versus Inferiority, he was probably able to achieve some level of accomplishment, if for no other reason than he found he was very good al death. In the next stage, Identity versus Role Confusion. Dracula achieved a sense of who he was. Unfortunately, the identity he chose was that of a monster. When going through the next level, Intimacy versus Isolation, it is doubtful that he was able to have a intimate relationship with anyone. This can be substantiated by his relationship with both of his wives and his numerous mistresses. Il would be difficult to guess where Dracula ended up on Erikson's theory because of the violent way he lived and died; however, it is doubtful dial he was able to die with any integrity. To examine Dracula's life using Maslow's theory, one could assume that most of his life was spent attempting to fulfill basic needs. It is doubtful that he was ever in a position to achieve any of the higher levels, because he never had any kind of security in his life. Conclusions Dracula was not a nice person (this was written with longue firmly in check). He was responsible for terrorizing, torturing and killing a very large number of people. However, one is able to understand to a certain extent why he was what he was. I chose this subject for two reasons. First, if the theories that wc were taught are valid, I should be able to apply them to anyone. What this means i.s that ihc question tests both myself and the course. Since I was able to apply the theories to a person who was a complete monster and was born 500 years ago in a completely different culture, I can assume that the theories can be applied to just about anyone. This means that the information presented is valuable and something I can use. Second, if 1 was able to apply the theories properly, then I did my part in the learning process. References Skolntck, Arlene S. (1986). The Psychology of Human Development. Orlando. Florida: llarcoun Brace Javonovich McNally. R.T. and Florescu, R. (1972). In Search of Dracula. New York: Galahad Books. 15 �A Time for Change By Teri M. Hutchinson Course: American Literature I Instructor: Carolyn Logan The assignmenl was to read one of the authors in an assigned bibliography, then write a paper to consider the following questions: Should this writer—because of her ideas or her skill as a writer—lx; included in the canon of American literature? Should students of literature be as familiar with this writer as with writers usually anthologized, writers usually considered the mainstays of American writing? What dimension docs this writer add to our study of American literature? Do you recommend that we read the author you chose? Why or why rtol? Women have for loo long been ignored as credible historians, philosophers, intellcctualists and writers. It is lime for this to change. Mercy Olis Warren's “History of the Rise, Progress and Termination of the American Revolution” should be included in the study of American literature because of her style and because of the book's content. Under the heading of style, I will discuss sentence structure, metaphors, diction and a recurring theme. As I consider content, I will include the author's credibility and the book's historical value. Warren poetically crafts sentences to lighten the factual tone of her story and provide a little ironic emphasis. “It is there the choicest flowers of fame may be culled to crown the memory of Wolfe and Montgomery” (267). Here she combines alliteration and rhyme. “The .splendor of diadem, the purple of princes or the pride of power” (178) is another sentence Warren crafts for sound. One example of ironic emphasis is “it may be proper to observe that general Arnold extricated himself in a 16 �remarkable manner ... and lived to be distinguished through the American war. for his bravery and address, hi.s activity, and his villany” (271). After building up this war hero, she ends a sentence and a chapter with “and his villany.” We all know of the fate of Benedict Arnold. Warren's metaphors arc simple and she uses them sparingly as a device to illustrate particular points. One point Warren brings up is that not all Americans in the eighteenth century wanted to completely break with England. “The seeds of separation were sown” (176) and “independence was a plant of of later growth” (54) arc two way.s she metaphorically illustrates this idea. She describes America as “the dutiful child” (302) of Britain and a thought flashes in my mind-children eventually grow up and move out! The key here is “eventually.” Warren also refers to America as being “in the infancy of emancipation” (300), furthering the idea that America, al this lime, i.s only a child growing steadily toward independence. 1 think there is a gross misconception on the part of many young people that Independence was a Glorious Revelation suddenly manifested in 1776. With a few clever metaphors, Warren shows this not to be the case. Warren's book, as do all history books, contains some bias and a persuasive lone that I see evidenced particularly in her diction. Warren obviously despises power and wealth because of its “intoxicating nature” (230). “The moral sense (is) weakened by the sudden acquisition of wealth and power (and) humanity is obscured” (2). Whenever she gets on the subject of power, “tyranny,” “lust,” “arbitrary,” “ruin,” and “depredation” appear. She calls those in power, particularly the English, “obnoxious characters” (96), “evil” (66), “useless persons” (286) and “barbarous strangers” (283). She calls Americans the “prey” (39) of the British Parliament and “slaves of arbitrary power” (177). One last incident I would like to mention i.s Warren's description of a man who tells Governor Hutchinson of a secret meeting of the currently outlawed House of Rcprescnlaiives in Boston. Warren deems this man a “sycophant” (137)—not a “spy,” not an “informant, but rather an “ass-kisser.” The most prevalent characteristic of Warren’s style is her use of a recurring theme. The love of domination and an uncontrolled lust for arbitrary power have been equally conspicuous in the decline of Roman virtue, and the dark pages of British sloy. Il was these principles that overturned that ancient republic. It was these principles that frequently involved England in civil feuds. Il was the rcsisuincc to them that broul one of their monarchs to the block, and struck another from his throne. It was the prevalence of them that drove the first settlers from elegant habitations... to the cold, uncultivated western world (5). In my notes 1 have a list of over 40 page numbers that include pan of this idea of the oppression of individual freedom and human rights. On the majority of these pages her language i.s parallel, such as: watchful guardians of American freedom (37) and “the vigilant guardians of the rights of man” (99), “the rightrs of human nature” (4), “the hereditary love of freedom” (41) and “the spirit of freedom” persuasive device. With it, she is presenting and proving that the American revolution occurred because Americans were subject to arbitrary power and that the nature of humans is to be free and self-sovereign. I think her theory is based on a philosophical perspective that people can be oppressed and ignored only for so long. There will come a time when upheaval and change arc the only aliemalive. The first patriots were “armed in the cause of justice” (185) fighting for “privileges they considered as grants from heaven” (229). I think Warren's sentence structures, metaphors, diction and use of recurring theme effectively craft a persuasive argument for the individual freedom of humans a.s the cause of the American revolution. I did not, in this volume, find a significant mention of the French involvement in America's eventual rupture with England. The French government, whose support the colonists desperately needed, put a condition on their military and financial aid— America had to formally declare independence. Il 17 �is now documented fact that al the same lime Franklin, John Adams, Patrick Henry, Governor Jefferson was drafting the Declaration of Hutchinson and John Hancock. Warren had access Independence, Brikiin sent a peace commission to to an incredible diversity of information and America with plans of offering them everything desired no political advantage in writing herstory they wanted except independence. The crux of all and is a credible author. this is that Warren chose certain events and Next, when considering content for historical described them in such a way as to support her own value, I am obliged to mention three aspects of the opinions. She constructs herstory very well revolution that Warren brings to the surface. First, because although she leaves out some things, she the notion that all Americans were eager for war brings to light new circumstances that give me and independence is wrong. “From the beginning fresh insight to history. This leads me to the of the grand contest, the lamp of liberty had not second reason why I believe this book should be burnt so brightly in New York, New Jersey and included in the study of American literature: The Pennsylvania” (301). There were the “timid. . author's credibility and the book's hcrslorical value. .lovers of case” who were afraid of the “ravages of “Connected by nature, friendship, and every war” (301). These people also argued against a social tie with many of the first patrioLs. . .on die standing army for reasons I now can grasp after continent.. .and with several gentleman abroad... I reading this herstory. Second, the British, had the best means of information” (iii). specifically Colonel Johnson, attempted to motivate This is how Warren, very early on, establishes Indian involvement by inviting them “to drink the herself as credible. She “neither hopes nor fears, blood and feast on the body of any Bostonian” nor has any interest in, the success or failure of any (251). Third and most interesting, the British also party” (v). She later writes that “truth requires a “had the inhumanity to offer freedom to any Black just portrait” (78). Several times while reading this slave” (201) that would rise up and kill their book I found myself wondering how she could master. have known all these details and intimacies about I believe that Mercy Olis Warren’s “History of the people’s actions and characters. I was answered Rise, Progress and Termination of the American lime and again by her footnotes and references to Revolution" should be included in the anthologies the appendix. Often the footnotes would read “this of Traditional American Literature because of her information was verbally transcribed to the author.” style, including sentence structure, metaphors, Also in the footnotes she cited various sources such diction and a recurring image and because of as the “British Annual Register,” pamphlets, content, including the author’s credibility and the journals. Congressional and Parliamentary records new hcrslorical insights she provides. and actual letters and conversations with Ben Work Cited Warren. Mcr^ Otis. The History of the Rise. Progress and Termination 18 the American Revolutian. Boston: Manning and Ix)ring, �Origins of Chinese Medicine By Brian Murphy Course: Seminar in the /lumanilies Instructor: Marianne North Assignmenl; To write a five to lai page research paper on a topic related to the theme of the 1989 I lumanilies Festival; Nonwestem Influences on Western Thought. Many areas of our cullure have been influenced by nonwcslern cultures. Numerous ideas and inventions have their origins in foreign countries. Art, literature, music, and religion are only a few areas that influence our country. Another area which has been affected by foreign countries is the field of medicine, and a country which has greatly influenced medicine's growth is China. An important contribution China has given the rest of the world is the use of acupuncture to treat sickness and disease. Acupuncture has recently grown in popularity in America and is not much different than when it was first developed. According to one writer, "the tradition of acupuncture is based on the belief that life forces flow through the human body and disease results when the forces become out of balance" (Lasagna 101). Acupuncture involves "the insertion of needles of various materials and shapes into particular points of the body" (Lasagna 103). The needles were usually made of steel, the same material used in acupuncture today. The process of acupuncture is said to bring relief from various problems such as back pain, asthma, and headaches. Skeptics of acupuncture believe the technique is "unscientific." In contrast, Dr. T. Nakayama writes: Is it possible to consider ancient Chinese medicine as a real science? This is a troublesome question. To the modems, indeed. 19 �there seems nothing scientific about it. On the contrary, it is covered with a prehistoric mystic patina, and sometimes appears to be scarcely comprehensible. Nevertheless, when one is aware of its great therapeutic efficacity, one cannot deny its value. (Nakayama!) Today, acupuncture is used in Asia as well as many European countries, and its popularity is growing throughout the world. Another Chinese contribution includes the use of herbs for curing sickness. The Chinese believed herbs contained magical ingredients that helped sick people regain their health (Dimond 37). A popular herb people used was called ginseng. Westerners began to us ginseng to improve their health. The Chinese believe herbs can cure almost any type of sickness. As a matter of fact, most doctors in China use herbs instead of drugs for treatment. Nakayama writes, "When the body is afflicted and in distress, disease arises. In order to cure this, one applies every kind of herbal medicine" (Nakayama 14). The manner in which these medicines were prepared is also interesting. The Chinese believed in order to free the food of ail evil, it must first be steamed. Harold Parkers writes, "One must first use paddy rice and steam it. The stalks of the rice serve as fire wood. When the steaming of the rice is completed, the rice is very strong" (Parkers 59). Along with herbs, the Chinese people believed different types of foods had various effects on different parts of the body. These foods were categorized into four basic groups which included: The five grains act as nourishment. These grains arc wheat, millet, rice and beans. Next, the five tree-fruits which serve to augment the nourishment. These are chestnuts, dates, plums, peaches, and apricots. The five domestic animals contribute additional nutritional benefit. These are fowl, sheep, horses, pigs, and beef. The last group arc the five vegetables which complete nutrition. They consist of leeks, onions, greens, mallows, and scallions. (Dimon 67) 20 A very important contribution the Chinese have given to the western world is massage therapy as a treatment for sickness. At one time, many Chinese people suffered from a type of sickness that was curable through massage techniques and relaxation. Parkers writes, "Their diseases are many: they suffer from complete paralysis and chills and fever. These diseases are most fittingly treated with breathing exercises, massage of the skin, and exercises of hands and feet" (Parkers 34). He goes on to say, "The ancient sages combined these various treatments for the purpose of cure, and each patient received the treatment tliat was most filling for him" (Parkers 35). The Chinese also began the practice of reviving a person who has suffered from a heart attack. Nakayama writes, "When the body is frequently startled and frightened, the circulation in the arteries and the veins ceases, and disease arises. In order to cure this, one uses massage" (Nakayama 211). The Chinese believed people were cured by pushing evil spirits out of the muscle. Nakayama also writes, "One should attack the sick pan and allow it to swell, one should pull it and make it subside, one should distribute it and get hold of the evil" (Nakayama 224). In modern medicine, we use similar massage techniques but we understand belter the reason why massage helps patients. In the same way as the Chinese massaged patients, doctors use massage techniques to improve circulation, and to help the internal organs to relax and function better. The methods of giving a massage and relaxing the body have not changed much cither. By striking certain parts of the body, the Chinese learned about muscular anatomy and the function of different muscle parts. This helped doctors later on better to understand various muscle groups and how they are arranged and function. Through the help of the Chinese, medicine has improved. The techniques used long ago in China are still being practiced all over the world. Because of the Chinese, there arc more lives being saved through the contributions they have given us. �Works Cited Dimon, Grey E. More Than Herbs and Acupuncture. New York: Norton and Company, 1975. Lasagna, David. The Body. New York: Barnes and NoWc, Inc.. 1978. Nakayama, T. Acupuncture el Medecine Chinoise Verifees au Fapon. Paris: Argus Publishers. 1969. Parkers. Harold. The World Book Encyclopedia. 20v(A&.ficwYoiii: World Book-Childcraft International, 1982. 34-35. 21 �Poems Course: Spanish Composition and Conversation I Instructor: Lynda Durham Assignment: exercise in writing poetry in Spanish, with an English translation. 22 �Una Visia de Toledo La lierra oro, verde y morcna. El ciclo gris y bianco, los nubes sc esian arremolinando. Los lorreoncs del Alcazar pcnclran cn cl ciclo. Las murallas imprcsionanies y impenetrables. Los colorcs de los wlificios pequefios rodcando El Alcazar casan bien con los colorcs de la lierra. La vista de un puenlc. , By Carmen (Stacy Brown) A View of Toledo The gold, green and brown land. The gray and white sky, lhe clouds are swirling. The towers of lhe Alcazar penetrate lhe sky. The walls impressive and forbidding. The colors of lhe small buildings surrounding the Alcazar match well with the colors of the land. The view from a bridge. 23 �Untitled Y como vi los dragones remoniandosc y volando cn circulos cn cl vicnio de la manafla, mi corazon palpilando junlo a ellos con alegn'a, una alcgria de satisfaccion que era como el dolor. Su bcllcza estaba hecha de terrible fuerza, un salvajismo total y la gracia de la razon. Ya que son criaturas que podian pensar, con lenguaje y anliguas sabidun'as. En los palrones de vuelos habfa un feroz complacente coordinacion. Yo no habia dicho, pero pens6, no me inieresa Io que venga despuds; yo habfa visto los dragones en el viento de la manada. By Daniel Jordan Hand Buhn And as I saw the dragons soaring and circling in the morning wind, my heart leapt with them, with a joy, a joy of fulfillment that was like pain. Their beauty was made up of terrible strength, utter wildness and the grace of reason. For these were the thinking creatures, with speech and ancient wisdom. In the patterns of their flight was a fierce willed concord. I did not speak but I thought; I do not care what comes after, I have seen the dragons on the wind of the morning. 24 �CRISPADO CRISPADO... DESVENTAJA AL EMPOBRECIMiENTO Y DESVALIDO, EL CHILLIDO DESTAPAR EL DESVARl'O, ENCADENAR EL ENCINTO ... CULPABLE CULPABLE CULPABLE By Carol Ann Green ON THE EDGE ON THE EDGE. DISADVANTAGE TO IMPOVERISHMENT AND HELPLESSNESS THE SHRIEK OF UNCOVER MADNESS, TO PUT THE PREGNANT WOMAN IN CHAINS .... GUILTY .. GUILTY ... GUILTY. SPeC'Al COt'-ECTICN SASPF® 301-iECiE 25 �A Critical Look at Massacre at Fall Creek By Mary Carrick Course: Lileralure of the American West Instructor: Arlene Larson Assignment: After reading a work of your choice from among the suggested readings, write a paper to show that the work does/does not fit into the category of literature of the American West. Your analysis should reflect some understanding of the common characteristics of the works from the assigned reading. was also forced upon the cultures of the numerous Native American tribes existing on the frontier, with the survival of their race put in jeapordy. This westward expansion including the experiences of travel, work, family life, and spirituality, and the change from the known to the unknown are unique to that perifxl of our country's history in the eighiccn-hundreds. Most western lileralure deals with some aspect of this cultural change and the lime period of the nineteenth century. For a work of literature to be considered literature of the American West it should contain the experience of the frontier where civilization and wilderness come together. Il will deal with the concerns of the established eastern part of the country converging onto the untamed area of the United Slates. The culture of the established eastern stales was brought along with the settlers as they moved west, but, al the same lime, they were forced to modify their behavior and values. These changes were necessary for their survival. Change 26 �Jcssamyn West's novel The Massacre at Tall Creek shares these characteristics with other literature of the American West. The story is set in 1824, in Indiana early in the westward movement. The Indian tribes of this area were not yet moved onto reservations, but were allowed to live on some of the land, or sell to U.S. land agents. The government bought land from the Seneca Indians for mere trinkets, and sold it to would-be eastern settlers. Much of this land was unsuitable for farming. In this setting, the move of civilization to the wilderness and the difficult questions concerning humanity that arise are borne out in the story of the people of Fall Creek, Indiana. The Senecas of this area lived peaceably near the while settlers of Fall Creek. This small band consisting mostly of women and children subscribed to the leachings of the Indian prophet Handsome Lake, which resembled the leachings of Christ. The story begins with the character Jud Clasby, an Indian hunter, speaking with this group and thinking of an unsolved problem of the frontier: “Clasby didn't want to waste breath on this old argument. Besides, who was first cut no ice. What cut ice was who would be here last. Why could’l the Indians sec this? They could die in their tracks saying, ‘We were here first’” (West 7). The conflict begins after Clasby and four other men from lhe sclllemenl murder these Indians in cold blood because they fell they were competing for game in the area. Large bands of Senecas to lhe north were outraged by these killings, and threatened to lake vengeance on the whiles if lhe perpetrators were noi tried as murderers. This would be lhe first trial of its kind, white men on trial for killing Indians. The murderers, save Clasby, were all easily found as they had gone bragging about their deeds among their neighbors. West gives us lhe sense of what a shock it was lo lhe men who sat in jail puzzling over being treated as criminals now for something up until lhe present they had been praised for. "How could white men ever hold their heads up again, after being clapped into jail for killing an Indian'.’” (West 88). The Monroe administration was ready lo make an. example of these men, and lhe settlers could only guess at the consequences it would bring to their lives. Caleb Cape, the settlement's pastor, and his family empathize with both Indians and whiles, but their lives are closely lied with lhe convicted men. Hannah Cape, his daughter, is lhe heroine in lhe story. Her character is lhe embodiment of lhe resistance lo change that is present on the frontier. She helps her father to protect the bodies of lhe murdered Indians, so they can be buried later. She sees lhe atrocity first-hand. She falls in love with Charlie Fori, an Eastern lawyer hired lo defend the while men. She is torn between her love for Charlie, and wanting him to succeed, and her conscience that says any man who murders another must pay lhe consequences, according lo the law. When she and Charlie have a falling out, she is wooed by a lawyer for lhe prosecution who has no sympathies for lhe convicted men. She is allraclcd lo lhe new way of thinking that Oscar Dilk represents, but has stronger feelings for ihc prisoners and the old ways that Charlie represents. She and lhe rest of the settlement are faced with the question, is lhe law of lhe east to be applied to lhe west, and is this a good thing? West shows this struggle in a conversation between Lizzie Cape and Luther Bemis before he turns himself in: Bemis: “Nothing happened last week except that we suddenly caught sight of what's around a comer we'd never turned before.” Lizzie: “What wa.s that sight?” “A world where an Indian is a human being who can't be killed like a bear or a wolf.” “What's that mean for us?” “I don't know. There's darkness ahead.” (West 90) Hannah and her father spend lime in the jail with lhe prisoners praying with them, and ministering to them. Caleb, overcome by sympathy for Luther Bemis, lhe only man who turned himself in, helps him lo escape lo see his new baby. As Luiher aliempls lo gel lo his wife, he hides in a hollow log where he falls asleep lo awaken with his feel frozen. The Indians, inieni on capturing him lo �make sure he is hanged, find him and return him to the jail. Because he is repentant, and admits his wrong to the Indians, they promise to see that his wife and child are brought to him before he is hanged. Hannah takes the Indians to get Ora Bemis, and lhey are allowed to say their goodbyes before the hanging. The drama of the trial proceeds with most of the population in attendance along with prominent Indian chiefs to sec that justice is done. As each conviction is followed by a death sentence, the people of the community are increasingly anxious to have these men put to death to secure their own safety. At a church service for the convicted men. West shows us the ambivalence of the people to accept eastern law. “There would be present those fearing that the sentencing would be harsh, but also those who feared that without death sentences all of them would die at the hands of the northern tribes” (West 213). Caleb Cape slays in the jail with the convicted men until the day of the hanging. Here he is forced to face death, the inevitable deaths of four healthy men. He finds that there is nothing he can say to make things easier for the men, or himself. When the dreaded day arrives, so do settlers from all over the slate to watch the happenings. It i.s a tense day as the Indians watch to ensure that justice is carried out, and the sheriff fears a last-minute attempt to save the prisoners. West seems to be telling the reader that she also sympathizes with both sides, and feels the changes on the frontier were loo long in coming. This idea is presented in Charlie Fort’s conversation with the judge: Fort: “The law didn't lake into consideration that no one had payed any attention to the law for a hundred years when it come to killing Indians.” Judge: “Attention will be payed from now on.” (West p. 290) West is addressing the tragedy that these few while men must be made examples of when killing Indians had been their means of survival to this point. She is also suggesting that the frontier was a kill-or-bc’killcd situation with the strongest in battle winning the land, tragic a.s it is. This idea can be seen in her description of John Wixx! as he is about to be hanged, “From his cradle to now, the old man had heard talk of moving west. . . But there was no way to go west without killing Indians. Now the old man, for doing what everybody knew had to be done was going to be . . . hanged by his poor old neck until dead” (292). The three men arc hanged, and as the convicted boy is about to lake his turn, Hannah takes a pot of coals up to the gallows, and puls her hand on them (as a show of bravery) to plead to the Indians lo spare the boy's life. At ihe same time the governor rides in with a pardon for him. Charlie comes to Hannah's aide, and Hannah embraces his genuine love, rejecting the insincerity of Oscar Dilk. This rejoining of Hannah and Charlie represents the joining of the culture of the east combining with the new country of the west. Hannah will not become completely “eastemized,” and Charlie will not become “wcslcmized,” but they will unite the best of both cultures, and continue their lives on the frontier. The release of the boy at tlic climatic end of the story may be West’s suggestion that there was hope to bridge the large gap between east and west if ihe young generation of whites and Indian.s could treat each other as human beings. She leaves the reader little hope of this peace though, as she shows the Indians gathering, and uilking of the revenge they will have upon Clasby. They have him captured, and leave in eager anticipation of the torture and the feast that are lo come (310). Jessamyn West's story of the people of Fall Creek in showing the paradox of settling the west shares this characteristic with the archetype of the American Western novel. The Virginian. Unlike Wister, Jessamyn West does not romanticize the west, but in her story shows the flaws of ihe coming civilization and the flaws of Ihc lawless frontier. She shows these ideas through the readiness of bolh Indians and whiles to live by selfmade laws. She seems lo prefer the civilized order since it prevails in her story. The story of the Virginian, on the other hand, shows Wister's preference for lynch law as it prevails, and his 28 �frontier through the conflict of the settlers and eastern law, and in the conflict in the romance of Hannah. The Massacre of Fall Creek is in the tradition of literature of the American west as it deals with the frontier experience and with those difficult issues facing humanity that were found in the history of our country during the nineteenth century. Jessamyn West’s work of the story at Fall Creek closely resembles that of the archetype of western literature. The Virginian, through its plot structure and central issue of change on the frontier. atlraction to life without formal restrictions. Wister has a judge in his story defend the lynch law practiced in the cattle country in the late eighteenhundreds (Wister 270). West does not do this, but has transgressors in her story subject to the established law. Jessamyn West's work shares Wister's theme of civilization versus wilderness, and both show the coming changes to the frontier through die major conflicts in the stories. Wister shows this change through the conflicts between the Virginian and the villain Trampas, and the conflict in the Virginian's romance. West shows the change coming onto the Bibliography Wesi, Jessamyn. The Massacre al Fall Creek. New York: Ilarcoun, Brace Jovanovich, 1975. Wister, Owen. The Virginian. New York, New York; Nal Penquin Inc., 1979. 29 �Food for Thought: The Images of Christina Rossetti By Cheryl Collums Course: English Lileralure II Instructor: Dr. Melon Raines Using materials you have collected in your reading logs and in class discussion, write an intcrprclalion of the work of one author in which you trace a pattern of imagery to explicate the text or to prove your thesis. Food is such a wonderful pleasure! We indulge ourselves with it. we reward each other with it, we use it as bait (the way to a man's heart. . . .). Our mouths waler al lhe sight of a dinner table laden with steaming meal, rich sauces, delicate pastries, and ripe luscious fruit. Il is a powerful image because wc can all relate to the sights, smells. tastes, and textures that accompany eating. When the fare is remarkably delicious, wc even say that it's so good, it’s sinful. It is not surprising to note, then, that Christina Rossetti has used food images to convey her themes of temptation and sin, and redemption through suffering in her poem “The Goblin Market”! I All references to the primary source are to “The Goblin Market,” The Norton Anthology of English Literature, Ed. M. 11. Abrams, el al. 2 vols. (New York: W.W. Norton and Co., 1986). pp. 1508-1520. They will be documented in the text in parentheses following lhe quotation. 30 �The poem tells the story of two sisters, Lizzie and Laura, who were templed by the cries of the goblin men to “Come buy our orchard fruits. Come buy, come buy” (3-4) as they gathered water from the brook in tlie evenings. Lizzie covered her head and ran from temptation, but Laura succumbed. She bought a feast of delicious fruits with a lock of her golden hair, and returned to tell her sister about her incredible experience. She longed to taste the wonderful fruit again, but discovered that once a maiden has given in to temptation, she is no longer able to hear the goblins' cries, and is left to wither and die, yearning for the taste of their fruit. In order to save her sister, Lizzie went to the goblin men to buy some fruit to take to Laura, but they insisted that she eat it there with them. When Lizzie refused, the infuriated goblins beat her, clawed her face and neck, pulled her hair out, and tried to squeeze the fruit into her mouth. She refused to open her mouth, and the juice of the fruit Sluck like syrup to her face, lodged in her dimples, and ran down her neck. The angry goblins retreated and Lizzie ran home to her sister, having redeemed Laura's sins through her suffering. The first stanza of the poem describes the tempting fruit. Almost every fruit imaginable can be found in the list. Rossetti's images are real as she describes “Plump unpecked cherries, . . . Bloom-down-cheeked peaches, . . . Wild free-born cranberries” (7,9, and 11). We can see the fruits as they are described, and can identify with the feeling of temptation. When Laura is enticed into lasting the fruil, the verse takes on a more subtle, sensual tone. “She clipped a precious golden lock... Then sucked their fruil globes fair or red:/ Sweeter than honey from the rock./ Stronger than man-rejoicing wine,/ Clearer than waler flowed that juice;/ She never tasted such before,/ . . . She sucked and sucked and sucked the more/ Fruits which that unknown orchard bore;/ She sucked until her lips were sore” (126-136). Laura's encounter with the goblin fruil was pleasant and intoxicating. She yearned for more, but of course was to be denied. Her sister Lizzie’s experience was violent. Al first the goblins attempt to seduce her with ihe fruil as they ’’hugged her and kissed her/ Squeezed and caressed her:/ . . . (saying) / Bob al our cherries/Bite at our peaches,/. . . Pluck them and suck lhemyPomegranaies, figs” (348-362). She refused their advances, and the scene reads like a gang rape, as the evil goblins “Held her hands and squeezed their fruits/ against her mouth to make her eat” (406-407). She was scratched, kicked, pinched, mauled, and stamped upon in a vain attempt to force her to eat. But through all this suffering, she remained strong, “Like a lily in a floody Like a rock of blue-veined stone/ ... Like a fruit-crowned orange-tree/ . . . Like a royal virgin town” (409-418). It i.s interesting that Rossetti chose the metaphor of a fruit-crowned orange-tree to denote something of strength and purity. Perhaps she meant to imply that the fruit on the tree was still pure and “virginal,” while the fruil harvested by the goblins had become tainted. Finally, Rossetti uses the juice of the fruil as an instrument of salvation. Lizzie returned from the glen and told Laura, “Hug me, kiss me, suck my juices/ Squeezed from goblin fruits for you,/ . . . For your sake I have braved the glen/ And had to do with goblin merchant men.” (468-474). Laura covered her sister with tears and kisses until her lips began to burn, and “Swift fire spread thro' her veins, knocked at her heart,/ Met the fire smouldering there/ and overbore its lesser flame” (507-509). The juice from the fruil was an antidote for the poison in Laura's blood, and by morning she was herself again. The sexual feeling expressed in the poem is very strong. Rossetti uses the fruil as a vehicle to illustrate different kinds of love. The fruil is used as a tool of evil temptation by the goblin men. They entice, they tease, they lure Laura with their fruits. She is intoxicated by the experience, but also tainted and spoiled. Lizzie's encounter is violent. The goblins are no longer seductive, they are vicious. Rossetti characterizes men's attitudes in sexual relationships as dominating, controlling, and even violent. On the other hand, the fruil is used as a tool of salvation by Lizzie to save her sister from death. Lizzie presents herself to Laura 31 �almost as a sexual offering, but I don't feel that Rossetti was referring to lesbianism. I think she was saying that the bond between the women was life-sustaining and fulfilling, rather than destructive. Rossetti’s choice of fruit to help convey her themes of temptation and salvation gives the poem a very sensual, sexual feeling. It could be that she felt sin and sex were closely related. In the last stanza of “The Goblin Market,” she tells u.s that the sisters eventually marry and have families of their own, but the bond between them never falters. 1 believe Rossetti had strong emotional tics with her mother and sister, but was perhaps uncertain about malc/fcmalc relationships, since she herself never married. In any case, her tempting images of food make delicious reading. 32 �Response to James J. Kelly By Dusk Anderson Course: Sculpture I Instructor: Linda Ryan Assignment: Write a personal response to Chapter Six (“Content: The Meaning of Sculpture") of The Sculptural Idea by James J. Kelly. Do not simply summarize the informalitxi, but use it to explore your own ideas about art; you may agree, disagree, or add to what Kelly presents. freedom to pursue and express change, and above all, the spirit of the artist transcribed through the work. Spirit is never fully realized consciously. Realizing who and what you are is the purpose of life. It is a process, a journey of discovery. Art is an expression of this striving to uncover one's unconscious but always present spirit. Art takes work. Honesty and awareness of inner feelings and, perhaps most frightening, sharing that inner piece of self in a work is a necessity if it is to be art. Those artists in the mall that have skill (some even a high degree of skill) but don't seem to produce art arc just churning out pieces. I go to the mall and see “art” shows and rarely see anything I call art in spite of the fact that there is often a great deal of skill displayed in the work. I hadn't been able to pin down the reason I felt the pieces displayed were not really art until I read chapter six of James J. Kelley's The Sculptural Idea. Linder “Communication of Meaning,” Kelly says that the question, “What effect do intuition and the subconscious have on the content a sculptor gives to his work?” is unanswerable. Nonsense! He answers it himself in the next section when he says of content: It is the visionary sense of the artist, the quantity and quality of form and matter, the 33 �Manipulation of materials docs not go beyond the superficial. Il docs nol reach into the soul. They aren't giving of their inner being. Technique cannot make up for this. A true artist puls her heart and soul into a piece. She risks much more than ihc “mall artist.” The true artist may turn oui a series of similar works but there is progression or retrogression or exploration in them. In other words there is change and growth, and that, to me, equals life. Art has life. Most of “mall art” has no life. Il is like a sluffed bird. If there is no life, there is no art. Even a sluffed bird can be art if the artist uses it for a purpose, if he brings out an inner meaning from within his soul. If he then simply tries to reproduce that inner meaning, it loses its meaning because the artist has changed and the time-frame has changed. Life has continued on, Iciiving him behind. Without input from the inner being, a work lacks an element of lime — the difference of the artist's perspective al the lime of conception and the lime of realization. The artist would be trying to create out of a remembered perspective. I don't think that's possible. I think change, however strenuously resisted, cannot be slopped. An artist must express this change in her work, nol cling to the old simply because it worked in the past or because it still sells, or her work is lifeless. Art comes through being true to oneself, nol in trying to please the masses. 34 �The Effect of Exclusive Language on Third Grade Children By Joleen A. Borgerding Course: Child Psychology Instructor: Dr. Ruth Doyle Assignment: The major assignment for the class is a literature review or a project based on one of the research designs discussed in class. Ihis project is an experimental design with a brief literature review. an exclusive or masculine-generic manner while the P form of the questionnaire was phrased in an inclusive manner. Answers to the eight questions on the questionnaire were in the form of female and male slick figures. Ibc children were instructed to circle the answer or answers which they thought correctly answered each question. Each questionnaire was scored as representing cither an inclusive or exclusive interpretation. Data were analyzed with the x^ statistic, and results revealed support for the research hypothesis (x^=11.5, df=l. p<0.(X)l). Abstract Ibis study examined the impact of exclusive or sexist language on children. It was predicted that children would exclude females more often when presented with male-dominated exclusive language than when presented with inclusive language. Twenty-three third grade children from Manor Heights Elementary School and 24 third grade children from Pineview Elementary School completed one of two forms of a questionnaire. The M form of the questionnaire was phrased in 35 �person’s thought process. Gordon (1984) conducted a study in which college juniors and seniors who were enrolled in a preservice teacher education program respondctl to questions dealing with early man or early people. Students answered the questions through drawings and were asked to give names to lhe figures in the drawings. By determining the sex of the figures according to lhe names given to them, it was found that 23% of the students responded to every question on the masculine generic form by drawing male figures. None of those taking lhe inclusive or neutral ("people") form, nor those taking lhe specifically inclusive ("men and women") form drew all male figures for every item. The results of a study conducted by Moulton, Robinson, and Elias (1978) demonstrated further evidence of the unsucccssfulness of masculine nouns and pronouns in producing a gender-neutral effect. Subjects created a story about a fictional character in response to a situation provided by lhe experimenter. In one condition the situation was worded with "his," another was worded with "their," and the last condition was worded with "his or her." Gender of the fictional character was determined by its name, and lhe frequency of lime females were portrayed as characters in lhe stories and the frequency of limes males were portrayed as characters in lhe stories were compared. Results indicated that the use of "his" created the image of males significantly more often than females, while females and males were portrayed nearly equally when "his or her" and "their" were employed. The present study was conducted in order to determine the effect of masculine-generic language on children. Based on extensive past research it was predicted that children presented with masculine-generic or exclusive language would lend to exclude females more often that children presented with neutral or inclusive language. For lhe sake of convenience it is common to use masculine forms of nouns and pronouns when lhe antecedent is unknown or when lhe anlecedcnl includes both sexes. It has been laught ihai this use of masculine nouns and pronouns is grammatically correct Such use of pronouns and nouns implies that all people are assumed to be male unless otherwise specified. Language has a great impact on our daily lives merely by shaping lhe thought process and by influencing lhe ways in which people relate to each other (Morris, 1990). The relationships between females and males are influenced by everyday words, and this language must treat males and females as equals. If lhe language is biased toward either sex, it is sexist. Miller and Swift (1972) define sexist language as "any language that expresses stereotyped attitudes and expectations, or that assumes lhe inherent superiority of one sex over the other" (p. 195). The use of masculine nouns and pronouns to include both sexes has been found to be ineffective in doing its "generic” job. Several studies have found that masculine-generic language has male specific connotations when lhe generic is intended (Moulton, Robinson, & Elias, 1978; MacKay, 1980; Sneizek & Jazwinski, 1986; Hamilton, 1988). If such language succeeds in excluding females far more often than including them, a different method of communication that succeeds in including both sexes should be employed. The exclusive nature of masculine-generic language may seem to be very subtle. This is because in all areas of our lives (the school, the family, and lhe work environment) exclusive langague has been employed since we learned lhe English language. Reversing lhe direction of the bias provides one way for people to realize the extent of the bias. Imagine referring to lhe average or hypothetical person as "the woman on lhe street." Imagine referring to people in the business world, both women and men, as "businesswomen." Imagine referring to lhe human race as "womankind." Il seems absurd, yet this is exactly the effect that masculine-generic language has on a Method Subjects The subjects were 23 children from a Manor 36 �Heights Elementary School tliird grade class taught by a woman and 24 children from a Pineview Elementary School third grade class taught by a man. There were a total of 17 females and 30 males. The two forms of the questionnaire (P and M) were randomly handed out to the children with approximately half the males and half the females in each ircatmcnl group. Therefore, a child had lo have had included both sexc.s at least 75% (sum greater than or equal lo 6/8) of the lime in order for the questionnaire lo be considered an inclusive interpretation. Il was reasoned lhal tf a child's answers consistently included both sexes al least 75% of the lime, ihcn the child had a certain image in mind which included both sexes rather than chance and random circling of answers. Procedure The experimental design consisted of two treatment groups in which the form of the questionnaire was the variable under manipulation. Sex of the subject was an organismic variable. The experiment mettsured the differences in the manner in which subjects interpreted eight questions on the P form vs. the M form. Questions on the P (person) form were phrased in an inclusive manner, using words such as people, they, hand-made, and ancestors. Questions on the M (man) form were phrased in an exclusive or masculine-oriented generic manner, using words such as man, he, man­ made, and forefathers. Answers to each of the eight questions were in the form of female and male slick figure people, with each question having either four or five choices. (Appendix A) The children were instructed to read each question and circle anywhere from one to five answers which they thought best answered the question. Il was emphasized lhal ihe children were not being tested, rather, the experimenter simply wanted to see how they answered the questions. Each of the eight questions was scored with cither a "1”, meaning the child had included both males and females when answering the question, or a "0”, meaning the child had included only males or only females when answering the question. After a score for each of the eight questions had been established, a comprehensive score for the entire questionnaire was derived. The questionnaire was scored with a "1" if the sum of the scores for the eight questions was equal to or greater than six. A "0" was given if the sum was less than six. Results Comprehensive scores were combined into a contingency table of Form (P/M) vs. Inicrprelalion (Inclusive/Exclusive). Data were analyzed for significance with a 2x2 Chi Square. The data indicated results in the expected direction. Analysis revealed a statistically significant difference in the manner in which the children interpreted the exclusive language vs. the inclusive language 11.5, df=:l, p<0.001), demonstrating support for the research hypothesis. Of those children taking the P form, 82.6% received a final score of "1", meaning that 75% or more of their answers had included females and males. Thirty-nine percent of the children in this group interpreted all eight questions inclusively. Furthermore, all children taking the P form included a female figure at one lime or another. In contrast, only 29.2 % of the children taking the M form received a "1" as a comprehensive .score, meaning lhal the majority of these children excluded females (males were excluded on six questions out of the entire 47 questionnaires) when presented with male-dominated exclusive language. Even more distressing was the fact that only two out of the 24 children (8.7%) taking the M form of the questionnaire answered all eight questions by including both male and female figures. Three out of the 24 children (12.5 %) answered the entire M form of the questionnaire without once Including a female figure. Figure 1 (inicrprelalion of Form P vs. Form M) provides a graphic summary of these results. 37 �Discussion bodi sexes, results would be free from bias. Although the results of the experiment showed that children who look ihe M form tended lo exclude females considerably more often than did those children who look the P form, one should consider that third grade children, usually around the age of seven, have generally not yet reached ihe level of formal operation according lo Piaget's cognitive theory (Skolnick, 1986). Children near the age of seven are most likely between the prcoperalional stage and the concrete operational stage. Ability lo use basic logic is beginning to develop in the concrete operation stage, but abstract reasoning and theoretical thinking are not truly present until the formal operational stage (Skolnick, 1986). Therefore, it may be argued that the exclusion of females in the experiment was not due lo the exclusive nature of masculine nouns and pronouns, but instead may be explained by looking al the development of language and reasoning skills in children. These resulls demonstrated that the use of language greatly effected the extent to which this sample of third grade children included females and males. In accord with the research hypothesis, children who completed the P form of the questionnaire included both sexes significantly more often than did children who completed the M form of the questionnaire. In conducting future research it would be beneficial to make use of a longitudinal study to prevent resulls from being confounded by the effects of age and language development. Furthermore, the questionnaire should be scored so that an exclusive interpreuilion accounts for only the exclusion of females; in the present study "exclusive" was considered to be the exclusion of either sex. Finally, if each questionnaire was scored as inclusive when 50% or more (compared to 75% in the present study) of its answers included Figure 1 Interpretation of Form P vs. Form M Inclusive Exclusive 38 �However, evidence rejecling lhe above hypothesis has been acquired by extending the experiment to children of all grade levels, milking it possible to investigate any differences in the manner in which children of different ages interpret exclusive and inclusive language. Such an experiment was conducted by Gordon (1984) in which both forms of lhe questionnaire used in the present study were distributed to elementary school children in grades one through six. The results demonstrated that children in each grade level responded to exclusively masculine forms of nouns and pronouns by excluding females while those presented with inclusive nouns and pronouns included both sexes. The results of the present experiment along with extensive past research should not be simply overlooked and credited to the reasoning and language development of children. The research shows that a severe problem arisc.s when maledominated exclusive language is employed. This problem is the virtual invisibility of women. Maledominated exclusive language may also contribute to the discrimination of women. The implications of exclusive language arc extensive. When masculine-dominated exclusive language is employed, the idea of male "superiority” and female "inferiority” is reflected. Calling attention to exclusive language makes it possible to call attention to lhe underlying attitudes that dictate interaction between lhe sexes. Possibly lhe most harmful aspect of exclusive language is the part it plays in perpetuating stereotypical sex-roles. Children who are raised in an environment which ignores lhe female gender are given lhe idea that it is “a man’s world.” In a study by the Task Force of lhe National Organization of Women which evaluated the extent of scx-role stereotyping in childrens’ books (cited in Bordelon, 1985), it was found that “boys and men were present in lhe readers in overwhelmingly larger numbers than girls and women.” Furthermore, males were typically portrayed as being clever, imaginative, adventuresome, strong, and independent while females were portrayed as being passive, weak, and dependent on male initiative. In addition to lhe limited and negative view of female characteristics, females were depicted as having very few occupational choices (nurse, mother, secretary, and teacher). Such stereotypes are very detrimental to children, especially in their early formative years. DcLoach, Cassidy, and Carpenter (1987) conducted a study in which they had mothers read three popular books to their children. The mother’s use of feminine or masculine names or pronoun.s to refer to gender-neutral characters was recorded. The results showed that 95% of these characters who were intended to be gender-neutral were referred to as males by lhe mothers. This suggests that the prominence and importance of the male gender along with lhe invisibility and unimportance of the female gender is reinforced by most parents. Similarly, the creative writings of elementary sch(X)l children were examined for evidence of sex differences and sex-role perceptions (Trepanier & Romatowski, 1985), and a predominance of male characler.s and assignment of allribulcs to male characters was found. Children have been found to display confusion when presented with female occupants of traditionally male roles and male occupants of traditionally female roles. Rosenthal and Chapman (1982) found that elementary school children who were asked to name such occupants would frequently give inappropriate responses. For example, children named female doctors “nurses” while correctly naming the male occupants of this role “doctors.” Success in obtaining an androgynous society where females and males are accepted as equals begins by raising our children in an atmosphere which does not foster stereotypical altitudes regarding sex-roles. Encouraging equality and androgyny must begin in lhe early years of a child's life. Creating this healthy atmosphere involves providing a method of communication which docs not glorify the male gender while diminishing the female gender. 39 �Appendix A Nome Boy Girl Groda 1. Christmas is a time when people of goodwill gather to celebrate. Circle the group or groups 2. Buying gilts for our family can be hard. Sometimes a salesperson is very helpful. Circle the helpful salesperson (or salespersons) below. 3. Many gifts are hand-made. Here are some gifts, showing how they are made. Circle the 4. Our pilgrim ancestors made a lot of their gifts themselves. Circle the pilgrim ancestor or 40 P �2-P 5. Which ofthese people show the spirit of brotherly love? Circle them. K If i 6. During holiday seasons, people seem to beat peace with other people. Circle this. 7. Which people are wishing on a star to make their wishes come true? Circle them. 8. People think of others during holidays. Which of these do? 41 �References Bordelon, K. (1985). Sexism in reading materials. Reading Teacher, 38, 792-797 DeLoach. J.S., Cassidy, D.J., & Carpenter, C.J (1987), The three bears are all boys: Mother's gender labeling of neutral picture book characters. SexRoles, 17, 163-178. Gordon, S.L. (1984, June). "Man" --Does It Mean Men and Women or Just Men? Paper presented al a 1984 Women's Study Group North Dakota. Hamilton, M.C. (1988). Using masculine generics: Docs generic he increase male bias in the user's imagerY? SexRoles 19 785799. MacKay, D.G. (1980). Psychology, prescriptive grammar, and the pronoun problem. American Psychologist, 35, 444-449. Miller, C., & Swift, K. (1976). Words and Women: New Language in New Times. New York: Doubleday. Miller, C., & Swift, K. (1972). One Small Step for Genkind. rpt in G. Goshgarian (Ed.), Exploring Language (198Q (pp. 193-204). Boston: Little, Brown and Company. Morris, C.G. (1990). Psychology: An Introduction (7th ed.) New Jersey: Prentice Hall Moulton, J., Robinson, G.M., & Elias, C. (1978). Sex bias in language use:“Neulral” pronouns that aren't. American Psychologist 33, 1031-1036. Rosenthal, D.A., & Chapman, D.C. (1982). The lady spaceman: Children’s perceptions of sex-stereotyped occupations. SexRoles 8,959-965. Skolnick, A.S. (1986). The Psychology of Human Development. New York: Harcourt Brace Jovanovich. Sniezek, J., A. Jazwinski. C.H. (1986). Gender bias in English; In search of fair language. Journal of applied Social Psychology 16, 642-662. Trepanier, M.D., & Romatowski, J.A. (1985). Attributes and roles assigned to characters in children's writing: Sex differences and sex-role perceptions. SexRoles, 13,263-272. 42 �Speech Outlines Course: Public Speaking Inslruclor: Gale Alexander The student was required to prepare and present a 4-8 minute speech to persuade. Ihis outline is turned in al the lime the speech is presented. Il is primarily a tool in preparation and should not be used for notes during the actual presentation. 43 �By Julie Regan 1981,477 people were arrested for shoplifting, an average of 39.8 per month. The breakdown of those arrested was male adults, 25; female adults, 43; male juveniles, 155; and female juveniles, 254. SUBJECT: Shoplifting GENERAL PURPOSE: To persuade B. People you least expect could be shoplifters. SPECIFIC PURPOSE; At the end of my speech the audience will know that shoplifting is wrong, morally and legally. 1. James Wentzel was caught shoplifting $5.66 worth of food items. James Wentzel was the president of the Legal Services Corporation, a federal organi7.alion. METHOD OF DEVELOPMENT: ProblemSolution 2. A Financially stable, married woman with two children was caught stealing a necklace. She was arrested and charged with shoplifting. INTRODUCTION: I. For Melissa it was just a way to pick up a few little things she wanted -- makeup, an album, some earrings. It was exciting to get away with something, and besides all her friends did it. Melissa got away with it several times before she was finally caught, stealing a $2 magazine, and the cashier called the police. 3. A teenager named Jenny wa.s shoplifting for some clothc.s with her friends. Il was just for fun, until she got caught. II. What made these three people, who arc very different, do such things. There have been many reasons given why this crime occurs. IL Maybe this story of Melissa sounds familiar. Maybe you know someone who has shoplifted or maybe you yourself have even done it. Shoplifting is a widespread problem confronting the retail community. Our nation's retailers attributed a $2,000,000,000 loss to this crime. A. Kleptomania is defined as a persistent neurotic impulse to steal, usually without economic motive. B. Peer pressure is a problem. If your friends are doing it, it can be a way of gelling acceptance from the group. III. I'd like to start off by telling you who d(x;s it and why. Then discuss the problems shoplifting can create. Finally, I will tell you a few things that can be done to combat this crime. C. The need to assert their identity and independence may also motivate shoplifting. D. There's a sense of power that comes with getting away with something, pulling something over on authority. BODY: I. Shoplifting knows no age, economic, social, racial, or religious barriers. Anyone could be a shoplifter. E. In some cases people feel justified to steal under the assumption that the stores calculate a certain percentage in ihe mark-up price due to theft; thus, the store expects someone lo steal. A. A survey conducted at a major national-chain retail store in San Jose, California, revealed that, in F. Still in other cases, shoplifting is a cry for help. 44 �III. No mailer whal lhe reason is and no mailer how hard you iry lo juslify il, il's slill wrong, morally and legally. Stealing a necklace or a hal pin may seem like an innocent act, but in actuality stealing can cause several problems. emotionally, rather than financially, deprived, and they derive emotional satisfaction from stealing. By becoming involved in more positive activities -jobs, hobbies, volunteer work - shoplifters can overcome lhe urge to steal.” A. Il can cause a person with an otherwise unblemished record lo have a scar for life. Don't kid yourself, shoplifting is a crime. You'll be arrested, finger primed, and pholographcd just like any other criminal. This one act will follow you forever. B. Another possible solution is group discussions. In Portland, Oregon, a program entitled Theft Talk was started as a way lo educate shoplifters. 1. Il ha.s a 95% success rale with teen shoplifters. 2. A group discussion—not a lecture—is whal Theft Talk is all about. 3. Il attempts to get across the crucial idea that stealing is wrong. Until this is understood, chances are they'll steal again. B. Harm can come lo your loved ones. They may feel shame, embarrassmcnl, or guilt. They may feel they have let you down in some way. They may blame ihcmsclvc.s for your irresponsible act. CONCLUSION: C. The economy is also damaged by shoplifting. We all pay high prices because of shoplifting. The stores raise their prices lo offset their losses, so il costs us all money we work hard for. I. I just encourage those of you who have experienced the temptation to steal, not to. The penalties are just too strong to risk il. II. I want lo leave you with this question. Would any of you invite an arrest record, embarrassmcnl, possible family problems, and loss of dignity lo shoplift an inexpensive item that you most certainly could do without? I hope you've all answered, NO! D. The establishment stolen from is also hurl. Security costs are becoming higher and higher. IV. This is a crime that needs lo be controlled before il reaches an even greater proportion. A. Some people find personal counselors lo be helpful. One counselor staled, “Shoplifters are Bibliography Brown, Lindsay. "Five-Pinger Discouni; A t.ook al Shoplifting and Retail Security." USA Today 113:64-7 November, 1984. Etchison, Birdie. “Shoplifting; An awful way to gel a record." Seventeen 45:198-9 August, 1986. "I was a shoplifter.” Good Housekeeping 203:22+ July, 1986. "Suffering Succotash.” Nation 243:721 December, 1986. 45 �By Lois Bringham BODY: I. Ann Hopkins was a very successful senior accountant for Price Waterhouse in 1983. SUBJECT: To explain ihal sexual stereotyping still exists in the accounting profession. A. The definition of accounting is the process of recording, classifying, reporting, and interpreting the financial data of an organization, according to the authors of my Principles of Accounting hook. GENERAL PURPOSE: To inform SPECIFIC PURPOSE: To inform the class that the rights of women accountants are violated when presumptions about gender play a part in the employment decisions. B. Ann had the best record of the 88 candidates at generating new business and securing multimillion dollar contracts. INTRODUCTION: C. She brought in between $34 and $44 million worth of business from just two important clients. I. Imagine that the year is 1983 and you arc the only woman candidate among the 88 company accountants up for a partnership in the prestigious Washington, D.C. accounting firm of Price Waterhouse. You have the best record at generating new business and securing multimillion dollar contracts. You are expected to be a shoo-in. And then your nomination is put on hold after your evaluation by several male partners because you are termed “macho” and in need of a “charm school.” What would you do? Ann Hopkins quit the firm and filed a lawsuit under Title VII of the Civil Rights Act of 1964. D. She lost the concensus vote in a process that gave men who hardly knew her the power to veto her candidacy. 1. One of them advised her to “walk more femininely, dress more femininely, wear makeup, have her hair styled and wetu’jewelry.” 2. Partners described her as “macho, harsh, and aggressive,” speculating that she “may have overcompensated for being a woman.” 3. Many male employers find it hard to shed the long-held myth that men arc viewed as competitive and self-confident, women should be weak and passive. II. The U.S. Supreme Court in a 6-to-3 ruling in May of this year held that Price Waterhouse had indeed based its decision on Ann Hopkins in part on unlawful sexual stereotyping. E. Hopkins quit the firm and filed a lawsuit under Title VII of the Civil Rights Act of 1964 which forbids employment discrimination because of a person's sex, race, religion, or national origin. III. Ann Hopkins’ litigation has made headlines and opened doors for other professional women who face job discriminations. We, the public, do not have to put up with this illegal practice. First I'd like to explain more about this particular case and then I'd like to quote what some experts say the effects this court ruling will have. II. The U.S. Supreme Court announced its decision upholding Hopkins in May of this year. A. The 6-10-3 ruling wa.s hailed by civil rights and women's advocates as opening the door for other successful lawsuits against illegal sexual stereotyping. Transition: Let's look at Ann Hopkins' story and its conclusion. 46 �B. Justice William Brennan wrote the lead opinion: “An employer who objects to aggressiveness in women but whose positions require this trail places women in an intolerable and impermissible Calch22; out of a job if they behave aggressively and out of a job if they don't.” properly trained to ensure that race and sex aren't part of the decision making process.” C. “This decision will make a real difference to women who arc trying to rise to the top of their professions,” says Marcia Greenbergcr, a lop managing attorney for the National Women's Law Center in Washington. G. As for Price Waterhouse, their woman attorney observes, “The firm has a way to go when it comes to women in lop jobs. Even after the prolonged litigation, only 28 of their 900 current partners arc women.” That figures roughly to be 3%. D. According to many legal experts, the net result of the court's ruling is that firms will be under pressure to root out bias among individuals making important personnel decisions. CONCLUSION: F. Ann Hopkins, whose lawsuit brought about this landmark decision, is now a senior budget officer at the World Bank. I. Ann Hopkins's case highlights the stereotypes many women continue to face in male-dominated professions. “Why is it that men can be bastards but women must wear pearls and a smile?” E. Douglas McDowell of the Equal Employment Advisory Council states, “Supervisors must be Bibliography Holmes, Sleven. "A Slap al Sex Stereotypes”. Ttme 133 (May 15, 1989) pg. 66. Jacobs, Deborah. “Smile When You Say Thai, Panner”. Ms 17 (January/February 1989) pg. 137. —. “TTieSexes: Myth America in lhe Workplace”. U.S. News & World Report 106 (May 15,1989) pg. 14. Walgenbadi, Paul II., et al. Principles of Accounting. Orlando, Florida: Harcourt Brace Jovanovich, Inc., 1987. 47 �IJSCallegr Drive Cisptr, Wyoming 81601 Spring 1990 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Casper College Challenge Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> Description An account of the resource This digital collection contains issues of Challenge, a publication of Casper College student writing from across the curriculum but outside of writing-specific courses. Issues of the publication date from 1987 to 1991 and 1993 to 1996. 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 1990 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. 1990 Description An account of the resource 1990 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_1990 Format The file format, physical medium, or dimensions of the resource PDF https://caspercollege.cvlcollections.org/files/original/ed067cc49ea1647d804cd735fbde3d3b.pdf 35f2ccda34e17a917ba7b99a9b851085 PDF Text Text CASPER XCASPtB COLLEGE WYOMING^ CHkLUNEC �Challenge- In every academic discipline, to study, to think, to express clearly one's knowledge and understanding in suitable written forms. �Challenge Iv Published at Casper Community College Casper, Wyoming 82601 February 1991 Copyright by Casper Community College �Challenge: 1991 Table of Contents Genevieve A. O'Keefe Justice Leads to Happiness Vikki Epperson El Invierno Molar Volume of Oxygen Interrogatories 5 ...................................... 1 Jason Miller........ .................................. Nickie S. Peterson Native American Poetry Rox Monterastelli Paula Franklin 8 10 15 18 Loel K. Robinson ................. .. 19 .......................................................................... 24 Anita Schroeder .................. 25 ............................................................................ 21 Brief of a Supreme Court Decision Mi Abuela .................................... .............................................................................. From the Land of Morning Calm El Flicker ............................... Helen Schindler Lee Glendenning La Vista ................... The Search for the Meaning of ARC Fred W. Jacquot ................. 28 Intake Memo Gail Grosenheider .................................. 32 Lab Report Nancy Young ........................................ 36 Donna Karan Lorinda Welch .................................... 42 ..................................... 45 ............................................. 52 Interoffice Memorandum of Law Sign Letters Pat Lockhart Anita Schroeder Kerry Myers, Victoria Savage Cover design executed by Eric Valdez .......................................................... 54 �Introduction Casper College is pleased lo present the rilih 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 lo 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 lo the call for papers for two semesters, spring 1990 and fall 1990. Arlene Larson, editor Casper College Casper, Wyoming Spring, 1991 «l>eC<Al cot: E'-TtHM# I- ePER COl ..EGE ■- ' ' ■ �Justice Leads to Happiness By Genevieve A. O’Keefe Course: Ethics Instructor: Dr. Robert Carlson Assignment: The essay is in response to an examination question. The student received a narration concerning Oliverotto of Fermo; the instruction was to write an essay to convince Olivorolto that justice is the habit of giving someone his due (right); that Oliven>tto ought to practice justice willingly; and that justice will lead to happiness. The student was to use certain terms and references in the essay as appmpriatc. A simple question. What do all persons want? A simple answer. Happiness. A more difficult question. What is happiness? And, assuming there is an answer to that question, a third and final question. How docs one achieve this thing etdied happiness? By his very nature, that is his essence, his inborn character, man has certain basic needs. Man’s necessities include the obvious, air, water, food, shelter. However, they also include such nonmaterial things a.s knowledge, love and virtue. Along with these needs, man also has wants, those sometimes overwhelming desires for things beyond his needs. The idea of retd versus apparent goods parallels the distinctions between needs and wants. Mortimer J. Adler says in Six Great Ideas that “Those things that satisfy or fulfill our needs or natural desires arc really g(xxl for us. Those that satisfy our want.s or acquired desires arc things that appear good to us when we consciously desire them.’’ Thi.s distinction is of utmost importance because from it follows the very definition of happiness, which is, “Happiness is the possession of all the real goods in their proper order and amount and apparent goods in so ftir as they do not 5 �Fogliani. A.s an adult he mastered Ute art of war. Feeling that it was unworthy to be dependent on Olliers, he set out to kill his uncle and seize control of the city of Fenno. He planned and carried out a scheme to do just that. He desired great power. We make the assumption here that Oliverollo must have felt that his actions would bring him that which all men seek, happiness. Olivcrollo's control of Fenno had lasted one year when he was killed by yet someone else desiring great power. A true moral relativist thoroughly schooled in the Thrasymachian principle of justice, where justice is held to be simply die advantage of the stronger, Oliverollo would have u.s believe that killing his uncle was in fact an act of justice. The moral relativist holds the idea that all virtues, including of course justice, and in fact all judgments differ according to circumstances, times or cultures. The ultimate reality of the absolute, which is regarded as uncaused, unmodified and complete, as well as constant, hold.s no meaning for the relativist. Neither doc.s the concept of objective order, how something exists in and of itself, independent of the mind. The moral relativist i.s concerned merely with the subjective, the perception or conception of a thing by the mind as opposed to its reality independent of the mind. One last concept which is alien to the moral relativist is universality. Nothing is seen a.s affecting or including the whole; to him there is no such thing as an unchanging nature through a scries of changing relations. Rather than generalizing, he deals in the particular, applying principles a.s if they belong to a single, definite person, thing, group or event. Faced with the formidable task of convincing Oliverollo or any moral relativist that his view of justice a.s the advantage of the stronger is wrong and that justice truly is giving each man his due, I would begin by pointing out that failure is built into his system of justice. The moral relativist invites chaos and anarchy, the naked use of power which translatc.s into the abuse of power. Relative justice will not only result in no justice but will interfere with the real gtxxls.” With that we have answered our second question. Man simply cannot need that which is bad for him. The same is not true of his wants or desires. The apparent good of something desired can in fact be destructive if it impedes a man from getting all his real goods. Perhaps a logical conclusion then is that man’s needs do not require control, but his wtuits do. Il looks as though the control of these wants must necessarily be a means to this end called happiness. Remember our third question, how is happiness achieved? The practice of the cardinal virtues, prudence, tcmpcrimce, courage, and, most important, justice, gives man this required control over his desire.s and can therefore be logically considered a means to that end. A virtuous life will ultimately result in happiness. Justice has been singled out as the most important of the cardinal virtues based on Socrates’ analogy of justice in the Slate and justice in the Soul which is found in The Republic. “But surely we cannot have forgotten this, that the stale was just by reason of each of the three classe.s found in it fulfilling its own function.” Harmony between the Stale’s Workers, Rulers, and Guardians analogous to the virtues of temperance, courage, and prudence in the Soul is only achieved through justice. Justice, lliat moral virtue of giving someone his due, balances or equalizes rights and debts. All rights, whether natural and objective such as those enumerated in our own Constitution, “life, liberty and the pursuit of happiness,” or legal and positive, those revocable, changeable rights granted by law, the right to vote, to drink, to receive an education, carry with them implied debts or duties. Requiring two parties, some object or matter and external action for its perfection, justice exists only when there is a correlation between the rights and duties of each parly. Now meet Oliverollo. An orphan from infancy, he was raised by his uncle, Giovanni 6 �ullimalcly result in the relativist’s own destruction. Alternatively, developing die habit, the second nature, of giving each his due, right for debt, debt for right, creates an undeniable harmony both within the individual and widiin the community of man. Justice its such is steeped in constancy and objectivity. It is always rational. Even when convinced that justice is in fact giving someone his due, the relativists, including Olivcroito, must realize that the reluctant practice of justice is not sufficient. Recall that our definition of happiness included “the possession of all the real goods.’’ This leads us to the selfevident principle that we “ought to desire that which is really good.” To desire that which is bad would contradict our very nature. Justice is an objective good. It exists apart from any opinion, is constant and has true value. Therefore, that we ought to desire justice and practice it willingly is a logical conclusion. It quite naturally follows tliat the possession of justice among his real goods will always lead a man to happiness. El Invierno La nicve cubre la Tierra Madre Ell una manta teinplada y segura. Tolalmcntc suave. Tolalmcntc tranquila. Totalmenie blanca. The Winter Y como cl abrigo viejo Que cubre la mujer de calle, Algunas cosas sc quedan vistas. Un arbol desnudo. Una piedra certa de. Un no silencioso. The snow covers Mother Etirlh In a warm, secure blanket. Totally soft. Totally calm. Totally while. Vikki Epperson Spanish Composition I (Linda Durham, Spanish Instructor) And like the old coal That covers the street woman, Some things remain exposed. The bare tree. The Slone fence The silent river 7 �Molar Volume of Oxygen By Jason Miller Course: Chemistry Laboratory 1 Instructor: Dr. Christian Michelson Assignment: To prepare a written report of work performed in the laboratory. small lest tube. Add a pinch of KCIO3 to ilic lest lube and Mn02. Gently lap the test lube with a finger to mix the contents of the lest tube. Wipe the outside of the test lube with tissue to clean the lube before weighing. Have the instructor find the mass of the lest lube, Mn02, and KCIO3 using an electric balance accurate to .0001 g. Record the mass of the test lube, Mn02, and KCIO3. Construct the lest lube to the apparatus by attaching one end of a rubber hose to the lest lube and attaching ihe other end to. the burette after raising the bulb until the waler level in the burette is to the lip of the burette. This is done to minimize the amount of gas in the burette. When U)c water level in the burette slops moving and the Purpose: The purpose of this lab is delcmiinc the molar volume of O2 Procedure: Attach a burette to a ring stand using a spring clamp. Also, attach a water bulb to the ring stand. Construct a water manometer by inverting a burette and attaching a rubber hose to the bottom end. Attach a water bulb to the other end of the hose. Pour tap water into the bulb until the waler level of the burette and bulb are equal and the burette is almost full. Let the water level in the bulb be about half full al this point. Pinch the rubber hose to allow any gases in the hose Io escape. Place a very small quantity of manganese dioxide (Mn02), which is used as a catalyst, in a 8 �apparatus has been checked for leaks, have the instructor check the apparatus. Equalize the water levels and record the volume of the waler in the burette. Heat gently to decompose the KCIO3 Shield the burcite and rubber hose from the flame using a wire gauze. Heal from the top of the lube to the bollom to allow ihc oxygen gas to escape freely. Continue heating until about 40 ml of gas is in the burette. Stop heating and wail 15 minutes to allow the reaction in the lest tube to stop and to allow the system lo come to room temperature. Equalize the waler levels and record the volume. Remove the lest tube from the rubber hose and wipe the outside of the test tube with tissue lo clean the lube before weighing. Have the instructor find the mass of the test lube and its contents using an electric balance accurate lo .0001g. Record the mass of ihe lest lube and its contents. Record the lempcraiure of the water using a thermometer. Record lhe atmospheric pressure (Pjy,^) given by the instructor. Compulation: molar volume = (Vj-V2)/(molcs O2) molar volume = (50.00ml 12.40m l)/((4.4434g - 4.4O32g)*(I molc)/(2* 15.9994)) = 29930 mi/mole =29.93 L/mole At STP Pj = pQijyi - vapor pressure H2O = 632.6 mm Hg-25.2mm Hg = 607.4 mm Hg V, =29.93 Umole Ti = Tpj20 = 26.2+273-K = 299.2’K P2 = 7^ mm Hg V2 = ? T2 = 273’K Data: mass of lest tube, Mn02,and KCIO3 volume of waler in burette before heating volume of waler in burelte after heating mass of lest lube and contents after healing Temperature of water p alm Conclusion: The molar volume of O2 was found to be 21.83 L/mole at STP which is an error of 2.565% from the actual molar volume. The greatest errors in the lab would have been caused by lhe readings of lhe atmospheric pressure. Other enors could have been caused when healing lhe test tube such as waler turning into waler vapor. (Pl)*(Vi)Zr, = (P2)*(V2)/T2 (607.4 mm Hg)*(29.93l7mole)299.2’K = (760 mm Hg)*(V2)/273'K V2 = 21.83 L/mole Actual V2 is 22.4 L/mole Percent Error= ((22.4-21.83)/22.4)* 100 = 2.565% 4.4434 g 50.00 ml 12.40 ml 4.4032 g 26.2 C 632.6 mm Hg 9 �Interrogatories By Nickie S. Peterson Course: Family Law Instructor: Mary Kubichek Given a scenario by the instructor, the student was to draft twenty-five interrogatory questions to help the lawyer prepare for a lawsuit. Purpose of the suit would be for the plaintiff to discover what property she should be entitled to. 10 �STATE OF WYOMING COUNTY OF NATRONA ) ) ) IN THE DISTRICT COURT ss. SEVENTH JUDICIAL DISTRICT Civil Action No. Hill LENA SMITH. Plaintiff, vs. RICHARD JONES, Dcfcndanl. ) ) ) ) ) ) ) ) ) PLAINTIFF'S FIRST SET OF INTERROGATORIES TO DEFENDANT interrogatories thereby is requested to be served ten days before the pretrial thereto or thereafter. INTERROGATORY NO. 1 COMES NOW the Plaintiff herein, by and through her attorney, James W. Owens, and pursuant to the Wyoming Rules of Civil Procedure, propounds the following Inter­ rogatories to Defendant, requesting that Defendant respond to the same within thirty (30) days of the receipt of the same by Defendant's counsel. Please slate your present address and telephone number. If you intend to change your address during the pendency of the abovc-cniiilcd action, state also the address (including the telephone number) at which you intend to reside. ANSWER: DEFINITIONS AND REQUIREMENTS 1. The word “person” as used herein shall be deemed to mean any natural person, partnership, corporation, municipal corporation, slate or governmental agency, or any other form of legal entity of whatever nature. 2. With respect to each interrogatory herein relating to oral communication, it is intended and requested that the answer to each said interrogatory set forth whether or not the oral communication was by telephone or face to face, and also that each answer set forth names, addresses, business positions and occupations involved in said communications, and the names and addresses of any other person.s present during said communications. 3. Supplementation of responses to these INTERROGATORY NO.2 During the lime that you and the plaintiff lived logclher, did you ever discuss marriage? If so, please stale the number of limes marriage was discussed and the context of those discussions. ANSWER: INTERROIJATORY NO. 3 During the lime that you and the plaintiff lived logclher, how did you introduce one another to other persons? 11 �ANSWER: * INTERROGATORY NO. 8 INTERROGATORY NO. 4 Were there ever any agreements concerning living arrangements or separation? If so, slate the nature of the agreements, whether written or oral, the dales of the agreements and whether you have a copy of any such agreement which is in writing. During the time that you and the plaintiff lived together, what were your arriingcmcnts concerning domestic chores and responsibilities, and on what do you base you answer to this interrogatory? ANSWER: ANSWER: INTERRO(;ATORY no. 9 During the time lhal you and the plaintiff lived logclher, did you file any joint income lax returns? If so. please state for each joint rclurn filed, the year for which it was filed, the office in which the rclurn was filed, the amount of taxable income reported, and whether you have a copy of the return. INTERROGATORY NO. 5 During the lime dial you and the plaintiff lived together, what were your arrangements and agreements concerning financial expectations and responsibilities, and on what do you base your answer to this interrogatory? ANSWER: ANSWER: IN IERROGATORY NO. 10 INTERROGATORY NO. 6 Please state the names and addresses of all banks, savings and loan associations, credit unions, or other depositories in which you have deposited monies, maintained checking accounts or savings accounts, or established an IRA account during the lime that you and plaintiff lived logclher; in addition, for each such account, please slate the type of account, the account number, and name(s) on the account. During the time that you and the plaintiff lived together, what were your agreements and/or expectations concerning the monogamy of the relationship, and on what do you base your answer to this interrogatory? ANSWER: ANSWER: INTERROGATORY NO. 7 During the lime that you and the plaintiff lived together, did you ever discuss arrangements or agreements in the event of a separation? If so, what was your understanding of the arrangements or agreements? INTERROGATORY NO. 11 Are there any safe deposit boxes, vaults, safes or other places for deposit in safekeeping in which you and/or the plaintiff have deposited any money, documents, or other items of personal property during the lime in which you and the plaintiff lived together. ANSWER: 12 �ANSWER: INTERROGATORY NO. 16 INTERROGATORY NO. 12 Please list any and all personal property owned by you, or you jointly with the plaintiff, during the lime in which you and the plaintiff lived together. Please include a description of the property, the location of said property and the present value of the property. Please list all stocks and/or bonds owned by you, or you and plaintiff jointly, during the time in which you lived together. ANSWER: ANSWER: INTERROGATORY NO. 17 interro(;atory no. 13 Do you hold any life insurance or annuity policies? If so, with respect to each policy, please Slate the name of die insuring company, the policy number, the beneficiary or beneficiaries, the type and face value of said policies, the person or entity who pays the premiums thereon, and whether the premiums arc current. Please list any and all debts or outstanding obligations owed by you, or by you jointly with the plaintiff, and to whom those debts are owed. ANSWER: ANSWER: INTERROGATORY NO. 14 Docs anyone owe money to you, or to you jointly with the plaintiff? If so, please slate the name and address of the dcblor(s), the form of obligalions(s), the amount(s) owed, and the date each of the obligations becomes due and payable. INTERROGATORY NO. 18 Please list all gifts, assets, or benefits, without labor or costs, and value thereof, which you have received or which you made during the lime in which you and the plaintiff lived together. ANSWER: ANSWER: INTERROGATORY NO. 15 Please list any and all real property owned by you, or you jointly with the plaintiff, during the lime in which you and the plaintiff lived together. Please include a description of the properly, the location of said property and the present value of the properly. INTERROGATORY NO. 19 Have you ever been married? If so, please slate the date of said marriage(s). the name, address and telephone number of person(s) to whom you were married, the final outcome of the marriagc(s), and, if the marriage(s) ended in divorce, please include the dalc(s), civil action number(s) and county(s) and staie(s) in which the divorce decree(s) was filed. ANSWER: 13 �ANSWER: intkrr(k;atory no. 23 interro(;atory no. 20 Arc you presently employed? If so, please state your place of employment, including the address, telephone number and your immediate supervisor. Do you have any children? If so, please siaic (heir names, addresses, dales of birih, names of their mothers, lheir custodial parent and your financial responsibility lo each of those children. ANSWER: INTERRO(;AT()RY no. 24 ANSWER: Please list in detail your employment history for the entire lime that you and the plaintiff were living together. This should include, but not be limited lo your place of employment, addrcs.s of employer, telephone number, position held, immediate supervisor, and your rate of pay. interro(;atory no. 21 Other than this litigation, have you ever lx?cn involved in a lawsuit? If so, please state the name of the case, the docket number, the county and stale in which the lawsuil was initiated, a detailed description of your role in the lawsuil, and the final outcome of the lawsuil. ANSWER: IN IERROGATORY NO. 25 ANSWER: Please slate in detail all sources tind amotinis of your present income, including but not limited lo employment, interest income, dividend income, inheritance and employee benefit plans. Do this for each year during which you cohabiiaicd. INTERROGATORY NO. 22 Have you ever been convicted of a criminal offense? If so, please detail the incident of your arrest, the county and state in which the arrest and/or conviction was obtained, and the final outcome of the conviction. ANSWER: DATED this day of , 1990. ANSWER: CERTIFICATE OF SERVICE This is lo certify that on the day of , 1990, at Casper, Wyoming, I served the above and foregoing by depositing a true and correct copy thereof in the United Stales mail, duly enveloped, sufficient postage prepaid and addressed lo: James W. Owens 14 �Native American Poetry: One Evolution By Helen Schindler Course: Native American Literature Instructor: Jacqueline Valdez Assignment: Write a research paper on some facet of Native American literature and/or culture, tying the two together as appropriate. Poetry can be defined as the use of language in a way that creates an emotional response in the reader. Poetry usually has a rhylhym that is pleasant to the car, but not always, and is in concert with the subject of the piece. It can be as short as one or two words, or as lengthy as multiple volumes. Because it creates an emotional response, poetry is used deliberately for whatever purpose the audior has in mind. Love, hate, joy, hope, indifference, social awareness and change are all within the range and scope of the poet. Most cultures have poetry and probably all cultures use it in similar ways. The poetry of Native Americans expresses their hopes and prayers, their history and religion, just as the poetry of any other culture expresses the same thing. As a culture deeply rooted in respect for the environment and totally in tune with nature, the American Indian has a wealth of spirituality to draw from. In the past the poetry of Native Americans reminded the people of their history and heritage taught about religion and relationships, and life and death through songs, chants, and incantations, and continues to prepare the people for the future by celebrating the past. Although early Native Americans used poetry 15 �Historically prayer was the substance of life. Unlike modem religions, even Christianity, belief was not something that was acquired. It was a lifestyle. There was no life without prayer. Spirituality was who they were, a oneness with the animals and the land. Prayer was the covenant between the land and the gtxls. Alonzo Lopez, writes in hi.s poem “Direction” (Dodge and McCollough 68), a tribute to the four directions plus the earth and sky. It is a prayer asking to be one with the universe. Native Americans used p<x?try to teach. Many hours were spent reciting the history, practices, and beliefs of the community. The children were taught the ways and works of their ancestors, how the world began, how it will end, and all the information needed to sustain life through the songs and poems of the people. A Mandan poem, "A Bedtime Song For Children" (Brandon 90-91), sounds very much like a Mother G(K)sc rhyme. It has a p!ca.sant rhythm, suspense, and a lesson on fear. Poetry or songs were rarely used purely for entertainment. Mostly they were used to gain control of a situation, or to make something right, as in prayer. Every part of Indian life had a purpose. Nothing was wasted. Because everything was lied to everything else, or the idea of the circle, each action or thought or word wa.s related. Though the original Native American poetry was oral, and not literal (Western Literature Association 12), the work of modern Native American poets is in the written form. The artform is natural for Indians. A young Navajo is quoted in The Way: An Anthology of American Indian Literature as saying that “...poetry is not an art form. It is the way the people talk” (Hill 62). Thi.s statement has been debated, but it is evident that free fomi verse comes naturally to many of the modern poets. Rhymed verse is rare. That medium seem.s to be loo restrictive and confining. Much of the old way, the songs, prayers, and chants, is found in the new, the poetry of young continuously they were unaware of the art fonn. John Bicrhorsl, in the foreward to the b(.x)k The Sacred Path: Spells, Prayers and Power Songs of the American Indians, remarks, “The word ‘poetry’ has no precise equivalent in the Native American languages” (3). Instead, what is considered poetry by European Americans is actually songs, prayers, spells or words of songs. William Brandon, in the introduction to The Magic World: American Indian Songs and Poems, writes, “Some of our most honored masterpieces, such as the works of Homer, have descended from the same conditions that apply to most American Indian Literature and oral tradition, translations, uncertain authorship” (xii). Each poem and poet is highly individualistic. Unlike European poetry, the voice is not that of “I” but instead it is that of everyone, or a representation of the whole. This reflects the Indian humbleness of spirit and belief that everyone is part of the whole. “Among the most widespread metaphors in the Indian poetry arc those in which good health is compared to sunrise, or the lifetime of the individual is compared to a path, or road” (Bierhorst 6). This explains the relationship between natural forces in nature and the people. Every Indian had his own song. Some had many songs. Wealth is measured by different standard.s in different cultures, and often money or material wealth meant very little when compiled to spiritual wealth. To be without a song was to be poor. Brandon states, “Life was a mystic adventure and making up songs and singing them its most important business” (xi). Each song was as unique as the individual. The theme of each song or poem is different to each reader just as every subject is different or special to each poet. In the introduction to the book Harper’s Anthology of the 20th Century Native American Poetry, Brian Swann says, “Native American poetry is the poetry of historic witness” (Niatum xvii) 16 �Native American writers. There is always a reference to the land. The land is the common denominator of all Native American writings, beliefs, religious ceremonies and customs. Niatum writes, “Simon Ortiz was told by his grandfather, medicine man and elder of the kiva, ‘how we must sacredly concern ourselves with the people and the holy earth’” (xxviii). In the new as well as the old the earth, sky, animals, plants, and man are very closely connected. Leads me to my friend, the white man. I come again to my miracle hill. At last, I know the all of meOut diere, beyond, and here upon my hill. (93) Both poems have reference to the wind, the elements, and the soul. Even the love songs and poems make reference to the earth and sky. This is from an ancient song: “Ojibwa: Love-charm Song:” “ ...I can do this where he may be/under the earth/or in the very center of the earth!” (Brandon, 99). This is the work of modem poet: “Indian Love Letter” by Soge Track, “Lady of the crescent moon/tonight I look at the sky...” (Dodge and McCallough 113). In love all cultures seem to be of one accord. The moon and the heavens and the earth are universal symbols of love! Native Americans have had their land stolen, their families kilted, and their homes taken away by the white government. They have been forced to relocate to a hostile environment, learn new and unfamiliar ways of doing things, and to reject their heritage. Indians have, through the years, endured more hardships, both physical and spiritual, than most while men can even imagine. Their faith has been shaken, their beliefs ridiculed and belittled, and their souls bmised. However, if the writings of the new generations of Native Americans are noted, their spirit is still strong. It seems they are finally beginning to find a place in the new world in which they have been forced to live. Their poetry is strong, and although it contains, understandably, a strain of bitterness, it also canies a message of hope to all the world. Niatum writes, “Although the poets differ from one another widely, they can hold their own on the American literary scene today. They have become an integral part of it” (xix). Through the messages and feelings found in the poems of the Indians, our world can find hope for a better, stronger future. Paiute: Ghost Dance Song The whirlwind! The whirlwind! The new earth comes into being swiftly as snow. The new earth comes into being quietly as snow. (Brandon, 129) The above is an example of an old song. The following is an example of the new poetry. This is found in The Whispering Wind: Poetry by Young American Indians, edited by Terry Allen. The author is Emerson Blackhorse Mitchell. Miracle Hill I stand upon my miracle hill. Wondering of the yonder distance. Thinking. When will I reach there? I stand upon my miracle hill. The wind whispers in my ear. I hear the songs of the old ones. 1 stand upon my miracle hill. My loneliness I wrap around me. It is my striped blanket I stand upon my miracle hill. And send out touching wishes To the world beyond hand's reach. I stand upon my miracle hill. The bluebird that flies above 17 �Works Cited Allen, Terry, ed. The Whispering Wind: Poetry by Young American Indians. New York; Double Day & Co., Inc., 1972 Bierhorst. John. ed. The Sacred Path: Spells, Prayers and Power Songs of the American Indians. New York: William Monow & Co.. 1983. Brandon. William, ed. The Magic World: American Indians Songs and Poems. New York: Alfred A Knopf. 1972. Dodge. Robert K. and Joseph B. McCollough, eds. New and Old Voices ofWah' Kon-Tah. New York: International Publishers, 1985 Hill, Shirley, ed. TheWay: An Anthology ofAmerican Indian Literature. New York: Alfred A Knopf, 1972. Nialum, Duane, ed. Harper's Anthology of 20lh Century Native American Poetry. New York: Harper & Row. 1988. Western Literature Association. A Literacy History of the American West. Fl. Worth: Texas University Press. 1987. La Vista Estoy despertado por un dulce vienlecilo Con las carcajadas de un gallo. Al levantarme estoy sorprendido del aroma de mi curarto estoy acostumbrado al olor de un desayuno continental pero hoy no es asi hoy hay un olor que no puedo describir no es olor malo, Iosco sino que un olor de temor si temor tuviera olor. Viendo por mi ventana, parece que estoy saludado por un grupo de nubes muy enojadas. Un viento violento se ha comido el vientecito dulce que me levanta. Ahora s6 que es cierto, nos viene de visita la maldita Fifi. The Visit A gentle breeze carries the cackle of an early rising rooster Which promptly wakes me up. While arising, I am startled at the aroma in my quarter, for I am expecting the usual scent of my continental breakfast. But not today; today there is a smell that is indescribable: not a bad or gross smell, but a smell of fear, if fear were an odor. As I peak out my window, it seems as if I am being greeted by a barrage of dark angry clouds, and the hoarse whistle of a violent wind that has eaten the gentle breeze that awoke me. It can't be denied now, we will be visited by Fifi. Hurricane Fifi Gordo (Lee Glendenning) Spanish Composition I (Linda Durham, Spanish Instructor) 18 �From the Land of Morning Cahn To the Land of Milk and Honey By Loel K. Robinson Course: Cultural Anthropology Instructor: Dr. Barbara Mueller Assignment: The student was to interview someone from a foreign coxintry and, using an assigned outline, write a modified ethnography. Chang-Kyo Kim is a 65-year-old naturalized citizen who emigrated from Korea to the United States in 1945 to go to school. His original plan was to finish his education and lake the best of American know-how back to his homeland where he would establish his career, marry and settle down to a productive life. But, like many foreign students, he ended up meeting his future wife in this country and settling in the United Stales. For this, I am grateful, because my interviewee also happens to be my father. Being this close to the subject, I had to consider the effect our relationship would have on my objectivity in this project, but in the end, the “problems” presented an irresistible perspective to work from. The opportunity to transmute booklearned knowledge about anthropology into an understanding gained at a personal, more meaningful level seemed quite in line with the holistic philosophy of anthropology. Ideally, I would be able to both contribute and gain insight into the makeup and experiences of my foreignbom subject who, not incidentally, wielded great influence upon my personality. Firsthand 19 �economy, eagerly seeking its place in intcmalitxial affairs. Since World War II. Korea has been aggressively westernizing its culture and like many other Asian societies, a distinct contrast exists between its native traditions and its current synthesis of western culture and ideals. knowledge of the person and secondhand knowledge of the culture placed me in a category often found in the United States-that of a firstgeneration American. Overview Religion, World, and Cosmic Views This study focuses on a nanow, but interesting portion of Korea's long history. The Korea my father experienced was a country in flux: engineering a bridge between the ancient and the modem, the east and the west. The optimistic description of Korea as the “Land of the Morning Calm” belies its long tradition as the political arena for Manchuria, China and Japan. From 1910 to 1945, Korea suffered under colonial rule by Japan, the twentieth century episode in a long history of political struggle and invasion. It is no coincidence that Korea's Independence Day is August 15, 1945--the day the Japanese surrendered to the Allied forces and ended thirtyfive years of oppression. Traces of prehistoric man have been uncovered at Tonggwanjin, the Chommal Cave, and on Yongdo island, but ethnically the Korean people trace their roots to the Tungusic branch of the Mongoloid race who also inhabited Siberia, Manchuria and Mongolia. Because of its geographic position, Korea integrated influences from China, India, Manchuria and Japan into a national identity, uniquely Korean. Native shamanistic traditions undergird the system of beliefs that also include Chinese Confucianism, Indian Buddhism, and, most recently, Christianity. Korea seems unusually tolerant of religious differences. Statues of Buddha, pagoda temples and Protestant churches are everywhere, and evidence of each religion’s impact on everyday Korean life is visible in bustling local shrines, nationally observed holidays, and a thriving YMCA. Historically, Korea not only preserved Confucian ideology, but also physically extended the scope of China's influence to Japan. Increased missionary activity coincided with increased nationalistic awareness to merge political and spiritual senses in the early 1900‘s. Holidays commemorate both religious and political events. Buddha's birthday. Children's Day, New Year’s, and ancestor worship break up the seasons and reflect Korean reverence for old age and family lies, and diverse religious acceptance. An astrological calendar and a Julian calendar serve different purposes: one mystical and rich in folklore, the other practical for functioning in an international timeframe. Old resentments fade slowly. My father has never owned a Japanese car. When I graduated from high school, my father refused to buy me the Japanese car my mother and I deemed most practical for a young college student commuting long distances in an urban area. I did get that car, but it was significant to me that my mother had to pay for it with money earned from her job. Years later, when / brought up that incident, my father told me about his father’s first car-~an American model—a great luxury and the latest technology, and, to a little boy, a chrome and steel manifestation ofAmerican ingenuity. It was under these circumstances that Korea began its transition from an agrarian economy, poor in natural resources, to a dynamic, industralized country with a fast-growing open 20 �Language translating his thoughts into English. Material Culture The Korean language falls within the Altaic family. Before it mysteriously ended, the Altaic civilization was believed to have been more widespread than its southerly contemporary, the Greek civilization. The breadth of Altaic influence is evidenced from the crown jewels found in the Kyongju tombs to ancient jewelry displayed in Leningrad. Koreans had no written language before C.500B.C., when Chinese pictographs were imported, but Chinese symbols didn’t precisely fit the Korean spoken language and were accessible only to the scholarly elite class, the yangban. So, during the Lee dynasty (approximately 500 years ago) King Sejong formed a taskforce of scholars to develop a phonetic written language that the common people could easily learn. This commendable cultural achievement resulted in widespread literacy and today the 40-leiter native alphabet, han'gul, is relatively uncomplicated by regional diversity. Korea is a mountainous, peninsular country on the southeastern coast of Asia, bounded by the Yellow Sea and the Sea of Japan. Its weather ranges from harsh winters to monsoonal summers, with only one-fifth of its land suitable for cultivation. Traditional crops were rice, wheat and barley, from which developed a fairly simple cuisine based on rice and kimchi (a spicy, fermented salad made of white turnips and cabbage), supplemented by fish, and, to a lesser degree, beef and pork. Soups were an important part of meals, so eating utensils included long­ handled spoons with shallow bowls along with chopsticks. Today's more affluent, industrialized society has added more meat, poultry and dairy products to their diet, and, since it has departed from an agriculture-based economy, Korea now imports most of its rice. Traditionally, houses were built of stone mortared with clay, and covered with a heavy tile roof. A distinctively Korean feature called ondol has existed since the fourth century B.C. Ondol is a heating system consisting of a network of flues installed in the stone floors which carry heal from a central woodbuming stove to different rooms. The stone floors are covered by clay, then a linoleum-like oiled paper. Although this ingenious system has allowed comfortable living conditions for a majority of the population for centuries, it has also contributed to a serious problem Korea faces today-deforestation of their countryside. Denuded forests combined with a relatively sandy soil have led to soil erosion problems, which, in turn, necessitate heavy fertilization of arable lands. The Korean government has invested heavily in reforestation programs in an effort to alleviate this situation, but it is said that today no tree in Korea stands over twenty feet high. Settlement patterns followed the needs of a clan-based, agrarian society. In rural areas. / remember telling my father (when I was young enough to get away with it) that he “talked, funny." Z grew up in a society with an insular attitude toward language. The Ugly American always traveled abroad expecting everyone to speak English. ! was that American when I hitchhiked through Europe in the early 70's. What a revelation to travel no further than the New Jersey Turnpike runs and find myself in a different country than I had begun the day’s adventure-complete with different culture, food, and language. My father grew up being forced to learn English and Japanese besides his native language. With childish shortsightedness he resented having to study unnecessary subjects. My father’s “funny “ English was good enough to teach Wellesley summer school students. He recollects the day he realized he was thinking in English rather than thinking in Korean and 21 �lone, reflecting popular culture throughout the generations. Operatic music is composed as long, dramatic narratives and preserves myths and legends. Different types of music demanded different kinds of instruments, each appropriate for its genre of music. Court music used bells, flutes, and L-shaped stone percussion inslrumcnis played like a xylophone. Three eleven-lo-twelvc-stringed instruments, and hourglass-shaped drums were used for popular music. Today, most of this indigenous music has taken on ceremonial significance or has been adapted to western music styles. In the early 1900s, a new form of popular song called ch'angga combined elements of Christian hymns, patriotic themes and western melodies. These songs uplifted the oppressed Koreans and fueled their growing sense of nationalism during Japanese occupation. Dancing between men and women as a social activity is traditionally taboo. Most dancing was done for ceremonial or religious purposes, and ascribed movements like shoulder-shaking show a markedly Mongol influence. extended family units lived in compounds within their farms. Small towns evolved inland to provide support services for the farmers and along seacoasts where fishing was successful. Today, the effects of an industry-based economy have drawn the majority of the population to the cities where employment and previously self-produced necessities are available. Traditional Korean clothing includes short jackets for men and women (cotton-quilted in winter) and long, loose skirls or pants tied at the ankle for men. White so predominated as the color for everyday clothing that the Chinese and Japanese called Koreans “white clothes people.” Women and children brightened this plain palette with bright stripes on the sleeves or multi-colored ribbons. Shoes were moccasin-type of woven straw, or less, often, leather. Men wore horsehair hats shaped somewhat like tophats. Today, traditional clothing is reserved for special occasions while western-style clothing is more typical for daily wear. One sees more traditional clothing worn in rural areas, so that traditional attire may eventually come to signify socioeconomic differences. Historically, weapons were spears, bows, and anows, and broad swords. During the Japanese invasions in the fifteenth century, Admiral Yi Sunsin invented his famous “turtle ships“ (kobukson) which were iron-plated, spiked fighting vessels with cannon installed on all sides. Modem Korea's military abounds with the hightechnology weapons and nuclear power that guarantee efficient destruction. Being the “bone“ that China and Japan fought over may have developed in Korean society a fierce sense of survival. Chinese-inlluenced musical instruments and styles predominate in classical Korean music. Having three kinds of music ensures a rich diversity of sound present in all facets of Korean life. Court music has a formal, ritualized sound similar to ceremonial Chinese and Japanese music, while folk music has a more casual, emotional Social Relationships Koreans traditionally follow a patrilineal method of tracing descent-girls were removed from the family tree once they married. If widowed, a virtuous young woman was not expected to marry again. Widowers, on the other hand, were permitted to remarry, especially if no sons had been produced. The relationship between father and son (particularly the eldest) was primary, with the husband-wife relationship taking a back seal to the male-dominant structure. Sexual mores were strict, with boys and girls leading segregated lives after they reached seven years old. Homosexuality was taboo. Combined with a reverence for one's ancestors, these clearcut codes of behavior helped define individual identity and preserve family structures. Families were male-centered and practiced primogeniture, with the eldest son assuming the lion's share of family responsibilities and obligations along with 22 �the family wealth and properly. The eldest son was expected lo run the family farm, lake care of aging parents and, especially, maintain the ancestral tombs. Daughters were expected lo run the household and raise the children, showing deference lo the elder women's (mothers-in-law) wisdom and experience. Relationships within clans were exogamous and marital practices like arranged marriages and not marrying within the same “clan-family“ helped develop kinship loyalties. powerfully equalizing effect on Korean class structure. Sangmin the “common people’’ made up the bulk of the population and ch'onmin were the “despised people.“ The sangmin, although common, were still respectable; however, the ch'onmin were laborers, prostitutes and slaves. Endogamy within class preserved the class distinctions and, although 1 don't know how strictly this is observed, prejudices take longer to fade. My father used lo tell us about his father's eating at his own table while his mother ate in the kitchen with the children. Although he remembers being granted the privilege of eating with his father on special occasions (getting good grades, for example), he never mentioned his mother dining with his father. We children were always more than a little in awe and fearful of our father, although I now realize that he is unusually affectionate for a Korean man. When he suddenly sneezed, we jumped. To me. my father has always presented a frustrating and seemingly irrational combination of intellectual idealism with worldly prejudice. He believes in being a “good" person and is morally sound, uncompromisingly ethical and kind, but his aristocratic mindset has always beenforeign to me. Daddy, in America we have no class distinctions, and everyone is born equal. This preoccupation with yangban and our family's two thousand years of written history plays over and over again in my head like an outdated song: Nostalgic, but full of images belonging to some other time and place. Classes Korean society is traditionally stratified into four classes. This system has had a significant effect on the shaping of politics and history. The highest (yangban) class was the scholarly, ruling class whose members filled elite government positions while the chungin class or “middle people’’ provided lower government officials. At a philosophical level, the yangban professed Buddhist ideals by which the individual was rewarded for good works, but this conflicted with equally accepted Confucian idealogy promoting the concept of a central government, ruled by an elite class trained in rational thought. Selfperpetuating interests of the yangban class certainly fortified the movement whereby Confucianism edged out Buddhism as the stale religion. Not surprisingly, the yangban opposed the development of han'gul which would exert a Differences and Similarities Korean's history reminds me very much of how my own country has pieced a quilt of culturally different people into one richly complex society. We share a similar problem of “melting” diverse cultural influences into a unified national identity without losing the very differences that enrich our culture. Prejudices, stereotypes and economic disparity between groups of people chafe the everyday operations of the societal machine. Although the United Stales is geographically much larger and endowed with more abundant natural resources, Korea’s transition from an agrarian society lo an industrialized world citizen echoes the ruthless nature of our own Industrial Age. Ecological and aesthetic concerns are 23 �perceived as antiquated, yet distinctly. "Americanized." He finds they don't observe traditional values (like respecting their elders) as strongly as his generation. Today's Korea is too hectic, too crowded and the people are too pushy and rude. He realizes that he has now spent two-thirds of his life away from his homeland and, although he is proud of the way Korea has leaped into the upper ranks of international citizenship, he is a little bit sad over what has been lost. postponed until the more urgent needs of progress are satisfied. That “bridge” is not clearly defined but is, instead, an organic process that synthesizes diverse historical influences, current issues and human nature. My parents have recently visited Korea, and on each occasion found themselves playing the role of tourist, rather than members of that society. Many changes have occurred that disturbed my father's memories and challenged his sense of what Korea is. Among younger Koreans, he is Sources Covell, Jon Carter. Korea's Cultural Roots. 1983: HoHym International Corporation; Elizabeth, New Jersey Lee, Ki-baik; trans. Edward W. Wagner. A New History of Korea. 1984. Harvard University Press; Cambridge, Massachusetts. El Flicker Tengo calor dentro de mi casa. Miro al pajaro carpintero colgando del porche, Con los ojos negros y la garganta negra, Hcoteando constantemenie en la nieve. Con su pico largo. The Flicker I am warm inside my house. I watch the woodpecker hanging on the porch. With his black eyes and throat. Pecking constantly at the snow. With his long beak. Rox Monterasielli Spanish Composition I (Linda Durham, Spanish Instructor) 24 �Brief of a Supreme Court Decision By Anita Schroeder Course: Legal Research II Instructor: MaryKubichek Assignment: To brief a case decided by the United States Supreme Court within the last year. conception and that unborn children have protectable interest in life. Therefore, the laws of Missouri should be interpreted to provide imbom children with the rights and privileges available to other citizens of the State of Missouri. Webster v. Reproductive Health Services, 492 U.S., 109 S. Ct., 106 L. Ed.2d 410 (1989). Facts In June, 1986, the Governor of Missouri signed into law a state statute amending existing state law concerning unborn children and abortions. This statute had four parts that ended up being in contention. 1. 2. Sections which prohibit the use of public employees and facilities from performing or assisting in abortions not necessary to save the life of the mother. A preamble stating that life begins at 3. 25 A section prohibiting the use of public �funds for the purpose of counseling or encouraging a woman to have an abortion not necessary to save her life. abortion counseling. 4. The requirement that physicians conduct viability testing. 4. A section requiring that prior to an abortion in which the doctor has reason to believe the unborn child is 20 weeks or more gestational age, the physician must perform tests to ascertain the viability of the unborn child. In July of 1986, five health care professionals employed by the State of Missouri and two non­ profit corporations brought this class action suit to challenge the constitutionality of the Missouri statute. Discussion and Reasoning 1. The Supreme Court need not pass on the constitutionality of the preamble. The preamble does not regulate abortion; it is simply a value judgment by the stale. The preamble could do no more than offer protection to unborn children in tort or probate situations. Lacking any authoritative construction of the statute by the state courts, without which no constitutional question arises, a judgment cannot be made. There will be time enough to decide later if and when the preamble is applied to a given situation. Procedure A Class Action Suit was brought in the United States District Court for the Western District of Missouri, challenging the constitutionality of the Missouri Statute. Several weeks after the complaint was filed, the District Court temporarily restrained enforcement of several provisions of the act. Following a three day trial in December of 1986, the District Court declared seven provisions of the act unconstitutional and enjoined their enforcement The Court of Appeals for the Eighth Circuit affirmed the District Court’s decision. The case was appealed to the Supreme Court of the United States. 2. The Court disagreed with the lower courts, saying that the State need not fund abortions. Nothing in the Constitution requires States to enter or remain in the business of performing abortions. Missouri’s refusal to allow public employees to perform abortions in the public hospitals leaves a pregnant woman with the same choices as if the State had chosen not to operate any public hospitals at all. A woman can still obtain an abortion privately. Issues 3. The prohibition on public funding being used for abortion counseling became a moot issue. The constitutionality of the following issues was discussed in the Webster, The health care officials had drawn their claim on this issue saying they were not adversely affected because the provision was directed at public paid counselors. 1. The preamble, life begins at conception. 2. The prohibition on using public facilities or employees to perform abortions. 3. The prohibition on public funding for 4. Viability tests were found to be constitutional. 26 �It is constitutional to ensure that abortions are not performed where the fetus is viable; this furthers Missouri’s interest in protection of potential human life. Because none of the challenged provisions of die Missouri Act properly before the court conflict with the Constitution, die judgment of the court of appeals was reversed. Roe V. Wade General Rule of Law The Appellants and the United States as Amicus Curiae (Charles Freed for the United States) urged the Supreme Court to use Webster to overturn Roe v. Wade. The facts in this case differ from Roe, so it can't be overturned, but it was narrowed. Nothing in the constitution requires Slates to enter into or remain in the business of performing abordons. This decision nanows Roe v. Wade, in that the trimester viability framework of Roe is not to be striedy held to; instead tests will be done to establish viability. Mi Abuela Yo estoy esperando sentir la caricia de tus ojos azules. Yo estoy deseando ver lu sonrisa bella. Yo estoy anhelando tenerte cerca, Y quiero oir tu voz tiema en mi oreja. iCu^do mi corazdn cese heriendo asi? iPor que es muy arduo soliarte? Grandmother I am waidng to feel the caress of your blue eyes. I am wishing to see your beautiful smile. I am longing to have you near, and to hear your sweet voice in my ear. When will my heart stop hurting so? Why is it so hard to let you go? Paula Franklin Spanish Composition I (Linda Durham, Spanish Instructor) 27 �The Search for the Meaning of ARC By Fred W. Jacquot Course: Physical Anthropology Instructor: Dr. Barbara Mueller Assignment: Student was to write a research paper about a controversial topic in physical anthropology. This student went beyond the assignment to conduct his own research in the development of language. My sludy began with a search for all the different meanings of the words ARC, ARK, and ARCH, which are interchangeable, both as individual words and as parts of larger words. I began with that form of arc that means ‘bear’ in Greek: ARKAS. I found that these ‘ARC’ words readily lent themselves to being grouped by general meanings. Then I took another word for ‘bear’, ARTH (Celtic), and looked for words that had within them a form of ARTH whose definitions would match the general groups into which I already placed the ARC words. I then did the same for Latin URSA (bear) and the French OURS (bear). These are my groups: The Bear, Names of Persons, Place Names, Ancient Lore or Skill, Gods and Religion, Government and Kings, Morals and Values, Geometry and Math, Building, Sailing, The North, Bow or Hunter, Languages, Earth, Metals, Mountains, Dawn and the East. Not only did I find an abundance of words that fit into my categories or meanings, but the search itself also led me to begin analyzing all words with an R in them, and that brought me to some insights on both ancient men and their languages. 28 �emanating from a point) is the source of LEY (a line on the earth). Words may be reconstructed using metathesis, spelling conventions, and L/R connections to derive new insight into their meanings. For instance, ABRAHAM by metathesis becomes ABRAHMA, or MAHARAB, MAHARAB may be the root for ARAB, a people who trace their lineage back to Abraham. It is also strikingly close to the Sanskrit word MAHARAJ, the king. There is evidence that archaic Homo sapiens had a reverence for the cave bear, including holding riles, and placing bear skulls, or remains, in special vaults (Jolly 317). The facts that ARKAS, ARTH, URSA, and OURS all mean bear, and that other forms of these words have meanings similar to each other, indicates that for archaic Homo sapiens the word BEAR was rich in diverse meanings. The diverseness of the meanings of any word is probably a measure of its original potency, its importance to archaic men. Lines were important to megalithic men. In the early l920’s Alfred Watkins discovered that the megalithic sites of England lie upon lines called ‘leys’ (Michelle 9). Further, he discovered, by walking the lines on the maps that connect these places, that there were ancient paths and along them standing stones, or stone crosses not shown on any map. Some, when convenient, had been taken over by Roman or modern road builders (Michelle 29). It is now known that similar lines run through Ireland, Northern France, Germany, China (known as lung-mei, the paths of the dragon), and the Nazca plains in Peru (Michelle 26). To the ancients there was no difference between a ‘line’ of descent or a mathematical ‘line’. Royally, religion, astronomy, and mathematics were connected, were strongly linked, by general ideas and principles. Tribes were ruled by ‘priest-kings’. The king’s REIGN was his RULE, He was a RULER, in that he held the power and he set the RULES (Benevisia 307). He was a RULER in that he came from a ‘line’ of Below is most of what I found. The Indo-European languages come from one root stock. This stock began ‘branching’ as Icmg ago as 24,000 B.C. (Renfrew 116). This implies that language use is very ancient, and that the Indo-European language users were already in place in Europe and Asia long before the introduction of the wheel, the horse, farming, metals, writing, or sedentary living. The Indo-Europeans were in close contact with peoples of other language groups, particularly those of the Semetic languages. This resulted in a borrowing of words and ideas across language barriers, whose extent is not yet fully realized. This borrowing was so extensive that the different languages came to be more oriented north and south than by language family. Thus peoples in Northern Europe revered the bear and gave the ARC words to the people to the south, while they revered the sun, or RA and gave many R words to the p>eople of the north. Many ancient languages were written without vowels and word metathesis was extensive. These two practices gave rise to creative spelling and spelling conventions, not all of which are yet understood. Thus, in Greek, an AURA is a golden glow but ARUM or OR are plain gold. Often when an R comes before the vowel, it refers to a deity, a priest, a religious idea, or a mystery. When the R follows the vowel, this implies something accessible to or knowable and workable by a common person. R is one of the ‘liquid’ consonants; the other is L. There is a strong relationship between L and R within words. The R word is often a principle or its source, while the L word is its manifestation. Thus the ROI is the source of the LOL The ROYAL is the source of the LOYAL. The REGAL is the source of the LEGAL. The RIGHT (a direct course, a straight line, a lineage, an agreement with a principle, a true or orthodox belief) is the source of the LIGHT (enlightenment, knowledge, that by which one is guided). The RAY (the mathematical concept of a line 29 �kings and was lhe source for a future ‘line’. Il was also his duty, as PRIEST, to lay out, with straight ‘lines’ lhe walls of cities, and lhe precincts of the temples, to separate the sacred from the profane (Benevista 307). He ORIENTED the temple to face east, and RULED by divine RIGHT. Another duty of lhe priest/king was lo act as treasurer-assayer-goldsmith for the tribe. There are many RO ad OR words connected with the king and with gold: too many to be coincidence. Many dynasties traced their ‘line’ back to a sun god. Even today the Japanese emperors are able lo do this. The sun, of course, is golden; and those mortals who were properly oriented lo il and its ‘line’ would receive lustrous GLORY, FAVOR, and GRACE. Words with BAR, BER, RAB.REB, BRA, BRE refer lo those times when the authority of the priest-king was symbolized by his ROBE; which, literally, was a BEAR skin. This has been carried forward into modem customs. Thus the RABbi, a Jewish religious teacher, is linked linguistically to the Indian holy man, lhe BRAma. There are interconnections between ARC words; words that mean ‘bear’; words with ART, ARS, ARD, ORT, ORD, in them; the word ARM; the word MARS; lhe word RAM; and the words ARES and ARIES. These relationships are shown in Figure 1. Words with some form of ARC are numerous in our language. Here are some of them. These words which are capitalized refer to that which is unstraight, curved, or bent. The rest of the ARC words in the list below have religious meanings: charisma, charm, cherub, choir, CHORD, chorus, church, CIRCLE, CORD, CORNER, CORONA, coronate, CORRUGATE, CORRUPT, credo, CREPE, CRESCENT. CROWN, CRINKLE, CRITH, CROOK, CROOKED, cross, cure, curse, CURVE, karma, sacred, TORCH (from O.E.D.) The R words in our language are heavily represented among words for metals, signs of lhe Zodiac, and words that have religious meanings. Even personal names in lhe Bible have a disproportionality high number of R’s in them. There are over 30 names in the Bible which have an R in them and which begin with A. Six of them also contain a RAM within them; and one contains a REX (Schaff 1065-1076). All I have presented suggests that in the limes of the priest-kings knowledge was unified; and individual words had more potent meanings than they do today. This gave men a more connected, and more united world. Evidence of this simpler existence, of simpler beliefs, has been preserved in a changing, yet ‘immortal’ vessel: language. What we learn of these people will depend, in part, upon our skills to survey, excavate, and analyze this find. Note: This paper is condensed from a thirtytwo page paper. © 1990 Fred W. Jacquot 30 �Works Cited Benvcnisl, Emile, et al. fndo-European Language and Society. Coral Gables, Florida: University of Miami Press, 1973, Jolly, Clifford J. and Fred Plog. Physical Anihropology and Archeology, fourth edition. New York: Alfred A. Knopt, Inc., 1987. Michel, John. The View Over Atlantis, third printing. New York: Balantine Books, Inc., 1973. O.E.D. Oxford English Dictionary. New York: The Clarenon Press, 1961. Renfrew, Colin. Archeology and Language: The Puzzle ofIndo-European Origins. New York: Cambridge University Press, 1987. Scharf, Philip, editor, The Bible Interpreter, Comprehensive Bible Helps. New York: J.A. Wilmore and Company, 1897. 31 �c Intake Memo By Gail Grosenheider Course: Paralegalism I Instructor: Mary Kubichek Assignment: Students were to interview a client then record the factual information for the attorney who employs them. 32 �Law Ofiices of Kubichek & Kubichek 1234 Second Street Casper, Wyoming 82601 (307) 266-1234 TO: Mary Kibichek FROM: Gail Grosenheider DATE OF MEMO; November 12. 1990 DATE OF INTERVIEW: November 10,1990 CASE: 1089 FILE: 90-234 KIND OF CASE: P.I. RE: Adam Ables PERSONAL DATA NAME OF CLIENT: Adam B, Ables ADDRESS: 7576 Oak Drive, Casper, Wy 82602 PHONE: 577-2345 (Home) 266-6789 (Work) AGE: 35 MARITAL STATUS: Married EMPLOYMENT: Casper Coal, Inc. they arrived at Mr. Drake's home. They were told the party was in back by the pool. On the deck a bar and a table with hors d’oeuvres were set up. The party was loud and it was obvious that many of the people had already had quite a lot to drink. Both Adam and Ann got a drink and began walking to the other side of the pool where they saw Barry and Cindy standing. At this time, Ed Ego and Frank Flake spotted them and began rushing toward Adam and Ann. They were laughing and jostling each other and were quite obviously drunk. When they got about three feet from Adam and Ann, they lunged at Adam and Ed said, "The last one at the party gets thrown into the pool." They dragged Adam toward the pool and half pushed and half threw him in. They were at the comer of the pool and on the way in Adam's right leg and ankle hit the side of the pool and shattered. Adam said he knew right away that he was badly hurt. He tried to reach the edge of the pool, but could not reach it. He had to swim to reach the edge. He said he was in great pain and called You asked me to conduct a comprehensive intake interview of Adam Ables, our client, in order to find out why he contacted our office. Mr. Ables would like to find out if he can collect outof-pocket expenses incurred due to an accident on July 20. 1988. On July 20, 1988, Mr. Ables and his family arrived in Spanish Fork, Utah, after a 10-hour drive from their home in Gillette, Wyoming. They had traveled to Spanish Fork to attend the wedding of their friends, Barry Baker, and Cindy Capps. Adam's wife, Ann, was to be a bridesmaid for Cindy. They arrived later than expected, so they went directly to the church where the rehearsal for the wedding was being held. After the rehearsal, the wedding party was going to a local restaurant for the pre-nuptial dinner and then to a party to be held by Dick Drake, a friend of the groom. Adam and Ann wanted to shower and change after their long trip so they told Barry and Cindy to go to dinner without them and they would meet them at the party at Dick's home later. Approximately four hours later at 10:00 p.m. 33 �for help. He said everyone was laughing and a lol of pushing had begun on the edges of (he pool as other people were trying to push each other into the pool. He said he could see that Ann was trying to gel lo him to help him, but Ed and Frank were threatening lo throw her into the pool also. Finally, when Ann began crying, they realized that Adam was really hurt. Adam said it was probably only a matter of seconds while al! this took place, but lo him it seemed like an eternity. Ann, Ed, and Frank finally got Adam out of the pool and it was quite evident that Adam's leg was broken. Dick got Adam into his car and look him and Ann to the local hospital. They arrived at the emergency room in about ten minutes and were assisted by a nurse. Dick, being very inebriated himself, was rude and abusive to the nurse. After a brief exam, the nurse said she was going to call a doctor to examine Adam. After examining Adam, Dr. Grim told them that Adam's leg was broken and his ankle shattered. He said he would put an inflatable cast on it and have it x-rayed in the morning. The next morning Adam was x-rayed and Dr. Grim said it was more complicated than they could handle in Spanish Fork so Adam would have lo be transported to Salt Lake City. Dr. Hugh Helper told Adam and Ann surgery would be needed to set the leg and pin the ankle, and that Adam was scheduled for 4:00 p.m. that afternoon, July 21. Ann relumed lo Spanish Fork to take part in the 2:00 p.m. wedding and returned to Sall Lake City immediately afterward lo be there for Adam’s surgery. The surgery was performed; the ankle was so badly shattered that eight pins were required lo hold it together. Dr. Helper told Adam and Ann that Adam would probably always have a limp and arthritis would most assuredly develop in the ankle as Adam aged. Adam had originally planned lo use only three vacation days for the wedding. He was due to be back at work at Energy, Inc., in Gillette, Wyoming, July 24. He was released from the Sall Lake City hospital on July 28. Dr. Helper said he would be able to travel August 4 and made arrangements for Adam to see Dr. Ivan Ink, an orthopedic specialist in Casper, for continued treatment. Adam said he could not afford lo fly, so he and Ann and their three children drove from Spanish Fork to Casper. They arrived in Casper on August 6 for their appointment with Dr. Ink. Adam was able lo return lo work August 18, almost three weeks later than he had expected lo. He had another surgery on September 22 lo remove the pins that had been put in his ankle. This caused him to be off work an additional three weeks. After six months, Adam was able lo work without the use of crutches or a cane. He continued extensive therapy for six months, which began December 20 and ended June 30,1989. He has a slight limp now, but continues with therapy al home. Adam would like to receive the money he has had lo pay over what his insurance covered for the surgeries and therapy. His medical bills have totaled $45,000. His insurance, Prudential, covered 80% of the cost, or about $36,000, leaving a balance of $9,000 that Adam had to pay. This put a great financial burden on the family. Also, Adam used all of the sick leave and vacation leave he had accrued at Energy, Inc. and had to take some no-pay days for his treatment. Energy, Inc. also had a bonus program where every employee that took no sick days during the year received $500 for that year and after five years of using no sick leave received an additional $1,000. Adam had received the bonus three years prior to the accident, so lost the bonus for years of 1988 and 1989 and also had lo start over on accruing the five year sickness free bonus, which he would also have received in 1989. Adam contacted Janet Jones, a representative of the Prudential Insurance Co., about whether Mr. Drake's homeowner's policy through Stale Farm would pick up any of the additional expense. He said Ms. Jones told him to contact Mr. Drake himself. He called Mr. Drake, who became abusive and said that if Adam filed any kind of 34 �by holding the party and serving alcohol around the pool, which could be a substantial hazard to his intoxicated guests. It may also be considered as to whether Mr. Ego and Mr. Flake are responsible for part of the medical costs. I told Mr. Ables you would contact him by November 19 to let him know how to proceed. I asked Mr. Ables to compile all his medical bills, travel expenses, and a list of all the people he knew who attended the party. 1 suggest that, pending your approval, I begin the following tasks: Organize and label the documents that Mr. Ables brings to the office. Contact the hospitals in Spanish Fork, Utah; Salt Lake City, Utah; and Casper, Wyoming, for medical reports. Contact any witnesses from the list that Mr. Ables compiles to get their statements on what happened at the party. Research the laws in Utah regarding the issue of liability. claim he would not be able to afford the insurance. He would not even give Adam the name of his insurance agent CONCLUSION Adam is a well spoken college educated man. He is well dressed and handles himself in a professional manner. He relates his situation in a concise manner and is sure of all his facts. He and his family moved to Casper approximately six months ago. He said that since he can not get cooperation from his insurance company or Mr. Drake, he thought he would see if there was a way to receive compensation. He does not appear to be vindictive, but would like to be reimbursed for his out-of-pocket expenses. He said he would appear in court if required to, but would prefer not to. In my judgment, Mr. Ables should be reimbursed by State Farm for the expenses incurred due to this injury. Also, there may be a possibility that Mr. Drake can be found negligent 35 �Lab Report By Nancy Young Course: Data communications Instructor: David Arndt Assignment: After constructing a circuit to interface the Micro-85 computer with a UART, Universal Asynchronous Receiver Transmitter, the student must write a program to transmit serial data to a remote terminal. The program, written in INTEL assembly language, must activate a clock to drive the UART and the transmit data from a data block or from a keyboard. In the lab report, the student must explain how the program works and what each instruction does in the program. The student must also explain how the program manipulates the hardware in the Micro-85 and in the UART interface circuit. Objective: 1. Demonstrate competence in the use of software to program the U/XRT and the 8155 I/O to transmit serial data through a RS-232 Protocol Link. 2. Analyze the software programs used in this experiment 1 MC1489 RS-232 Line Driver 1 14 Pin Parallel Jumper Cable 1 14 Pin Wire-wrap Socket Procedures: Consuiicl the circuit (See diagram on page 37) Program: MVI A, $AO Moving the low bit of the word into the accumulator to structure the Time Reg. OUT 24 Write the low bit to the 8155. Materials Required: Casper College 8085 Microprocessor system 1AY-5-1013A UART 1 MCI488 RS-232 Line Driver 36 �lltl* ftS-232 PROTOCOL LINK document Nui>*«r A CftSPCR COLLEGE 5at<: 14. I e Procedures: Construct the circuit (from page 36) 19.2kHz (BAUD rate x 16) and convert that number (base 10) to Hex =AO. This is sent out to the low byte of the Timer Reg. (24). To set up the high byte of the Timer, the clock function described on Pg 2-32 Fig. 5 of the handout for the 8155 is the one we want-01. (This code causes the 8155 Timer to produce a square wave output.) This code is pul in the last 2 bits of the Reg. The remainder of the Reg. can be used if the structure word is more than 8 bits. This (40) is sent to the high byte of the Timer al address $25. MVI A, $CD Move immediately the data (CD) Moving the high bit of the word into the accumulator to structure the Timer Reg. OUT 25 Write the low bit to the 8155. This much of the program sets up the Timer Reg. that sets up the BAUD rate. This system runs on 1200 BAUD; to calcualte this we start with the rate we want 1200x16 = 19200Hz at T out. The system is using a divide by 16 clock, so to gel the input frequency for the UART, we multiply the BAUD rate by 16. Then the clock of the 8155 is at 3.072 MHz; we divide that by the MVI A, $40 37 �to the accumulator; this is the word to structure the Command Reg. Out 20 Sends the word CD to the Command Reg. D7 D6 D5 D4 D3 D2 DI DO out=l 1 1 0 0 110 1 =CD in=0 Timer Mode Pon C Port B Port A LXi H, 5200 MOV B, IB MOV A,M OUT 21 MVIA ,$18 OUT 23 OUT 23 Address where the message is stored in ASC II code. It was put there by using the G0800 program (word processing). After it was typed in, the number of bits used was looked at by looking at address 2043. This bit was IB. Move into B Reg. the number of bits used in the message. B Reg. will be the counter. Each lime a bit is transferred, it will be decremented and when 00 it will be loaded again to start over. Move from memory to accumulator to go out the port, as only the ports can be accessed through the accumulator. 21 is the code for Port A. Writing the bit in accumulator to Port A which is connected to data bit input lines on the UART. Move into the accumulator the word 18. This Word will be pul on Port C in Binary Code. 23 is the code for Port C. Write the Word 18 to Port C. UART Data Strobe is connected to pin Port C4 high. This must go low to load data into Holding Reg. At the same time not changing line 3 of PortC. ORI$10 OUT 23 CALL 0870 INXH DCRB PortC 7 6 0 0 ANI EF 5 4 3 2 1 0 0 1 1 0 0 0 1 8 This ANDs the Word EF to the JNZ 5011 38 accumulator in Binary Code. 0001 1000 mioiiin 0000 1000 Bit masking the word EF sent to PORT C. Port C has this Binary Code on it 1110 1111 which allows the code of the first ASC 11 character in the message to go into the Holding Reg. of the UART. OR the Word 10 in Binary to the accumulator. At this point the accumulator has 0000 1000 in it; byORingSlO fOOOl 0000) Out 23 sends the Binary Code to Port C. Port C reads 0001 1000 and the DS line is high again and won't go low again until the loop is repealed. Call sub routine to set up a time delay, so the data won't be written over on the serial out line. lime delay 1 BAUD rate x # of bit times 1__ 1200 X 10 divided by 8 micr.s= $0411 Address 2032 = 11 2035=01 loop 2033 = 04 This gives the UART time to transfer the data from the Shift Reg. out to serial out line, to be printed on the screen of the peripheral device. Increment the HL Reg. pair by one. This pair will point to the next ASC II character in the message. Decrement Reg. B by one. This is the count of how many characters there are in the message. When this is 00 the JMP will start the message over again. Jump if not zero to address 5011. �This is the move from memory ihc ASC II character into the accumulator. When zero it will fall through to next instruction. JMP 500C Jump to address 500C where the pointer is reset to point at the beginning address and the message starts over. To change BAUD rates was easy. OUT 25 This much of the program sets up the Timer Reg. which sets up the BAUD rate. This system runs on 300 BAUD; to calculate this, we start with the rate we want 300x16=4800Hz at T out. The system is using a divide by 16 clock, so to get the imput frequency for the UART we multiply the BAUD rate by 16. Then the clock of the 8155 ia at 3.072 MHz.; we divide that by 4.8kHz (BAUD rale x 16) and convert that number (base 10) to Hex = 80. This is sent out to the low byte of the Timer Reg. (24). To set up the high byte of the Timer, the clock function described on Pg 2-32 Fig. 5 of the handout for the 8155 is the one we wanl--01 (this code causes the 8155 Timer to produce a square wave output). This code is sent to the high byte of the Timer al address $23. The remainder of the Reg. can be used if the siruclure word is more that 8 bits. MVI A,$CD Move immediately the data (CD) to the accumulator; this is the word to structure the Commmand Reg. Out 20 Sends the word CD to the Command Reg. D7 D6 D5 D4 D3 D2 DI DO 1 10 0 110 l=CDout=l Timer Mode PorlC PortB Port A in=0 CALL04D0 Sub-routine that picks up data from accumulator that was pul there from the keyboard. OUT 21 21 is the code for Port A. Writing the bit in accumulator to Port A which is connected to the data bit imput lines on the UART. MVI A,$18 Move into the accumulator the Word 18. This word will be put on Port C in Binary code. OUT 23 23 is the code for Port C. Write the Word 18 to Port C. UART Data Strobe is connected to pin Poti C4 high. This must go low to BAUD rate 300 Change the first two MVI to the new BAUD. 300x 16 = 4800 3.072MHz 4800 = 640 = $0280 1 0 6 5 4 3 2 Low bit = 80 7 1 0 0 0 0 0 0 0 High Bit = 42 7 0 6 1 5 0 4 0 3 0 2 0 1 1 0 0 Delay: 1 X 10 divided by 8 micro.sec. = $1046 300 This wasn’t slow enough so changed the lower bit to FF Turns out to 10.444 bit times BAUD 9600 9600 X 16 = 153.6k 3.072M = 153.6 20=$14 7 6 5 4 3 1 0 0 0 0 7 6 5 4 3 1 0 0 0 0 Delay: 2 1 2 0 1 0 1 0 0 0 0 0 10 8 micro sec = $0082 Program: 2 MVI A, $80 OUT 24 MVI A,$42 into the accumulator to structure the Timer Reg. Write the low bit 10 the 8155. Moving the low bit of the word into the accumulator to structure the Timer Reg. Write the low bit to the 8155. Moving the high bit of the word 39 �load data into Holding Reg. At the same time not changing line 3 of PortC. Tx shift elk This is the Shift Reg. It shifts the data out low byte and then high byte, one bit at a Ume. 2. Explain the function of the DS strobe: How does it woric? What does it do? The data must first be sent to the parallel output port. A changing level on the control port (PC4) must then strobe the DS line of the UART. This process is repeated until all the data is transmitted. Pulsed low to load data bits into the transmitter Data Holding Register. The Data Holding Reg. is loading during the rising edge of the DS pulse. To make it strobe, we used bit masking. This was done by ANDing and Oring in the accumulator. If we want the line high we put a word in Port C that has that bit high. EX.S18 = 00()l 1000 1110 nil 0000 1000 = this is the result we need. An AND gate only allows a high when all inputs are high so we figure out what word will develop the wanted result In this case a $EF. To change it back we can OR. EX. 0000 1000 00010000 (XX)1 KXX) this is the result needed. The OR gate only allows a high when the lines are either or low but not both the same. Data strobe went high and then low then high again. 3. Explain how the circuit on the proloboard converts the TTL level serial data to the voltage level required for the RS-232 cable. Al the second terminal, how is the RS-232 voltage level convened back to the required TTL volatage level? On each end of the RS-232 cable there are two drivers. One is the 1488 that drives the voltage to +12V and -12V for series output and a 1489 to return +12V and -12V back to 5 volts for series input This is the interface circuits needed to meet the RS-232 standard. My proto-board is at one end of the cable and PORTC ANIEF OUT 23 ORI $10 OUT 23 JMP51(XZ; 7 6 5 4 3 2 1 0 0 0 0 1 1 0 0 0 1 8 This ANDs the Word EF to the accumulator in Binary Code. Bit masking. 0001 1000 niioiiin 0000 1000 The word EF sent to Port C. Port C has this Binary Code on it 1110 1111 which allows the code of the first ASC II character in message to go onto the Holding Reg. of the UART. OR the Word 10 in Binary to the accumulator. At this point the accumulatcM* has 0000 1000 in it; by ORing $ 10 (0001 0000) to the acculator the contents is 0001 1000* again. Sending the binary code to Port C. Port C reads 0001 1000 and the DS line is high again and won't go low again until the loop is repeated. Jump to address 510C where the CALL 04D0 is and this starts the keyboard over again. Questions: 1. How does the UART covert parrallel data to serial data? The UART has 8 RD lines for imput port. When data is on these lines, there is 0-5V to determine high and low. Each line is connected to the Holding Register. Port A is connected to RD lines 7 6 5 4 3 2 1 0 This is the Holding Reg. 7 6 5 4 3 2 1 0 40 �iniercsiing to manipulate the BAUD rale. Al first il was hard to understand the way the transmitting terminal could be at one BAUD rate and ihc receiver at another BAUD rale. If I have il right, the transmitting terminal is connected in serial to Ihc CPU and is separate from the circuit that drives the UART. This separation allows the CPU to operate at one BAUD rate, while the UART’s BAUD rale is controlled by the Timer of the 8155 S/0 chip. ihc icrininal was al other end of the cable. The lerniinal must have these circuits on board. Conclusion: This lab was interesting in that I experienced checking the DART after we had handled it without grounding. The Oscilloscope was used and the pins were checked to see if data wits being iransiniiicd, and if the ckx'k was being received from the CPU. My UART was unharmed. Il was 41 �Dornia Karan By Lorinda Welch Course: Dress for Success Instructor: June Winkel Assignment: Select a fashion designer and clear the choice with the instructor. Research the designer, using the local libraries. Write a paper including the education of the designer, her/his experience and talents, and distinguishing features of her/his designs. Present the information to the class, using illustrations of designs if possible. She’s been in the fashion business for years but until about five years ago, her name wasn't heard very much, or al least by the general public. Who is this woman and how does she play a pari in the fashion industry? The woman is Donna Karan and she filled a void with her new designs. Her maiden name was Donna Faske. Both of her parents were in the fashion industry. Her mother was Helen Faske. She was a model on Seventh Avenue and later was a showroom saleswoman. Her father was Gabby Faske. He ran a custom tailoring shop on West 38ih Street. Ms. Karan remembers hearing he made "suits for gangsters and Broadway show business types. He died when Donna was just three" (Donovan, 33). Donna and her mother lived in Woodmere, Long Island. Donna attended Parson's School of Design in Manhattan. She quit Parsons to go to work for Anne Klein. Miss Klein was her idol. At this time she married Mark Karan and in a short time she became Anne Klein's main assistant. In May 1974, Miss Klein died. "The company was unprepared for it, and so was Donna Karan. Two days before Miss Klein's death, Donna had given birth to a daughter, Gabrielle" (Donovan, 33). 42 �A man by lhe name of Toinio Taki was half owner of Anne Klein and company and he would prove lo be Donna Karan's mosl powerful supporter. Mr. Taki and the other two owners had a big dispute after Miss Klein'.s death. The two other owners had other designers that they wanted lo lake Miss Klein's place. Mr. Taki wanted Donna Karan and, since he owned half of the company, he got her. At this lime Donna Karan was only iwcnty-six years old. She teamed up with a classmate she had al Parsons name Louis DcU'Olio, bul she was the dominant member. In 1983, Miss Karan helped launch a less-expensive spin-off collection called Anne Klein !I, similar in design bul made with diflercnt fabrics, mostly in the Far East. Anne Klein II retailed for about half the price of the Anne Klein line. (Donovan, 90) While all of this was happening, she divorced Mark Karan. In the fall of 1983 she married Stephen Weiss. Things hadn’t been going very well between Miss Karan and lhe Anne Klein company. She wanted lo slay with lhe Anne Klein company bul wanted her own line. The reason she wanted her own line was that the clothes she'd designed there were becoming common, because of the Anne Klein II collection. Everyone was wearing them. She wanted her own identity, something exclusive. As badly as she wanted to leave Anne Klein and Company, she was frightened because il was lhe only job she'd had. The company didn't need two designers and Mr. Taki was willing lo set her up in her own business. Finally lhe president of the company, Frank Mori, settled lhe whole mailer. He fired her. “Donna Karan's company is financed by a partnership consisting of Takihyo Inc., Tornio Taki himself, Frank Mori and Donna Karan and Stephen Weiss” (Donovan, 90). Donna Karan pul up only a little money for her company bul she owns half of it. She also is lhe chief executive officer and a paid consultant lo Takihyo Inc. She also owns lhe rights to her own name. Her company first started al home in what had been her husband's workroom. "The new company soon acquired a president, Julius Stern" (Donovan, 90) Then a studio was acquired on West 40ih Street. The public saw Miss Karan's designs for the first lime al a showing ai the Bergdorf Gootlman store in New York, June 18, 1985. Her designs were a totally new concept. Many of the big stores were slow lo respond because they thought her designs were loo special. Bul after a few showings her staff could hardly keep up with all of the appointments for businesses that wanted her dollies. When Miss Karan couldn't really come up with anything new, she was introduced lo baby llama fabric. The first garmcl lo come from the llama was "a cape-collared jacket with a Hare below the bell" (Donovan, 90). In 1986 these retailed for as high as S2,20(). Some of her most popular garments arc her bodysuits. They are made “of Italian-made jersey or knit. Il has long sieves, pulls on over the head, fits snugly and fastens with snaps at the crotch. This serves lo replace a conventional sweater or blouse” (Donovan, 32). Miss Karan has designed more than a dozen versions. Most of these have padded shoulders. These rcuiil from SI80. The key to Donna Karan's latest fashions arc lhe Unilards. They're heavier than leotards bul trimmer than jumpsuits. In lhe spring of 1989, Donna Karan pul out a new sportswear line called DKNY (Donna Karan New York). This line is comfortable and versatile and about half the price of her designer collection. “Il looks professional and feminine" (People's, 105). One of her mosl popular items of the DKNY line is a khaki trench coal. It look.s as If II was four years old and well worn. 43 �protrusions" (Donovan 33). Her designs are well suited for women on the go who don’t have time to worry about their clothes. Donna Karan says "fashion for the nineties woman will be determined by two necessities: lots of options and case of dressing" (Ladics.42) As the years go on, Donna Karan's designs just keep getting belter and each year she makes a larger impact on the fashion industry. Just a few years ago she wasn't even heard of. Now Donna Karan's designs are in great demand. Donna Karan designs clothes that she'd wear, something that is feminine yet makes her look like a professional, or, when she's not working, something relaxed and comfortable. The DKNY line is not a cheaper version of her more expensive line but a whole different kind of design. Donna Karan's designs "have a way of emphasizing the curves of the waist and the hips without stringently outlining them. The shawls and jackets are camouflage for bumps and Works Cited Donovan, C. "How a Fashion Star is Bom." New York Times Magazine 4 May 1986: 24-30+. "Donna Karan." People's Weekly 25 Dee 1989-1 Jan 1990: 104-5 "Forecast." Ladies Home Journal November 1989: 42. 44 �Interoffice Memorandum of Law By Anita Schroeder Course: Legal Research 11 Instructor: Mary Kubichek Assignment: To research issues and case law relevant to a case and to write an interoffice memorandum of law for an attorney. 45 �INTEROFFICE MEMORANDUM OF LAW TO: Mary Kubichck FROM: Anita Schroeder DATE: October 9,1990 OUR CLIENT: Charles Schracklc OPPONENT: Jeffrey Poller OFFICE FILE NO: 90-S-12 DOCKET NO: C.A. No. 120398 RE: Whether Charles Schrackle was negligent in the accident causing the death of Katherine Poller that he was driving in a careless, negligent and reckless manner; That he failed to give proper warning of his sudden approach, and that Mr. Shrackic's negligence caused the suffering and death of Mrs. Poller. Statement of Assignment You asked me to do preliminary research into the case of our client Charles Shrackic. A cause of action for negligence has been filed against him by Jeffrey Potter as a result of the death of his wife, Katherine. I will research the standard of care and whether Mr. Shrackle breached his duly thus causing the death of Mrs. Poller. I will also research the possible contributory negligence of Mrs. Potter. Discussion It is our responsibility lo show that Mr. Shrackle was not negligent. Negligence is defined by the Nita Courts as, the failure lo use the degree of care that an ordinary careful and prudent person would use under the same or similar circumstance. Legal Issues 1. Did Charles Shrackle breach his duly of care in the accident involving the death of Katherine Poller? 2. Was Katherine Potter contribulorily negligent in causing her own death? Brown v. Jones, 52 P.2d 101 (NITA 1989). The elements of negligence are set fourth as duty, breach of duly, proximate cause and damages. We are concerned with duly, breach of duly and proximate cause. Since damages will be decided by the court, based on Finding of fact, I will not discuss damages. I will analyze proximate cause in the light of contributory negligence. Facte On November 30, 1989, at about 3:00 PM , Charles Shrackle was driving a pick-up truck to a work site. He passed through the inlcrseciion of Mathes and Kirby Streets making a left turn on to Kirby. The truck he was driving struck Katherine Poller, causing her injuries which ultimately resulted in death. Mr. Shrackic said that he did not sec Mrs. Poller al any lime before the accident. Jeffrey Poller, husband of the deceased, has filed a complaint against Mr. Shrackic claiming Analysis of Duty and Breach of Duty Duty The duly that Mr. Shrackle had in operating a motor vehicle is set fourth in the Nita Statutes. 46 �The driver of a moior vehicle shall yield ihc right of way, by slowing down or slopping if necessary, to a pedestrian crossing the roadway within a crosswalk when the pedestrian is upon that half of the roadway in which the vehicle is traveling, or when cither the vehicle or the pedestrian is approaching that half of the roadway so closely that the pedestrian is in danger. In Johnson v. Brown, lhe driver of the vehicle stnick a child that ran into the street. The evidence affirmatively showed, in this case, that the driver did nol sec lhe child al any lime prior to lhe accident, and no evidence was presented lo show dial the driver had reason to believe that children would be playing in the vicinity of the place where the accident occurred. The facts in our case arc similar lo those in Johnson in that Mr. Shrackle claims nol lo have seen Mrs. Poller before lhe accident. Mr. Shrackic could nol be expected to anticipate that a pedestrian would be crossing anywhere but in the crosswalk. Case law has established that negligence cannot be assumed by the fact that injury has occurred. An inference of negligence cannot be drawn from the bare fact that an injury has occurred. Nita Stat. §89-12(4) (a). Mr. Shrackic had a duly to slow down or slop if necessary for a pedestrian crossing in lhe roadway and to exercise ordinary care to avoid a collision. Breach of Duty Mr. Scrackle did not breach his duly Mr. Schracklc told us that he slowed at lhe intersection, observed school children on the sidewalk, and proceeded, because there were no pedestrians in the crosswalk. He staled that he did not see Mrs. Potter at any lime before the accident. According to Mr. Shrackic, Mrs. Poller was not crossing in the crosswalk. The courts have held that a driver is not required lo anticipate that a pedestrian would be crossing a roadway al any point other than the crosswalk. It is nol required of the of a vehicle lo anticipate that a pedestrian would be crossing a boulevard in the middle of a block al any point other than within a marked crosswalk, any more that a driver should anticipate that a vehicle approaching from the opposite direction would suddenly cross over into his lane of traffic. A driver cannot be charged with failure to exercise due care toward a person so crossing lhe boulevard, unless such person is observed in lime for the driver lo avoid colliding with him. Johnson v. Brown, supra., quoting Lesage v. Lar^ey Lumber Co., 99 Mont. 372, 43 P.2d 896 (no date). In the Johnson case the plaintiffs argued that even through the record was silent as to any direct evidence of negligence on lhe pan of the defendant, his negligence could be inferred from lhe fact that lhe child was injured. The court stated that an inference of negligence cannot be drawn from lhe mere fact that an injury has happened. In our case as well as in Johnson, the fad that Mrs. Poller was injured is nol an inference of Mr. Schrackle’s negligence. We can argue that Mr. Schracklc did nol breach his duty because a driver is not required to anticipate that a pedestrian will be crossing at a place other than lhe crosswalk, or that he failed lo exercise due care because he didn't sec Mrs. Potter in lime lo avoid a collision. Furthermore, an inference of negligence cannot be drawn from lhe mere fact that he was involved in the accident which caused Mrs. Poller's injuries. Johnson v. Brown, 77 Nev. 61, 359 P.2d 80 (1961). Mr. Shrackle did breach his duly 47 �comes in contact with a pedestrian, to the injury of the latter, raises no presumption of negligence on the part of ihc driver of the vehicle. Jeffrey Poller has claimed lhal Mr. Schrackic breached his duly lo exercise due care, by driving in a careless, negligent and reckless manner. Mr. Poller has argued dial Mr. Shracklc failed to keep a proper lookout or give proper warning by sounding his horn or giving some other signal. The sialules state that even the individual having the right of way must exercise care to avoid collisions. This right of way, however, is not absolute, but rather creates a duly upon ihe parly having the right of way to exercise ordinary care lo avoid collisions. Johnson v. Brown, supra., quoting, Johnson v, Herring, 89 Mont. 420, 425, 300 P. 535, 536 (no date). The courts have upheld that the driver must keep a lookout. the rule is well established...that a driver must keep a lookout so that he can see what is plainly visible in front of him, and failure lo do so is negligence as a matter of law. The facLs in the Johnson case, as stated earlier, showed lhal even though a child was struck by the vehicle, the mere fact that the injury took place was not an inference of negligence. In our case the fact lhal Mr. Shrackle struck Mrs. Potter with his truck is not of itself proof of negligence. Mr. Potter has also claimed that Mr. Shrackle was negligent in not sounding his horn to warn Mrs. Poller of his sudden approach. Bui, according to the courts, failure to sound your horn is not necessarily negligence. lhal the failure of the driver of appellee's truck to sound the horn was not negligence. State V. Mattan, 207 Neb, 679, 300 N.W.2d 810 (1981). Stalder v. Bowen, 373 S.W.2d 824 (Tex. Civ. App. 1963). In State v. Mattan, the facts showed lhal the driver of the vehicle was negligent in not keeping a proper watch; these same facts arc being asserted by Mr. Poller against Mr. Shrackle. In order to prove his claim of negligence against Mr. Schrackle, Mr. Potter will have lo prove lhal Mr. Shrackle failed lo exercise ordinary care by not keeping a proper watch. If Mr. Poller is able lo show that Mr. Shrackle did indeed breach his duty, he will have statutory and case law backing. However, it remains an issue at fact if Mr. Schrackle did all he could have done lo maintain a proper watch and fulfill the standard of care. Just because the accident happened is no proof of negligence. The mere fact that a motor driver vehicle In Stalder v. Bowen, the woman was injured when she entered the street from behind a bus and driver of the truck who struck her had no lime to react. The driver was not negligent because he didn't see her in time to sound his horn. The jury found lhal the truck driver was not driving too fast, nor was he negligent in failing to blow his horn. Il also held that the truck driver had no lime to avoid the accident and that he did not fail to keep a proper lookout. These facts are similar to our case in that Mr. Schrackle claims not lo have seen Mrs. Potter before his truck struck her. He had no lime in which lo blow his horn or give any other warning. Jeff Potter has claimed lhal Mr. Shrackle breached his duly to exercise due care by failure lo keep a proper lookout or give warning by Nila Slat. § 89-12 (4) (c). 48 �sounding his hom. However, we should be able lo show that that Mr. Shrackic did not breach his duly and therefore was not ncgligeni in the accident that resulted in Mrs. Potter’s death. We have the burden of proving that Mrs. Poller was coniributorily negligent, and that her negligence proximately caused her death. It will have to be shown that by nol taking care to yield the right of way to all vehicles upon the roadway Mrs. Potter was negligent and the proximate cause of her own death. The duty of the pedestrian to yield to vehicles on the roadway is plain in the Nita Statutes. A pedestrian crossing a roadway al any point other than within a marked crosswalk shall yield ihc right of way lo all vehicles upon the roadway. Analysis of Proximate Cause Proximate cause is the element of negligence that determines the awarding of damages. Proximate cause is set forth as That cause which, in a natural and continuous sequence, produces the injury, and without which the injury would not have occurred. Nila Stat § 89-12 (4) (b). Brown v. Jones, supra, al 102. Besides the statutory duly of a pedestrian to yield the right of way when crossing the roadway outside the crosswalk, the pedestrian also has the duty to look in the direction or directions of anticipated danger. ...look in the direction or directions of anticipated danger, and lo continue lo be alcri to safeguard against injury. Proximate cause is the natural and foreseeable result of a person's negligent actions. Mr. Sfirackle as proximate cause Mr. Potter has the burden of proving that Mr. Shrackic was negligent, and that his negligence proximately caused Mrs. Potter’s death. In order to prove that Mr. Shrackle's actions were the proximate cause of Mrs. Poller's death, it is going to have to be shown that he breached hi.s duly. But for the breach of duly there i,s no negligence. The right to recover damages for the injury inlliclcd on the pedestrian depends upon pr(x)f of the allegation, necessary in the complaint, that the driver of the vehicle was guilty of negligence proximately causing injury. Gibb V. Cleave, 12 Cal. App.2d 517, 55 P.2d 938 (1963), quoting, Lavin v. Pereria, 52 P.2d 518 (Cal. App. no dale). The pedestrian in the Gibb case entered the roadway without looking for approaching vehicles; he was struck by the driver of a vehicle who could not see him because he was wearing dark clothing and it was a dark and rainy evening. The pedestrian was found lo be coniributorily negligent in causing the accident. In a similar case Fennel v. Miller, the pedestrian was not crossing in the crosswalk and ihercfore was the negligent party in the accident. The court found that the accident would not have occurred if the pedestrian would have exercised reasonable caution. Fennel v. Miller, 94 Nev. 528, 583 P.2d 445 (1976). The courts have also stated that a pedestrian who leaves a place of safely (lhe curb) lo enter a Johnson v. Brown, supra, al 83. I have previously discussed Mr. Shrackle’s duly and whether or not he breached that duly. In relation lo proximate cause, if ihal duly was not breached, there was no negligence and Mr. Shrackle's actions would nol have been the proximate cause of Mrs. Poller's death. Mrs. Poller's contributory negligence as it effects proximate cause 49 �busy street would have constructive knowledge of the danger. The trial judge defined ''negligence” and ''proximate cause" in the usual fashion which included the element of foreseeability on the part of Mrs. Slaldcr. Certainly Mrs. Slaldcr had constructive knowledge of the danger which would be involved in moving suddenly from her place of safely...out onto a busy street. Franco was coniributorily negligent because she attempted to cross die street at a point other than in the crosswalk. The court held that the act of crossing outside of the crosswalk docs not of itself determine contributory negligence. In Mr. Shrackic’s case we will need lo show that Mrs. Poller was not only crossing unlawfully but that in crossing outside of the crosswalk she was not taking ordinary care. In order to prove that Mrs. Poller's contributory negligence was the proximate cause of her death, we will have lo establish the following: that Mrs. Potter was crossing the the street unlawfully or dial in crossing she was not exercising due care lo keep a reasonable watch; and that Mrs. Potter being a prudent person would have had constructive knowledge and thereby foreseeability of the danger. One of the problems in this case i.s that Mrs. Potter is not alive lo testify on her behalf and therefore the burden of proof on the plaintiff, Mr. Poller, is not as great as it would be if she were alive. It is well established dial in a death action a plaintiff is not held lo as high a degree of proof of the cause of action as when a injured plaintiff can himself or herself describe the occurrence upon which the action is based. Sialder V. Bowen, supra, at 825. The judge in the Slaldcr case staled that but for Mrs. Slaldcr'.s negligence of entering the street the accident would not have occurred. In Gibb v. Cleave, Fennell v. Miller, and Stalder v. Bowen, the courts held that the pedestrian in each case was coniributorily negligent, causing the accident which brought about their injuries. If we are able to show by the facts that Mrs. Potter was not keeping a proper watch for vehicles or that she was crossing outside of the crosswalk at the lime of the accident, we will be able to show that she was coniributorily negligent, as were the pedestrians in the above cited cases. Mr. Poller has slated in the complaint dial his wife was crossing die street lawfully at the lime of the accident and, therefore, was not coniributorily negligent. Even if she was crossing the street outside of the crosswalk, that fact of itself docs not constitute negligence. Il is well recognized that the act of a pedestrian in crossing a street al a point other than an intersection does not, of itself, constitute contributory negligence as a matter of law. Franco v. ZingarelH, supra., quoting. Noseworthy v,CityofNewYork,'V)^ N.Y. 76 (nodate). Mr. Potter docs not have as great a burden of proof lo show that Mr. Shrackle was negligent as we do in showing that Mrs. Poller was coniributorily negligent. Another problem lo be overcome in Mr. Shrackle’s case is that contributory negligence does not bar recovery of damages. In all actions hereafter brought for personal injuries, or where such injuries have resulted in death, or for injury to properly, the fact that the person injured. Franco v. ZingarelH, 424 N.Y.S.2d 185 (1980). In the case of Franco v. ZingarelH, the defendant, who struck Mrs. Franco as she stepped off the curb into the street, tried to assert that Mrs. 50 �having facts and law in their favor. Other factors that will determine the ultimate outcome of this case include the burden of proof issue and lhe facts of the case. Mr. Poller’s burden of pr(X)f is not as great as ours and the facts of the case have yet to be fully investigated and analyzed. or the owner of the properly, or the person having control over the properly may have been guilty of conlribulory negligence shall not bar a recovery, bul damages shall be diminished by the jury in proportion to ihc amount of negligence atlribulablc lo ihe person injured, or lhe owner of the properly, or lhe person having control over the pro|X?riy. Recoiuinendation Proximate cause is going to be determined by the evidence presented in this case. We need to thoroughly investigate the accident, interviewing all lhe witnesses including the paramedic.s and police who worked the accident. We should also determine the condition of Mr. Shrackic'.s truck al the lime of lhe accident, were his brdkc.s working properly’.' etc. We will need to interview Mr. Shrackic more thoroughly to determine his condition al the time, including his health, state of mind, vision and driving ability. We should also examine Mr. Shrackle’s past driving record. We need lo be prepared for a scillcmcni in case we arc unable to prove fully that Mr. Shrackic did not breach his duly. In preparation, we should find out whal Mr. Potter’s expenses were for the medical treatment and burial of hi.s wife. We should contact a financial expert and dclcrminc what Mrs. Poller's expected earning power would have been. Nila Slat. § 140-3. Even if it is concluded thai Mrs. Poller was contribulorily negligent, the jury may award Mr. Poller damages proportionate lo the amount of negligence attributed to Mr. Shrackic. Conclusion Mr. Shrackic has grounds lo deny negligence and lo show that Mrs. Poller was contribulorily negligent in causing her death. Mr. Potter has claimed that Mr. Schrackle was negligent and therefore the proximate cause of Mrs. Poller's death. Both sides have statutes and case law to establish their claims; each side will show facts lo favor iheir position. The damages, if awarded, will be based on the faces establishing proximalc cause. There is a balance in this case with each side 51 �Sign By Pat Lockhart Course: Beginning and Intermediate WordPerfect Instructor: Lois Davis Assignment: Be creative. Student did these designs with banner mania. 52 �53 �Letters By Kerry Myers Victoria Savage Course: Business Communications Instructor: Frances Schroder Assignment: In response to fictional situations specified by the instructor, students composed appropriate memos and letters. TO: Nordstrom Store Managers FROM: Kerry Myers DATE: October 1,1990 SUBJECT: Taking Initiatives in Customer Service I am pleased to see that our emphasis on customer service is paying off. We must continue to encourage our clerks to take initiative in serving our customers. Our company is growing more rapidly than most department store chains, and our sales per square foot are twice the industry average. Morale among our employees is high and to maintain this I am giving you authorization to use Nordstrom gift certificates, within your budget, as rewards to employees who best exemplify the company’s philosophy. As an added bonus, the store with the most sales this quarter will receive a trip for two to the Bahamas! Thank you for your continued effort. Keep up the good work and gotxl luck! kjm 54 �September 27, 1990 Mr. Robert Gian Information Processing Manager Novell systems 1234 Archway Road Tucson, AZ 67834 Dear Mr. Gian: I have been informed that Kerry Myers has applied for an information processing position with your company. Kerry has been one of my advisees since she was admitted to Casper College as a freshman. She has had a continual GPA of 3.45. Kerry is a very hard working student, and she has always been punctual and well prepared for her classes. She has shown great interest in learning and has proven she can excel in the computer-oriented world. Kerry is very eager and willing to learn anything you set before her. I highly recommend her and believe she will be an asset to your company. Sincerely, Joseph Scott 55 �October 10, 1990 Mrs. Jane Rich 123 Wealthy Lane Moneyvilic, AZ 86033 Dear Mrs. Rich Children are our most precious resource. They are the future of our community, our nation, and our world. They need our protection, our provision, and especially our love. Most children have these needs met by their parents. Not all children, however, arc fortunate enough to have families. In our community alone, there are over one hundred orphans who desperately need your help. Daybreak Orphanage, located on the outskirts of Moneyville, provides food, clothing, and schooling as well as shelter and love for 125 girls and boys between the ages of 6 and 16. The staff is committed to providing the best care possible for these children in a friendly, wann environment. The expenses incurred, however, are loo great for the orphanage to handle. This is where your help becomes vital. The cost of feeding, clothing, schooling, and various miscellaneous expenses such as medicinal care comes to just $5 each day per each child. Your donation of $150 will support a child completely for one month. You will receive a monthly newsletter from the orphiinage and letters from the orphans, plus the personal satisfaction of knowing you’ve helped a boy or girl to grow and live a happier life. Please, invest in our future by donating to Daybreak Orphanage today. You will receive a receipt of your tax deductible contribution for your records within a month. Send your contributions to: Daybreak Orphanage 11 Newhome Road Moneyville, AZ 86033 Sincerely Mrs. Victoria M. Savage vms 56 �Spring 1991 � 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 1991 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. 1991 Description An account of the resource 1991 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_1991 Format The file format, physical medium, or dimensions of the resource PDF https://caspercollege.cvlcollections.org/files/original/88fd48311ef57dd3c04a7eaa15c70abf.pdf 4cfc81d36fdaef0ed33bf5a8646c34c9 PDF Text Text CASPER couisi WYOMING CHkLLENEl �Challenge-In every academic discipline, to study, to think, to express clearly one’s knowledge and understanding in suitable written forms. �Challenge Ivii Published at Casper Community College Casper, Wyoming 82601 March 1993 Copyright by Casper Community College CASrE5? c-'' �Challenge: 1993 Table of Contents Directional Eye Movement David Galen ............................................................ 5 Home Schooling Issue Study 8 Cathi Springer ................................ Fact Witness Interview Janet Middaugh ................ 12 The Function of Sandpaintings Kathy Herter...................................................... 15 Letty Stutheit............................................... 19 Caroll Westlake ............................................................................ 22 Gender Differences in Perception The Kwakiutl A Review Kelly Maloney 24 TVacking Annmarie Gosar......................................................................... 21 Feminine Frustration Crazy Horse Bernice Strand . 34 David Carrick For Where Your Treasure Is Carol Castlen ............................. 39 Risk Factors that Influence Success in School Fathers Who Tend Their Children Creation Myths Cameo Olsen .............. 42 Sarah L. Peak ....................... ^1 Randi LatZtozn ....................................... 52 Legal Research Memo Ambu-Man 31 Janet Middaugh ................................ 54 Ari Toews and David Davison ............................. 60 Assistant to the Editor: Carol Castlen Cover design executed by Eric Valdez �Introduction Casper College is pleased to present the seventh 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. The college Writing Across the Curriculum Conunittee served as a jury to select articles to be published. This issue represents work submitted in response to the call for papers for two semesters, spring 1992 and fall 1992. Arlene Larson, editor Casper College Casper, Wyoming Spring, 1993 �Directional Eye Movement By David Golen Course: Nonverbal Communication Instructor: Gretchen Wheeler Assignment: Each student must complete either a project or a research paper. The topic for analysis must be in the area of nonverbal communication and should be narrowed to one specific element or hypothesis of one of the aspects discussed in class in the textbook. information. However, "If people shift their eyes directly up or down, without significant right or left movement, they are using both hemispheres simultaneously" (Milner 319). As defined by the Nonverbal Communication text, conjugate lateral eye movement is the joint movement of the eyes either to the right or to the left, up, or down or any combination of these eye movements (Malandro 139). The research question to be answered from the study was: Will a majority (51% or greater) of the people tested show eye movement in one particular direction and will each person's reflective eye movement be made in the same direction when a.sked different types of questions? Introduction The purpose of the research was to determine if people move their eyes in a particular direction while processing information. The topic of research was chosen from chapter six of Nonverbal Communication, which specifically had a section dealing with eye movement It suggested that eveiyone has two processing hemispheres in the brain which are used for different thinking tasks. "People who shift their eyes to the left are using the right hemisphere to process the information" (Malandro 139). Along the same lines, people who shift their eyes to the right are using the left hemisphere to process the 5 �Methods the variation in their eye movement came on the third question. For the first two questions they looked in one direction, and then they looked in the exact opposite direction when asked the third (example: looked up and to the right for the first two questions and then for the third lodced down and to the left). Over all, it was determined that of the 100 people tested, 58 (58%) looked up and to the right, 23 (23%) looked up and to the left, 9% looked directly up, 5% looked down and to the right, 4% looked down and to the left, and only 1 person looked directly down with no horizontal eye movemenL A questionnaire was prepared using questions from section 3.4 of The Nonverbal Communications Workbook. The three questions that were used are (1) How much is 12 x 13? (2) How many letters are there in the word "Washington"? (3) What does it mean to say, "It is better to have loved and lost than never to have loved at all"? Next, a chart was constructed to record the eye movements of the subjects. The chart was divided into six different sections: uplefl, up, up-right, down-left, down, and down­ right. The actual research was conducted on a Saturday afternoon at the local shopping mall. The researcher randomly selected 100 different shoppers of different ages and different sex. Each shopper was asked one question at a time and as they answered the direction of their eye movement was recorded in the appropiate box with a number corresponding to the question asked. For example, if a subject looked up and to the right when asked question number one, then a one was placed in the upper right band box on the chart. The same procedure was conducted for questions two and three on the same chart for that individual. A separate chart was completed for each subject. After 100 shoppers had been questioned, the researcher totaled the number of people that had eye movement in the same direction on all three questions to determine if people always look in the same direction when asked different types of questions. Finally, the researcher totaled the number of people that had eye movement in the same direction to at least two of the questions to determine if a majority of the people tested had a common directional eye movement. Discussion From these results, it can be said that a majority of the people (58%) move their eyes up and to the right when processing information. This suggests that most individuals are using the left hemisphere of the brain to answer the questions. It can also be said, that almost everyone (83%) lodes in the same direction when asked different types of questions. In reviewing the literature, one study titled "Individual Differences in Cognitive Style ■ I. Reflective Eye Movements," conducted by David Galin and Robert Omstein, was found to be similar to this study. Galin and Omstein studied reflective eye movement in "subjects whose vocations emphasized either verbal-analytic or spatial holistic cognitive modes: lawyers and ceramicists" (Galin 367). They also studied a population of non-specialized subjects. They asked questions that demanded verbal or spatial thought before answering, such as the questions from this study. They then scored the first eye movement following the question in lateral and vertical directions. They found that "lawyers and ceramicists differed only in the vertical direction; more up movements for ceramicists than for lawyers" (Galin 367). They also found in their study of the non-specialized subjects, that verbal questions evoked more eye movement in the up and to the right direction. This confirms that the findings of this study are Results Il was found that 83 people out of the 100 tested had eye movement in the same direction for all three questions. The other 17 people had eye movement in the same direction for al least two of the questions. However, for all 17 of those people. 6 �the first direction of movement; - some of the subjects may have been distracted by other activities going on around them in the mall and not giving full attention to the task at hand; - all questions were asked verbally. accurate: the fact that a majority of the people scored had up and to the right eye movements. Finally, an exercise modeled on the research of Galin and Omstein was found in The Nonverbal Communications Workbook. In this exercise it was stated that "approximately 75% of a person's eye movements will be made in the same direction, either to the left or to the right" (DeVito 76). This statement proved to be true in this particular study because it was found that 83% of the people scored moved their eyes in the same direction for all three questions. All in all, this study was beneficial and reliable. It was slightly different than the other studies reviewed, but similar results were achieved. If similar studies were to be conducted, one might look at the differences in eye movement between the different sexes, or even the reflective eye movement of people of different ages, race, or ethnic groups. It might also be interesting to see if the environment and/or occupation has any bearing on direction of eye movement Limitations - all recordings were based on the individuals first eye movement after being asked the questions; - eye movement of some of the subjects was very rapid and was hard to determine which was Works Cited DeViio, Joseph A. The Nonverbal Communications Workbook. Prospect Heights, Dlinois: Waveland Press Inc, 1989. Galin, David, and-Robert Omstein. "Individual Differences in Cognitive Style -1. Reflective Eye Movements." Neuropsychologia 12 (1974): 367-376. Malandio, Loretta A. and Lany Barker and Deborah Ann Darker. Nonverbal Communication. New York: Newbery Award Records, Inc., 1989. Milner, B. "Visually guided Maze Learning in Man; Effects cf Bilateral Frontal and Unilateral Cerebral Lesions." Neuropsychologia 3 (1965): 317-338. 7 �c Home Schooling Issue Study By Cathi Springer Course: Introduction to Sociology Instructor: Dr. Barbara Mueller Assignment: Students were asked to consider the different sides of a controversial issue of their own choosing. After selecting the argument with which they agreed, students were asked a series of questions to respond to from a sociological perspective. Galen and Pitman, pg. 10). Much controversy surrounds the issue of children's being educated at home, with questions being raised such as "Who's in charge of children, the parents or the state?” and "How much education should be required of a parent to home teach?" All fifty states permit home schooling (Johnson, Collins, Dupuis, and Johansen, pg.250). It is estimated that one million children are currently being home schooled. Studies show that these numbers are increasing by twenty percent annually (Van Galen and Pitman, pg. 10). The backbone of the home schooling movement has been the Christian Fundamentalist groups who object to the lack of moral and educational values in the public schools and Home schooling was once a necessary mainstay of education in early America. The home served as the primary social center, the root of moral and spiritual guidance, as well as the means of academic instruction. Much of the focus centered around learning to read the Bible. George Washington, Mark Twain, Margaret Mead, Abraham Lincoln, and Thomas Edison were all home schooled(Gorder, pg.9). Home schooling declined in the early part of the twentieth century due to a drive for compulsory schooling and a strong public goal to see all children graduate from high school(Van Galen and Pilman,pg. 9). Home schooling has reemerged in the last twenty years as a popular option for parents(Van 8 �made on the teachers in these schools each year (John.son, Collins, Dupuis, and Johansen, pg. 165). Parents of home schooled youth are able to shelter their children from these serious social problems. Through home based schooling, parents have the freedom to choose the curriculum as weU as the text books their children will learn from. Many children are introduced at a much earlier age to subjects such as foreign languages, astronomy, and computer science. The findings of a study (Quine and Marek, 1988) suggests that the home schooled child may develop intellectually at a more rapid rate than those in conventional schools (Van Galen and Pitman, pg.57). Although there appear to be obvious advantages to home based schools, there are numerous flaws in the system. In order for home schooling to be a success, a child must be as enthusiastic about the teaching method as his or her parents. Children taught in the home are left out of public and private school sponsored clubs such as Student Council, Future Farmers of America, and debate teams. The opportunity to participate in school theater presentations, sports programs, and music groups is not possible either. Children who are educated at home are isolated from other children their own age. The findings of a study done in 1979 concluded that "students working by themselves or in small groups for long periods of time are handicapped socially (Van Galen and Pitman, pg. 52). In a 1988 questionnaire, based on a systematic random sample of home based families, parents cited that extra effort must be expended to provide social contact for their children (Van Galen and Pitman, pg.57). This is an indication that home schooled children have to put forth an extra effort to make friends in comparison to other children. Public or privately educated children benefit from the latent function of socialization that schools provide naturally. Opponents of home schooling cite the laws as being lenient regarding the amount of education required to home teach. They also oppose the way in which yearly standardized tests are administered. In a 1985 survey, the Washington numerous federal laws regarding public education and religion. In a 1963 U.S. Supreme Court case it was decided that reading the Bible and reciting the Lord’s Prayer in public schools violate the First and Fourteenth Amendments. In a 1968 federal court case the court decided that to forbid the teaching of evolution as a theory violates the First Amendment, yet in a 1987 case the U. S. Supreme court decided that a state cannot require schools to teach the biblical version of creation (Johnson, Collins, Dupuis, and Johansen, pg. 251). Families who have chosen home schooling, in place of public or private education, feel there are many advantages and rewards. Parents who h«ne school their children enjoy one hundred percent involvement in their children’s education. Mothers are the primary educators in hcxne based schools. They can devote their attention to their own child’s educational needs and progress with daily monitoring. According to a Washington poll, a majority of parents who home teach say they spend an average of twenty to thirty hours with their children each week (Van Galen and Pitman, pg. 17). Both the children and their parents say the teacher - pupil relationship is solid, secure, and warm. This emotional bond is an important requirement for learning. "The average time a parent spends talking with their child daily is eleven minutes and seven of those minutes are spent reprimanding the child. (A direct quote from Charlene Davis, Foundations of Education). The 1980 Gallop Poll indicated that the American public regards the lack of discipline as the biggest problem in our public school systems (Gorder, pg. 13). The U. S. Senate Committee on Delinquency has estimated that school vandalism costs our nation over six hundred million dollars each year. The National Association of School Security Directors estimates that each year there are twelve thousand armed robberies, two hundred seventy thousand burglaries, two hundred and four thousand aggravated assaults, and nine thousand rapes in our schools. Furthermore, an estimated seventy thousand serious physical assaults are 9 �standardized, very structured and expect formal code role behaviors, society is very slow in accepting and correcting problems that arise. I believe a sociologist would view home schooling as a legal, perfectly acceptable option for families. After all, these families pay local property taxes for public education even though their children reap none of the benefits. I feel a sociologist would also be quick to point out that home schooling requires a nuclear family situation where the father is the prime source of family income and the mother is the nurturer. With nuclear families declining, home schooling may never have a chance to prosper fully. In my opinion, the laws should be more strict in regard to the educational requirements of home school instructors. I feel this will determine whether parents will seek higher education for themselves to teach their children at home. If they do not choose to do so, our compulsory attendance laws will force parents to enroll their children into public (X private schools. The only problem that may arise from my solution would be that families may choose to band together and have one qualified educator teaching larger groups of children and in essence forming their own private schools. With home based education still being fine tuned, it is hard to measure the results and the direct effects it will have on the children involved. Public and private education provides children with many challenging experiences that home schooled children are not exposed to. For instance, the daily task of being on time to meet the bus, waiting your turn in line in the school cafeteria and sharing the teacher's attention with other students. All of these things prepare children for a realistic, positive work experience which follows schooling. Isn't this what education is about, after all? "Introduction to Sociology" has greatly expanded my awareness of social issues and problems that 1 bad never been exposed to. I believe this course will help me to belter perfonn the duties of an elementary education teacher. Department of Public Instruction reported that seven percent of the parents leaching their children at home did not have a high school degree. One* fourth of those surveyed held a high school diploma, forty-one percent reported some college, sixteen percent held a bachelor's degree, and a few had only General Equivalency Diplomas (Van Galen and Pitman, pg. 14). Only two stales require that teachers in home schools be slate certified to teach. A yearly national standardized test is required of all children in home school settings to provide documented proof of annual educational achievement. The validity of the test score is directly related to the manner in which the test is administered, and almost all achievement tests are intended for group administration according to prescribed procedures. When a home schooled child is iested,this environment certainly is not present. Although not necessarily appropriate, concessions are sometimes made for home schoolers simply because the child is not tested in a group setting. The result may be some laxity in adhering to the timing guidelines. The results are then skewed. In my opinion, home schooling will be around in the next decade. I do not think the numbers of children home schooled will ever surpass the numbers of children being educated in public or private schools. With Christian Fundamentalist groups being the leaders in the home schooling movement, I feel they won't make serious attempts to sway people towards their beliefs and prefer to be left alone. Should these sects or cults deteriorate with lime, I predict home schooling will also wane. Our public school system is suffering at this lime with problems such as seven percent illiteracy rate in Natrona County alone. One and one-half million teenaged girls become pregnant each year. The United Stales has one of the highest divorce rales in the world, which no doubt effects our educational system with numerous added pressures placed on children. Education is an institution which is very much interrelated with the family institution. Because institutions are 10 �Sources Home SchooLf An Alternative, by Cheryl Gorder, Blue Bird Publishing, 1990. Home Schooling, by Jane Van Galen and Mary Anne Pitman, Ablex Publishing Corporfflion, 1991 ■ The How and Why ofHome Schooling, by Ray Ballmann, Good News Publishers, 1987. The Home School Manual, by Theodcne Wade, Gazelle Publications, 3rd edibon, 1988. The Clearing House for the Contemporary Educator in MidtBe and Secondary Schools, Testing Problems of Home Schooled Children" by Richard J. Mueller, volume 62, March 1989. Introduction to the Foundations ofAmerican Education, by James A. Johnson, Harold W. Collins, Victor L Dupois, John H. Johansen, puUished by Allyn and Bacon, Sth edition, 1991. 11 �Fact Witness Interview By Janet Middaugh Course: Legal Research II Instructor: Mary Kubichek Assignment: Students were to interview someone who witnessed an incident of sexual harrassment and then draft a statement from the point of view of the witness. 12 �Witness Cover Sheet Case: Otis v. Bead Our File: 00-29-10-92 Dale & Time Taken: October 20,1992 at 12:20 p,m. Taken Dy: Janet Middaugh Au Casper College, Room 172 Administration Bldg. Witness: Name: SSN: Address: Home Phone: Work Phone: Marital Status: Other Contacts: Anne Brandt 520-20-1720 180 Grandview Casper, WY 82604 473-1755 577-1642 Single Occupation: My name is Anne Brandt. That is my full name, I have no other names or nicknames. I live at 180 Grandview, Casper, Wyoming 82604. I have lived al this address for one year. My home phone number is 473-1755. I am 21 years old, single, and never married. I am legal guardian of my threeyear-old nejAew John, who lives with me. John's mother was my sister, who was killed in an accident. Since my parents’ recent divorce, my mother has also been living with me. I work fulltime as a receptionist at Parts, Inc. I have been working there almost two years. I also woik parttime in the evenings as a waitress at Casper Inn, and attend night classes in business related subjects at Casper College. My mother lakes care of John for me since she is unemployed at this time. Three people who are able to contact me at all times, besides my mother , are Tess Brown, 21 Erma, (Zasper, Wyoming 82601, 577-8119; Joe Jones, 101 Sun Dr., Casper, Wyoming 82609, 237-7007; and Lynn Wright, 240 Grand, (Zasper, Wyoming 82601, 473-1755. Until recently, I wraked together with (Zarol Otis as receptionists at Parts, Inc. Carol had worked there for about five months. I had known Carol for several years prior to her employment with Parts, Tess Brown (Friend) 21 Erma Casper. WY 8260 577-8119 Joe Jones (Friend) 101 Sun Dr. Casper, WY 82609 237-7007 Receptionist, Parts Inc. Waitress, Casper Inn Inc. We are good friends. At about three in the afternoon on the day (Zarol left Parts, Inc., we had been talking about Carol's brother as we worked. He had recently been laid off his job and was thinking of moving down south to look for work. I was silting at the reception desk sorting invoices and (Zarol was standing and filing papers into the cabinets just to the right of the desk. We were both dressed casually in jeans and sweaters. This was our usual attire at work. I cannot remember the exact style or color either of us were wearing that day. Mr. Bead then entered the reception area from the hallway to the right I do not know if he was coming from his office or the warehouse, which are both accessed down that hallway. He approached Carol al the file cabinets, put his arm around her shoulders, and said, "My wife is out of town tonight, want to go out with me?" (Zarol answered "No" emphatically and moved away from Mr. Bead. Mr. Bead then raised his hands palm up in a surrender gesture and said, "Okay," sarcastically. Carol turned her back to Mr. Bead and he slapped her hard on the butt and returned back down the hallway. Carol stood with a stunned look on her face for a moment, then burst into tears, grabbed 13 �version of the incident is clear and convincing, she is lacking detail in many other areas. She is very reticent in talking about her background and personal life. She had trouble as a teenager and has a juvenile conviction for shoplifting. She also had a drinking problem as a teenager, though now she has given up alcohol and never drinks. Anne wears either contact lens or glasses every day and has recently had her lens prescription updated. She takes no drugs, including prescription drugs. Anne’s loyalties are split. She feels sympathy for Carol over Mr. Bead's treatment of her, but is fearful of losing her job if she testifies adversely toward Mr. Bead. Anne has never testified in court before and is reluctant to do so now. She is undecided on whether Mr. Bead’s treatment of Carol was sexual harassment. Anne's home life is in an uncertain slate. Her parents divorced recently and her mother is living with her and her nephew. Her father is living in Saudi Arabia. Anne and her mother have discussed moving lo Arabia to be close to him, on his request. Aime has a very busy life and admits to being tired on the day of the incident. If we decide we must use Anne to testify, we will have lo spend extra lime preparing her for trial. She is very worried that her testimony may result in losing her job. As a result, we may have to subpoena her to appear. her purse aiid jacket and ran out of the building through the front door. She never returned. Though there was some noise from the warehouse behind the reception room, I heard and saw the whole incident clearly. This was not the first time that I heard and saw Mr. Bead ask Carol on a date. She had always refused definitely to go out with him. I cannot remember exactly how many limes or when I witnessed Mr. Bead asking Carol on dates. Mr. Bead often joked with the employees and told stories. Mostly these were off-color jokes and stories. He is rude and sometimes difficult to gel along with. He seems lo gel on better with the male employees. I have been able to get along okay with Mr. Bead. Besides Carol, 1 know of no other female employees that Mr. Bead has dated, tried lo date, w touched. Mr. Bead has never dated, tried to date, or touched me. He is a married man. I have no personal attraction toward Mr. Bead. I have spoken by phone with Carol since she left Parts, Inc., but we did not discuss this incident, I have not spoken to anyone else about it I believe that Carol had spoken to Lynn Wright, the personnel manager about Mr. Bead. Impressions Anne Brandt, who was a witness to the incident involving our client, Carol Otis, will make a rather weak witness for our case. She was well-dressed and well-groomed, but quite nervous. Though her 14 �The Function of Sandpaintings By Kathy HeHer Course: Native American Literature Instructor: Jacqueline Valdez Assignment: Write a research paper on a topic of interest to you discovered during your study of American Native literatuie. Jamake Highwater in his book Arts of the Indian Americas states that there are more than 1,000 different forms of sandpainting. He goes on to explain that sandpaintings are "used as a central part of the Navaho curing ceremonies, by which harmony with the cosmos is maintained" (319). Dorothy Dunn in her book American Indian Paintings refers to sandpainting as "a visual embodiment of Navajo religion" (113). Dunn further indicates that most sand paintings were done on hogan floors and rarely were done on softened buckskin. She additionally refers to sandpainting as "the spirit of Indian art" (113). Dunn explains that sandpaintings "are contained in their ccxnpleteness only in memory by a few men of the tribe who have had the generosity, the patience, and the mental capaci^ to learn them bit by bit from a master chanter" (113). Jill and Peter Furst in their book North American Indian Arts describe sandpainting as a pictorial prayer which, by depicting the Holy People, the gods, in a beautiful way, enlisted them in restoring health, harmony and beauty to life. Navajos called this condition hozo. Hozo is not only desirable; it is the natural condition of the world, and the condition which must be restored if self, society or the environment has become unbalanced, ugly, or disharmonious. The Navajos have blessing and curing rites for everylhing-’people, places, houses, crops, livestock, the opening of a store, mental and 15 �inside the house, lo inform the gods that they are expected, and to warn persons that are not concerned with the ceremony that they should slay away. Reichard, an anthropologist who lived with the Navahos, states that one painting is made on each of the fifth, sixth, seventh and eighth days of the ceremony. She stales that "a simple painting may be finished by one or two painters in half an hour; an elaborate one may require from three to forty assistants working eight to ten hours" (xxxvi). Dorothy Dunn indicates that sandpainlings vary in size from twelve inches (X so in diameter to a full twenty feel across (114). When the painting is finished the person (patient) sits on it or sleeps on it. While the patient is sitting on it, the chanter applies sand from the various figures of the painting to specified parts of the patient’s body and performs other ritualistic acts (this usually occurs on the eighth day). All of this is done to identify the patient with the deities represented in the painting. The National Geographic Society stales that the patient "relives the trial of a long-ago hero cured by the gods" (197). They go on lo state that "Modem medicine marvels when there is a cure, but the principle is old: Mind and body are one. The Navajo treat the patient, not the illness; the ritual will bring him back into harmony with himself and the world" (197). The rile lasts about half an hour on each of the fifth, sixth and seventh days and from an hour to two and a half hours on the eighth day. The mythical protagonists saw the first sandpaintings on clouds and other materials which were perishable. Sand is a substitute for the clouds and the other perishable materials. Also, whenever an object is lacking for a ceremony, it can be represented in sand. Sandpainling is a vital part of many ceremonies. Certain paintings cannot be made in the summer months without being restricted. Some paintings operate to ward off evil forces and influences, while others are made to maintain favorable conditions or to heal damage done by evil agents. physical illness, a young man leaving lo join (he army or reluming from the outside worid. Whatever needs to be set right is placed in the sacred center of the miraculous events of the mythic past, a time when everything was possible, a lime when the Holy Ones, the benevolent gods, and the Hero Twins, children of Father Sky and Mother Earth, battled and vanquished the forces of darkness, evil, and disharmony and received all the sandpainlings and all the curing chants the medicine men use today. (35-36) The World of the American Indian refers to sandpainling as a "transitory tapestry in sand" (197). Most of the information provided in this paper pertains to the Navajo tribe. It is believed that the Navajo borrowed much of their material culture from the Pueblos. For the Navajos, every illness has a spiritual as well as a physical dimension and to attempt to cure one while ignoring the other would be useless. Gladys Reichard in her book Navaho Religion slates that a ceremony may be recommended lo drive.away fear, to cure symptoms such as colds, fever, sore throat, fatigue, and lameness but that "disharmony shows up in ways other than illness. The same ceremony may be held to attract the good offices of animals, rain and other protective gods" (11). She further indicates that man's life is called a "walk through time. He travels a trail repeatedly symbolized in sandpaintings and ritual. The purpose is to cany him safely and pleasantly along this road from birth to dissolution" (37). Sandpainting is one of the elements that goes into a ceremony or chant. The other elements include the medicine bundle, song, prayer, plants, body and figure painting, sweating and emetic (causing vomiting) rituals and vigil. The sandpaintings become part of the ceremony on the fifth day. At this time, an altar is formed outside the dwelling in which the ceremony is held, usually a hogan. On the altar is placed the chanter's bundle which consists of all of the items sacred to the chant or ceremony. The altar is there lo announce the preparation of a sandpainling 16 �book North American Indian Ans. It seems that in 1919 a respected medicine man named Hosteen Klah, or Left-Hand, ...occasioned much grumbling among his fellow Navajos and, some thought, but for his great prestige might even have put his life in danger by combining his extraordinary talents as a weaver and his ceremonial knowledge to produce a large sandpainting tapestry, as fine as any of the early Navajo blankets. This violated a cardinal rule: that sandpaintings depicting the magical deeds of ancient heroes and the Holy People must be obliterated at the end of the curing ceremony in which they were used, and must not be made permanent (35). Evidently Klah thought a long time before agreeing to make the piece, and be did so only after be was assured that the weaving would not be pul on the floor for people to walk over the Holy Beings. In recent years the Navajos have added sandpaintings on boards to their inventory of folk art for sale. This is where my naive interest came into play. I bought my first sandpainting from an Indian at the Four Comers and thought that this was the way they had always been presented. Obviously, it is the way they are always presented to the public. I have found that the sandpaintings they have for sale have changes in details which are introduced to avoid giving offense to the Holy People and to "render the sandpaintings ceremoniously useless and therefore harmless," according to Jill and Peter Furst (36). The Fursts go on to say that if the correct form were to be made permanent, "the power of the painting would be too great for the uninitiated" (37). Now the sandpaintings are dying, one by one, because the technology of the press of the modem world is overwhelming them. Were it not for the careful recordings of a few painstaking and appreciative people, they would be lost forever. Dorothy Dunn describes the process of sandpainting in this manner; Dipping into their pine-bark trays of sandweighted pigments, the painters precisely deposit small streams of color which flows as evenly between thumb and forefinger as sand through the neck of an hourglass. They draw figures, then clothe them according to tradition. To rectify an error, a painter covers it over with sand and starts afresh, but mistakes are seldom made (114). Dunn states that the colors red, yellow and white are from pulverized sandstones or from ochres powdered and given body with plain sand. Black is of root charcoal, sometimes enlivened by minute quantities of warm colors. Blue is a mixture of black and white, in reality a gray but which appears as blue in use. Less common colors such as brown and pink are also mixtures of basic colors (115). Grinding is done on stone metates (a stone with a flat or concave surface where material is ground with a smaller stone), and pigments are stored in leather pouches. Upon completion of the sandpainting, according to The National Geographic Society, the sand "must by sunset be scattered to the winds lest evil spirits come and make mischief" (197). Reichard says. The disposal of substances and properties (of the ceremony] is just as important as the preparation. Helpers scrape the sand into a blanket and deposit it outside in a place designated by the singer. If the painting belongs to a Holy Chant, all may be emptied in one place. If it is a painting of an Evil Chant, one portion may be placed under the patient's pillow for the night and another scattered in one or more directions outside, each night farther and farther from the hogan (343-44). The idea is that the sand absorbs the evil. On the other hand, some of the sand may be placed under the patient's bed so that he may absorb the good of the supematurals represented by the sand. An exception to the sandpainting's being destroyed was told by Jill and Peter Furst in their 17 �Works Cited Duno, Dorothy. American Indian Paintings: Of The Southwest and Plains Area. New Mexico: UofNM. P, 1968. Furst, Jill L. and Peter T. North American Indian Art. New York: Rizzdi IntemauoDal Publications, Inc., 1982. Highwater, Jamake. Arts of the American Indiarts: Leaves from the Sacred Tree. New Ycxk: Harper Row, 1983. National Geographic Society. The World of the American Indian. Washington, D.C.: National Geograi^iic Book Service, 1979. Reichard, Gladys A. Navaho Religion: A Study if Symbolism. Winceton and London: U of Princeton P, 1950. Foreward Copyright 1963. 18 �Gender Differences in Perception By Letty Stutheit Course: Child Psychology Instructor: Dr. Ruth Doyle Assignment: The major assignment for the course is applied research based on one of the seven research designs discussed in class. This is a descriptive research design assessing perceptual differences of children based on gender. ABSTRACT This is a descriptive research of the ability of children to discern and later recall the location of objects in a random pattern. The children's abilities were tested by using two pictures of objects. The children were asked to first study picture ”A’’then the children were asked to locate the objects added to picture "A" on picture "B". The children's ability to locate and recall objects in a random pattern is based on the number of correct answers minus the number of incorrect answers given. The results showed female children in grades kindergarten through four scored higher than their male classmates. 19 �Operational Definitions 1. Introduction discern: to recognize and identify random pattern; no specific pattern This is a descriptive research of the gender differences in the ability of children to discern and later recall the location of objects in a random pattern. The children's abilities were tested using two pictures of objects. Extraneous Variables Children below kindergarten level were unable to complete the task. Most probably there were too many objects on picture "B" for them to deal with. The scores for these children are not included in the results as they were inconclusive. 2. A few of the students in grades K - 4 did not follow instructions. These students "X"ed the familiar objects from picture "A” instead of the new objects. Those scores are not included in the results. 1. Problem The problem of the research was to describe the gender differences in the ability of children to discern and later recall objects in a random pattern. Rationale Theoretically female students spend more time on the detail of objects than their male classmates. Illis shows in their higher performance in reading and math in the primary grades. 11. Methods and Procedures Hypothesis Subjects There are no gender differences in the ability of children to discern and later recall objects in a random pattern. The subjects for this research were preschoolers ages 3-5 of daycare and the kindergarten through grade four students at elementary school. Limitations Instrumentation Access to intact groups of children of targeted age. 2. John Henry Effect --to control for this effect the tester will not tell the subjects what the objective is. 3. The ability of the children to follow directions. The instruments used were two pictures of objects found in most home environments. Picture "A" has Tl objects placed randomly in the picture. Picture "B" has the same objects in the same locations as picture "A", plus 20 new objects placed randomly throughout the picture. 1. 20 �allotted for studying picture "A" while male students utilized only about half the allotted time. The average scores for each grade are represented on the graph below. Procedure The children were given picture "A" face down on the desk. The children were instructed to turn over the picture and study the objects and their locations for two minutes. At the end of the two minutes the pictures were collected, and picture "B” was placed face down on the desk. The children were then instructed to turn over the picture, locate all the new objects they could find and mark those objects with an "X" in one minute. rV. Conclusion, Implications and Recommendations The results of this research follow closely with the reading and math abilities of primary grade school students. The ability to discern and later recall the location of objects in a random pattern may coincide with reading and math abilities. Based on the observation that female students utilized their time more wisely than male students, the implication may be that the female students concentrate harder and are more oriented toward symbols and objects than male students of the same age. Tasks for stimulating male concentration ability, recognition and memory skills may increase the overall score of male students in math and reading. Scoring The scores were determined by the number of correct objects marked minus the number of incorrect objects marked. III. Results The hypothesis was rejected. In every grade tested, the female students scored higher than their male classmates. The tester also observed that on the average female students in every grade level utilized the entire two minutes 21 �The Kwakiutl Indians: Their World View and Orientation By Caroll Westlake Course: Introduction to Cultural Anthropology Instructor: Dr. Barbara Mueller Assignment: Students were to analyze an ethnography of their own choosing providing examples of each of the four values identified in Kluckhohn's and Strodtbeck's model of "world view." some unknown lime in the future is overridden by the immediate desire to slay home and participate in the drinking party. Further evidence of their focus on the present is the fact that few of the Kwakiutl save funds for fuuire emergencies. When the fisherman's union called a strike it did not take long for the effects to be fell by the villagers because there were no private funds to fall back on in the emergency. The Kwakiutl orientation to the present is also shown by their disregard for prompmess. Rohner states that, "Prescheduled events, except school, rarely begin al the designated lime because few families start getting ready until it is time for the Relationship to Time The Kwakiutl Indians are primarily concerned with the present Ronald P. Rohner observed that “the Kwakiutl prefer to guide their lives according to events such as when they feel tired or feel some other pressure...,’’ (Rohner, 1970, p.l7). For example, episodic drinking is a favorite activity in the village of Gilford. When a drinking party is in progress, men of the village who are employed in nearby logging camps may arrive al work late or fail to show up at all. The possibility that they may lose their jobs along with much needed income docs not appear to be of serious concern. The need for money at 22 �sharing as a leveling influence also contributes to this orientation. Rohner states, "No individual can sink loo low or rise too high...because of the patterns of borrowing and sharing" (39). This practice discourages a focus on the future, so "the motivation to accumulate more than enough to satisfy short-term desires is weak" (Rohner, 1970, p.4O). They have no need to scrabble for excess wealth or power and this in turn leaves them free to focus on the moment and the process of being. activity to begin. Both Indians and Whiles sometimes refer to this orientation as "Indian time" (Rohner, 1970, p.l7). Relationship to the Physical World The KwakiutJ culture defines itself as subject to the whims of the natural world. They prefer to deal with the world as it is rather than trying to change it. For example, they think of themselves as fishermen, and as such they are subject to the whims of nature and a sometimes fickle market. The logging industry could be a much more stable source of funds for them as their lands are surrounded by great forests. However, they continue to consider themselves fishermen and involve themselves in the logging industry only reluctantly. Rohner tells of receiving several letters from villagers in which an attitude of passive acceptance is expressed. “The fishing is very poor the last few weeks,” wrote Patrick Cedar. “O, well that's part of life I guess, you got to take what you gel and give what you got” (Rohner, 1970, p.35). Relationship to One Another At present the Kwakiutl appear to be moving toward a more individualistic society than that of their fathers. They have retained very little of the traditional ranks and class system that characterized the Indians Franz Boas studied. One of the villagers commented that, "the thing about this village is that its every man for himseir (Rohner, 1970, p.64). On the other hand, the Band council that was set up by the Canadian government has proven to be ineffective. The main reason for this, Rohner states, is that "the authority vested in the council is inconsistent with village normative standards" (Rohner, 1970, p.59). Certain norms and social controls are strongly in evidence. For example, "Serious damage to the body or to property is rarely committed even during periods of the most unrestrained parties and fighting" (Rohner, 1970, p.44). They are in a period of transition toward individualism. At the same time, this trend is being restrained by powerful social controls and normative standards. Relationship to Activity Members of the Kwakiutl put emphasis on the process of being rather than that of becoming or achieving. This attitude is linked to their passive acceptance of the world around them and their focus on the present rather than the future. It allows them to feel free to simply enjoy the process of being. The practice of borrowing and Reference Source: Rohner, Ronald P., Kwakiutl Indians ofBritish Columbia, 1970. 23 �A Review of Shakespeare’s Henry V By Kelly Maloney Course: Introduction to Theatre Instructor: TomEmpey Assignment: Watch a filmed version of a Shakespearean play and critique the movie, commenting on acting, directing, technical aspects; discuss language and theme. directed by its star, Kenneth Branagh (no slouch of an actor himself), who also adapted his version for the screen. Branagh is relatively unknown to American audiences, with the most successful film be has starred in so far being Dead Again from a couple years ago. The basic plot of both versions, as you might imagine, is the same. The young king of England, Henry V, is goaded into war by the Prince Dauphin of France. Harry, as the king thinks of himself, raises an army, sails across the English channel, and gives ’em hell. His small, travelfatigued army defeats a much larger French force, and the French king surrenders. As an item of the For this review of a filmed play by William Shakespeare, I chose Henry V for two reasons. First, I knew Kenneth Branagh had filmed a version in 1989, and I had heard it was quite good. Also, I had not seen it. Second, 1 figured that if Laurence Olivier had bothered to perform a filmed version (in 1944, which I also had not seen), the story would probably be worth the time spent deciphering the language. Wanting to see which was the better version, I watched both. The 1944 version of Henry V starred, was produced by, and was directed by Sir Laurence Olivier, who happens to be the most celebrated classical actor of all time. The 1989 version was 24 �he said, whether be needed to or not. There was little difference between the (supposedly) emotional scene where Hany expresses his anger over France decimating the baggage wagons, and the scene at the end where he tries to woo F*rincess Katherine. 1 much preferred Branagh’s more human interpretation of King Harry. The feeling I got was that Olivier was playing a king who had to put up with being a mere human, while Branagh was playing a man who just happened to be king. When Branagh's Harry expresses his anger over the French treachery, you know he is really angry, and barely in control of his temper. You know be feels it Another big difference was the portrayal of the French Dauphin. In the 1944 film the crown prince seemed to need to be protected from harm. He was treated like a spoiled child by the group of nobles he hung out with, and sat out most of the Battle of Agincourt on a nearby hillside. In the 1989 version, the Dauphin (played by a man named Michael Maloney, by the way) is played as the adult that he is. He just seems like one of those people who haven't yet come to realize what effect their decisions and actions have on the lives of others. He played an integral part during the battle scene at Agincourt Olivier and Branagh, as directors, very differently interpreted the language that is used. Even though William Shakespeare wrote the words, the style is nowhere near similar between the two plays. For example, Olivier tended to "project" his voice throughout the film, even though once the scene shifted to the movie format, it really was no longer appropriate. Branagh, on the other hand, used such "projection" techniques only when it was necessary for his character to do so, like when he was addressing crowds of his soldiers, or his enemies who were quite far away. Because of his noimal speech patterns, the words be was speaking were easier for me to understand, thus making his version of the play easier to understand. Another thing that made it easier for me to negotiated terms of surrender, Harry wins the hand of Princess Katherine in marriage, and thereby unites the countries of England and France under one ruler, at least for a while. Olivier's version opens in a unique fashion, with a panoramic view of medieval London, finally closing in on the Globe Theatre, where we witness the presentation of the play Henry V in front of an audience as it might have been. The people attending the show at the Globe are asked to use their imaginations, or, as the chorus puts it in his introduction, "on your imaginary forces work." This is probably helpful, since the scenery at the time wasn't anything more than a scenic backdrop pulled like a curtain across the back of the stage. After a few scenes, the play shifts to a regular film format. The film scenery of 1944, however, isn't much better than the stage scenery. Although there are sets, for the castles, battlefields, baggage wagons, etc., the backgrounds are represented by what are obviously paintings. Whether this represents bow limited the special effects capabilities of the 194O’s were, or is a directoral decision by Olivier, is hard to tell. In contrast, the scenery of the 1989 version is as realistic as any other film produced these days. The chorus has a short introduction in what looks like the backstage area of a movie set, which is probably an acknowledgement of Olivier's opening scene. When the "play" begins, it opens immediately in a regular movie format. This style is a big improvement for a modem audience; there are no painted backdrops here. The battle scene at Agincourt is particularly good, since the middle of the battlefield, where all the action takes place, ends up looking like a small muddy pond, due to a rainstorm in the midst of the battle. As far as the characterization and language use, there is a similar contrast between the two versions. Olivier may be the greatest classical actor ever, but 1 doubt that this is his greatest classical acting, he failed to recognize the different acting styles needed for stage and screen, and ended up as a tin man, projecting everything 25 �Perhaps the biggest difference in the two adaptations of the same play is concerning the effect that war has on man, which is the theme of the play. There were 10,000 Frenchmen killed on the battlefield, "of which 500 were but yesterday dubbed knights." There were about 500 English dead, four of whom were nobility, and friends of the king. Olivier's King Harry seemed to be saddened by this, but not overly so. He was willing to accept this, and probably didn't think about it again. Branagh's Harry, on the other hand, appeared to be genuinely saddened by it, and did think about it again, as he is sitting at the treaty table. As Harry said, upon reading the death toll of the French forces, "Here was a royal fellowship of death." It was then that he seemed to wonder if it had all been worth it. People today wonder the same about Vietnam, so we haven't changed much in hundreds of years. Shakespeare wrote Henry V to make us think about the futility of war, and if I had never thought about it before, it would probably have done the trick. Too bad be didn't write a play showing us how to make war obsolete. understand Branagh's version was that all the characters, from the king to the nobles to the lowliest thief, were recognizable as people. Even a couple of the enemy, such as the Dauphin, and the herald had recognizable personalities. Olivier's supporting cast didn't seem to be as good as Branagh's, and I recognized a couple names in the credits of Branagh's film from Franco 2^efferelli's 1990 version of Hamlet. The fear that was apparent in all the Englishmen's faces before, and during the beginning of, the French charge at the climactic battle at Agincourt is nothing short of believable. I couldn't help but wonder bow many of those men would bolt to save their own lives. The portrayal of the French herald Monijoy was very realistic, and you begin to see him as Montjoy, the herald for the French, instead of just the French herald, as you did in Olivier’s film. It is obvious that, in the 1989 movie, be comes to respect King Hany and the courage of the English forces the more he comes in contact with them, something that just didn't happen in the earlier version. In Olivier's version, the character never changed. 26 �c Tracking An Issue of Choice By Annmarie Gosar Course: Foundations of Education Instructor: Charlene Davis a topic pertaining to education, using at least Assignment: Write a mini-research paper three difTerent sources. The best approach to grouping students must be found by examining different sides of the issue through research data and by deciding on a viable plan. The best solution may be to borrow ideas from a system in another country and to modify these ideas to meet the needs of students in the United States. Researchers are busy gathering new data and examining existing data to provide a valid base for change. Given the extremes evident in the reform movemenu educators must carefully analyze the results of studies and arrive at a thoughtful compromise between heterogeneous and homogeneous grouping. The public school system is undergoing changes that affect organizational and curricular structures for all students. "Social- political demands" are being made for educators to guarantee higher achievement levels and increased capacity of students to think. Educators have responded to the demands in various ways (Van Tassel-Baska, 68). Controversy pervades the current status of education because not everyone agrees on the solutions. Panaceas to the educational ills are being touted from every direction. One of the most controversial issues involves changes in the areas of grouping and classroom strategies. 27 �To be fair, the pros and cons of the studies on grouping must be considered. AO educational researchers seem to agree that solutions must provide students with equal opportunities and equal access to educational experiences. They do not, however, agree as to how this goal can be achieved. Jeanine Oakes, UCLA professor and author of Keeping Track, has charged that ability grouping is discriminatory, unfair, and ineffective. In her view, no children gain from placement in homogeneous classes, and children are harmed both intellectually and psychologically by grouping (O'Neil, 18). On the other band, James A. Kulik and ChenLin C. Kulik, Education professors at the University of Michigan, refute Oakes’ findings. The Kulik study shows clear and consistent academic benefits from grouping programs. "The academic benefits are clearest for those in the higher ability groups, but students in the lower groups are not harmed academically by grouping and they gain academic ground in some grouping programs." The study also notes that ability grouping does not have devastating effects on student self-esteem. Talented students may become slightly less satisfied with themselves when taught with their intellectual peers; slower students may gain slightly in self-confidence when they are taught with other slower learners. Kulik and Kulik "believe that American schools would be harmed by the elimination of programs that tailor instruction to the aptitude, achievement, and interests of groups with special educational needs" (Kulik, 73). Robert E. Slavin, Johns Hopkins University, concludes from his research that ability grouping is not beneficial for high ability students. He does, however, admit that the popular press has distorted the research, making ability grouping appear disastrous for the achievement of all students. Slavin believes that schools must recognize individual differences and allow all students to reach their full potential. "They do this by using flexible within-class grouping strategies .... In some cases, acceleration may be justified for extremely able students. But the great majority of students can and should learn together" (Slavin, 69). Feldhusen and Moon regard learning together, cooperative learning, as an effective teaching strategy for some basic skills. They also conclude that grouping students of high ability with low or average lower achievers retards their progress in learning, but they agree that cooperative learning among these youth is effective if it focuses on high-level conceptual material and if it is accelerated. Low-track students, on the other hand, would not benefit from heterogeneous grouping or cooperative learning, and their problems with under-achievement and with behavior diminish the achievement for middle- and high-track students. Furthermore, they believe that using bright students to teach others can be exploitive, resulting in the neglect of the learning needs of talented students (Feldhusen, 63). Obviously opinions differ greatly. So how can educators determine who is right? Susan Demirsky Allan, Consultant for Gifted Education/Fine Arts for the Dearborn, Michigan, Public Schools, recognizes the need for making informed decisions based on the findings about ability grouping. "They [educators] must study the original research and be sure that the questions they are asking are the same ones posed by the researchers." She discovered that one question not asked in the Slavin research was whether programs designed to provide differentiated education for gifted or special education students are effective. Those programs were omitted from Slavin’s syntheses. Allan concludes, "It is ironic that some school systems are using the Slavin best-evidence synthesis to make decisions about gifted and special education programs when such an application clearly is inappropriate" (Allan, 61). On the other hand, Kulik and Kulik did address the effectiveness of gifted programs in their meta­ analyses. Their results show positive gains for students in gifted programs, which they attribute to the specialized curriculum and materials used and to the teacher training (Ibid). Another close look at 28 �competence or needs but not acctxding to ability. When students turn 15 they are tracked into specialized schools (Follain, 11). Perhaps educators in the United States could modify the French system and make it work. Children should be grouped according to attainment or achievement rather than age. Outcomes could be established at different levels of schooling. If outcomes are not achieved, the child remains at that level until be ha.s learned what he needs to know. On the other hand, if he masters his lessons early, he can move on to the next level. This part of schooling would be similar to the French system. The United States system would involve taking a student through approximately twelve years of fulfilling designated outcomes at different levels. If this approach could be used throughout the educational system, the problem ncountered thus far with grouping could be avoided. Brighter students could accelerate through the levels while slower student could receive additional instruction time to learn the necessary skills. Slow and average students would receive the stimulus of having students who are brighter in the same classroom, but at the same time they can have the reassurance of moving at a comfortable pace that matches their ability and/or achievement. Perhaps the adults who are at odds over the issues of tracking and cooperative learning would be satisfied with this kind of compromise. Certainly, instruction would be improved for everybody. This program would also provide equal opportunities for all students to succeed at their levels of ability. The answers are not easy, and they are too diflicult to determine over night. The problem of grouping students will remain throughout this decade and into the next century. Teaching students and preparing them for an ever-changing world is a highly complex task. Solutions must be continuously evaluated. Education must meet the needs of a society that is constantly changing but that is reluctant to make drastic changes. Fot the time being the compromise that has just Slavin's review of regrouping in the elementary school for reading and/or mathematics reveals that five of seven studies in the best-evidence synthesis found that students learned more in regrouped than in heterogeneous classes. In one of the two studies that had negative results, students in regrouped classes failed to outperform those in heterogeneous classes, but no attempt was made to provide differentiated materials for the students (Ibid), If educators are not aware of such inadequacies of educational design, they are apt to draw erroneous conclusions. Educators must also be aware of misrepresentations of the findings. Popular media distorted Slavin’s findings. They failed to take note of Slavin's important distinction between types of grouping. They described his research as having determined that grouping is academically harmful. This is not the case (Ibid. 62). Without question, educational decisions must stand upon a firm research base and uptxi accurate interpretation of the research. The original research must be examined in place of accepting selective and biased summations that often appear in the media. Some researchers have looked beyond the studies that have been conducted in the United States. They see benefits in examining grouping jMactices in other countries. When they examined the grouping policies in Germany, Japan, and France, they discovered that these countries do not track young children, but when the children turn fifteen, they are channeled into specialized high schools. At this point, students are tracked. One of the systems deserves a closer look. France has a different approach toward teaching elementary children. While they do not strictly group or track these students, they do use flexible pacing and advancement. Young smdents are paced through three learning cycles. Students who do not master the skills at the end of a cycle are retained. Faster students who complete objectives early begin work on material in the next cycle but they remain in the same class. Teachers can group according to 29 �been discussed would be worth trying. Regardless of the solution, teachers would do well during this period of educational change to adopt the philosophy of Valorie Cramer, an English teacher in Lee's Summit, Missouri. "We must learn to live with the system in which we work and try to develop methods for giving our students the best of ourselves without labeling students" (Cramer, 78). Allan, Susan Demirsky. “Ability-Grouping Research Reviews: What Do They Say About Grouping and the Gifted* Educational Leadership. 42. 2 (March 1991): 60-65. Cramer, Valorie. "Low-Ability Classes in King Arthur’s Court: Once More Around the Tracking." English Journal. 81. 6 (October 1992); 77-78. Feldhusen, John F. and Sidney M. Moon. "Grouping Gifted Students: Issues and Concerns." Gifted Child Quarterly. 36. 2 (Spring 1992): 63-67. Follain, Mary. “Repeatedly Humiliate." The Times Educational Supplement. 3. (January 10,1992): 11. Kulik, James and Chen-Lin O. Kulik. “Meta-analytic Findings on Grouping Programs." Gifted Child Quarterly. 36. 2 (Spring 1992): 73-77. O'Neil, John. "On Tracking and Individual DilTerences: A Conversation with Jeannie Oakes." Educational Leadership. SO. 2 (October 1 992): 1 8-21. Slavin, Robert E. "Are Cooperative Learning and 'Untracking' Harmful to the Gifted? "‘Educational Leadership. 42.2 (March 1991): 68-71. Van Tassel-Baska, Joyce. "Educational Decision Making on Accelerations and Grouping." Gifted Child Quarterly. 36. 2 (Spring 1992): 68-71. 30 �Feminine Frustration: The Poetry of Christina Rossetti By Bernice Strand Course: Independent Study in Literature Instructor: Dr. Helon Raines Assignment: Choose several writings of one author or several authors and write an essay in which you rpovide some broader context for your thesis than analysis or explication of the work. Your primary audience will be undergraduate English and humanities majors who receive the literary journal. As a poet, Christina Rossetti is a craftswoman for her ability to meld two seemingly opposite ends of human nature into an integrated commentary on life. According to the biography in The Norton Anthology of English Literature, Rossetti's poetry combines joyful delight in sensual pleasures with sterner, pious strivings of the soul (Abrams 1502). Rather than verifying this interpretation of the poet's work, a close examination of several of her compositions shows a subtext of frustration and sarcasm toward the popular Victorian view of women. The "good Christian woman" role to which Rossetti resigned herself after her father's wealth diminished (Abrams 1501), rather than being a moral choice of free-will, may have been the action of a practical young woman who recognized the social limitations within which she would have to live. Textual evidence supports the view that Rossetti was not only a contemplator of temptation and self-denial, but was also an independent, unconventicxial woman living in an age when those qualities were undesireable. Forced to wear the facade of a sober gentlewoman, Christina Rossetti rebelled against religious manacles and raged over the injustice of her lot in life through her writings. The first evidence of the separation Rossetti felt 31 �piece describes the artist's model as "A saint, an angel," but then goes on to say that the artist­ nineteenth century man-paints the woman with "The same one meaning .... Not as she is, but as she fills his dream." The real person, she tells the reader, is "hidden just behind those screens" (Rossetti 1505). According to the men of Rossetti’s time, the perfect woman was a beautiful, mindless, twodimensional image on an artist’s canvas. But Rossetti presents the reader with a three dimeniional woman in "In An Artist's Studio." She tells the reader that this woman is alive, with eyes that are "wan with waiting" and "with sorrow dim" (Rossetti 1505). Rossetti's model is an analogy to herself. She, like the model, was presented as a beautiful, dressed-up, pure image that the world wished to see, not as the hopeless and sad, but extraordinary woman she was. A Victorian woman was not free to move in the direction she wished according to Rossetti. To fit in with the rest of the "models," she "sits or walks or leans" just as all other women who were "posed" by the men (Rossetti 1505). The strongest argument against Abrams' interpretation of Rossetti’s personality is supported by the poem "Dead Before Death" (Rossetti 1504). Beginning with the title, the reader instantly understands that some aspect of the persona will die, while the body continues to exist. After close inspection, it becomes clear that what has died is the spirit of the persona. In "Dead Before Death," Rossetti describes the sad realization that she has "Grown rigid in the sham of lifelong lies" (Rossetti 1504). These are not the words of a pious woman who has drawn peace and fulfillment from dogmatic religion. The contention that she was satisfied with her lot in life is shattered by the first line when she says that she was "changed and very cold/Wilh stiffened smiling lips and cold calm eyes," and again when she says she had "hoped for belter things as years would rise" (Rossetti 1504). This poem is depressing, and the persona is angry. Rossetti describes her dismay that life is nearly over and her realization that she has not accomplished anything truly important. She laments that for all her intelligence, she is "little wise" (Rossetti 1504), from her inner nature is taken from the first "Song" in The Norton Anthology of English Literature (Rossetti 1502). The persona describes "she" in the first stanza as someone who sings in the sun and delights in watching fish frotick. "1" in the second stanza is crying and depressed, and watches the flowers die. The third stanza brings the two identities together by contrasting the sad memories of the narraux and the hopes of "she," and by comparing the narrator's tears and the other woman's songs as both being in vain. In stanza one, the poem exudes energy and joy, while in stanza two the mood is depressive and hints of early death, "the blossoms of the May weep leaves, . . (Rossetti 1502). This metaphor likens the persona to a flower that is withering before its time. Contrasts between light and dark represent enlightenment and ignorance. The first woman in the poem is free to experience what delights her under "the glad sunbeam" of enlightenment, while the woman living amid ignorance exists "beneath the moon's most shadowy beam" (Rossetti 1502). The most powerful evidence of the connection between the persona aird the other woman in "Songs" is in the last stanza. The persona "wept for memory" of the other woman's "hope that is so fair," but in the end realized that no one would recognize her unhappiness over having to suppress the joyful person she once was, just as no one would recognize her right to be that care-free unrestrained spirit: "My tears were swallowed by the sea; Her songs died on the air" (Rossetti 1503). The image brought to mind by Rossetti's choice of the word "sea" is the sea of humanity. One is compelled to recognize the significance of this word, since it is not homogeneous with the earlier stanza that describes the persona as sitting next to a stream rather than the ocean. Ultimately, the futility of the persona’s desire to be reconciled with the other woman in the poem is expressed in the last line of "Songs" when Rossetti sues the word "air" to imply that society viewed the Victorian woman's desire for independence or fulfillment as without substance. The image of Rossetti as a different person than the one she presented to the world is verified by the poem "In An Artist's Studio." The persona in this 32 �others in "Sleeping at Last." With death, "the trouble and tumuli (will be| over. . . and the struggle and horror piust ... out of sight of friend and of lover." No longer would she suffer from "a tired heart downcast or overcast" (Rosselli 1523). The editors of The Norton Anthology of English Literature purport that Christina Rosselli was a m<xkl of Victorian womanly values, but one could more accurately describe her as a woman who, while not openly arguing for the rights of women, certainly endured the inequitable irealmenl of women in the eighteen hundreds, and expressed her frustration through her poetry. The significant differences between the person she was inside and the person she showed to the world are the qualities that give her poetry the whiplash effect heretofore accredited to her dichotomous nature. Upon close examination, evidence abounds that Christina Rossetti was a woman whose zest for free expression was barely kept in respectable check in the face of a stKiety that discouraged free-thinking, independent women. The strain of a lifetime of self-denial tried her patience, and the poetry of Rossetti is evidence of the tormented mind that results form renouncing one's own values and spirit. because history has determined that those who conform will not produce change. One can feel her anguish over wasting her life by trying to change into something she was not. The last five lines best express her despondency: All lost the present and the future lime. All lost, all lost, the lapse that went before: So lost till death shul-lo the opened door, So lost from chime to everlasting chime, So cold and lost for ever evermore. (Rossetti 1504) Rossetti valued spontaneity. She bewailed that loss when she admitted that her outer presence was a frozen expression and her feelings were numbed after years of ftxcing herself to be something she was not. Dejected, she admitted that she had "Grown hard and stubborn in the ancient mould" (Rosselli 1504). Although the selections used to illustrate the position of this essay were written in 1862, Rossetti’s frustration was a common subtext in poems written throughout her life. In "From Later Life" written in 1881, she penned, "I am sick of where I am and where I am not, I am sick of foresight and of memory, I am sick of all I have and all I see, 1 am sick of self (Rosselli 1522). Again in 1893, she wrote about her desire to escape the world and the need to please Work Cited Abrams, M. H. el al. TAe Norton Anthology of English Ijterature. 5lh ed. New York: Norton, 1986. All poems died are from Ltiis edition. 33 �Crazy Horse The Legend That Will Not Die By David Carrick Course: Native American Literature Instructor: Jacqueline Valdez Assignment; This poem grew out of the assignment to write a research paper on a topic of interest to the student discovered in that student's study of Native American literature. (The author wishes to express his sincere thanks to Mr. Joseph Marshall, Sicangu Lakota and coauthor of Soldiers Falling into Camp, for his time and encouragement, and to Mrs. Margaret Moris for her editorial assistance.) 34 �Conestoga wagons rolled westwardly across desolate prairies in pursuit of the setting sun. The dawning of a new era was unfolding rapidlythe exodus from the east converging on the *Lakola Nation. Cavalrymen continued to arrive a Fort Laramie, sabers rattling ominously with the horses' rhythmic gait. Eagle wing fans swished angrily from where the old chiefs gathered, pondering their people's fate. The wagon trains resembled giant snakes slithering across the precious Lakota land. Leaving death and destruction in their dusty wakes, as only the uncaring and ignorant can. Buffalo, bloated beneath the glare of the sun and circling hawks, shot ;md left to rot where they lay. Diseases like cholera and smallpox brought deplorable misery to the Indian way. The arrogant Lieutenant Grattan came for the Miniconju man. Straight Foretop, one hapless day. He'd killed a Mormon's cow that could barely stand. The apologetic Indians offered to repay. Angrily the inexperienced Grattan gave the order to commence firing, and the friendly chief. Conquering Bear, went down. In moments, over thirty soldiers lay dead and dying, their blood soaked in the ground. Memories of good relations were but a glimmer; white and Indian alike wondered if the peace would last Tempers of the young warriors were hot as heat shimmers threading their way between wooden spokes as the wagons passed. A handsome young Lakota named Curly, turned warily at the evening bugles’ poignant blast. As a feeling of dread swept over him suddenly, within the crooked shadows the half-eaten moon h(id cast. The Indians left quickly for the *Running Waler River, their hearts full of grief, as Curly became more withdrawn. Sorrowfully he watched as the spirit of the beloved Bear Chief look wing with the first rays of dawn. Seeking a vision in the siorm-shrouded hills. Curly stared steadily through the relentless rain For three agonizing days, enduring chills, his ♦Vision Quest in vain. Curly was noticeably different even as a youth, quiet and shy, often alone - aloof. With light brown hair and fair skin he appeared nearly white. Immigrants along the ♦Holy Road occasionally stared at him, thinking the young Indian an unusual sight. Curly was the son of Crazy Horse, an *Oglala Holyman. his mother, the sister of Spotted Tail of the Sicangu band. No longer able to stay awake, Curly experienced a sensational dream. That of a mounted warrior, rising from a misty lake, riding ghost-like, powerful, yet serene. He wore a faded buckskin shirt, and leggings with flowing lace. An eagle feather fluuered in his long brown hair. Lightning bolls streaked brightly across his chiseled face. Hailstones and thunder power were brought to bear. Occasionally some whiles asked Curly if he was a captive, to which he angrily answered, "No!" He was Lakota, with no white relative. Proudly, he let them know. Moving silenUy in the morning light through the cottonwoods near the tranquil ♦Shell, Curly watched suspiciously the onslaught of whites, their wagons struggling awkwardly up a hill. This mystic warrior was a gallant leader who never fell as bullets and arrows harmlessly passed him by. 35 �Crazy Horse and a few warriors acted as decoys white the rest of the braves waited beneath a ridge. The Indians' once warm-hearted soldier friend led the excited cavalry columns. And although Red Cloud attempted to warn him, a Cheyenne killed the congenial Captain Collins. No enemy could slay him, though many of them he would kill. Only his own people could cause him to die. l ied in his hair was a sacred stone and a redbacked hawk, which glared menacingly as he sprinkled gopher dust on himself and his horse, Now invisible to his enemies, which he killed with no remorse. At the Little Powder Council Crazy Horse was made a Shirt-wearer at the ceremonial fire. ITiis award represented one of the greatest honors to which a warrior could aspire. He received special praise for his concern for everyone; he gave freely to all in need. Now, Man Afraid, American Horse, Sword and The Strange One must unselfishly accept the lead. Confident with his vision, its knowledge and spiritual source. Curly became one of the greatest fighters ever known. His father gave him his own name. Crazy Horse, taking the name. Worm, as his own. Now Curly was Tasunke Witko, the charging mystic horse, the man with the sacred stone, this strange one. But to his enemies he became the powerful Crazy Horse that could be killed by no man's bow or gun. One day near Fort Phil Kearny in a biting cold first light, a detachment of wood cutters ventured out. They'd been warned to remain in sight for fear hosliles might be moving about. Crazy Horse and a few decoys attacked from a wooded glen, as the startled detail fired an urgent alarm. Soldiers from the fort charged swiftly after them. Surely, they thought, it would do no harm. Crazy Horse fought with a vengeance all his own. Against those who encroached on sacred Lakota land, from the Shell to the *Shining Mountains, the *Paha Sapa to the Yellowstone, he made his determined stand. Still, the soldiers came with their worthless treaties, outstretched hands and vicious lies. Indian people were subjected to terrible atrocities; soldiers' hearts hardened to children's cries. Fellerman and his troops rode over Lodge Trail Ridge and quickly dropped out of sight As Oglalas, Cheyennes and Miniconjus attacked mercilessly, defeating the soldiers in a terrific fight, Fetlerman had boasted that with eighty men he could advance undaunted through the entire Sioux Nation. By nightfall he'd fell the thrust of a Lakota lance as he and eighty men died in terrified desperation. At the Blue Water, Crazy Horse could not believe his eyes - the terrible carnage where Little Thunder's camp used to be. Sicangu families hacked to death stared vacantly at ashen skies as Tasunke Witko slumped weakly to his knees. Unborn babies lay in the dirt, savagely cut from mothers' bellies, beaded dresses harshly yanked over terrorized faces. These beautiful Lakota people now lay grotesquely, many scalped in unspeakable places. Crazy Horse lost many friends and relatives in the violent battles which ensued Conquering Bear, Yellow Woman, Lone Bear, Little Hawk and Hump, casualties of this biller feud. Ihe Cheyenne and Lakota fought the blue-coated soldier boys near the Shell north of the *wagon bridge. 36 �falling into camp, upside down and dead. Lakota *Sun Dance drums echoed far into the starry night to where Crazy Horse stood alone, bathed by winds of destiny. The Sacred Hoop was broken as the Lakota prepared to fighL Smoke from the red willow bark spiraled upwards towards eternity, Lifting prayers to *Wakan Tanka in the silvery light Tasunke Wilko had never known such grief, so many people gone lhal he once cherished. Becoming more desperate this humble chief mounted all his loved ones that had perished. He Dog brought Black Shawl to the Strange One, where he lived apart. His friends hoped he'd take her for bis wife. Tasunke Witko said she was welcome, but within his heart there was no longer life. Crazy Horse became the father of a delicate *daughter whom he grew to love and adore, But she also died from a white man's sickness and Crazy Horse grieved, forevermore. From *Ash Creek near the Greasy Grass, or Little Big Hom, seven hundred and fifty determined fighters rode Attacking ♦I’hrcc Stars and his troops, weary and forlorn in their hot uniforms, garnished with braids of gold. A hail storm of lead bombarded the painted warriors from the carbines' deafening roar As the Indians charged, and charged some more, with Crazy Horse guiding the courageous war. Crazy Horse embraced the tiny bundle now lifeless and cold, a beaded deerskin doll clutched tenderly in his hand. Thunderbirds spoke loudly as murky clouds engulfed the scaffold. Lightning flashed a pale glow upon the majestic Lakota land. The Strange One rode silently away, a fiery hatred scorching his soul that bis people had never seen before. Miners now died more frequently in their hysterical goal of plundering the sacred Paha Sapa for its elusive yellow ore. Black Moon, Bad Heart Bull and Little Wound fought bravely at the Strange One's side. As mortified soldiers plunged awkwardly to the ground, grassy slopes caressing them gently as they died. Three Stars and his survivors fell back towards Goose Creek with triumphant braves stalking them like frightened antelope. lliere was no safe haven for the soldiers to seek the base camp near the Goose, their only hope. At Chalk Buttes a multitude of angry warriors arrived at the huge encampment of the powerful Sitting Bull. Here Crazy Horse was chosen War Chief for life; all the warfare be now would rule. Famous chiefs attended - Gall, Black Elk, Lame Deer, Lone Bear, He Dog and Crow King, of the Hunkpapas. Spotted Eagle, Touch the Clouds, Two Moons, Fast Bull, Old Bear, Black Moon and Big Road, of the Oglalas. Shortly after the battle of the Rosebud lagged. Sitting Bull's splendid vision came true. For off in the distance, beneath a forked-tailed flag galloped Major Reno's dusty troops of blue. Crazy Horse, Big Road and Gall proceeded quickly leading the Cheyennes and Lakotas relentlessly into the fray. At the river some old waniors and young boys fought gallantly, bolding many apprehensive soldiers at bay. It was the twilight if the Sioux, in the valley of the Rosebud at the Deer Medicine Rocks, in the ♦Moon When Ponies Shed That Sitting Bull, within the circle of dancers, sacrificed his blood for a vision of soldiers White Feather Tail, Bear and Good Weasel fired anows into the eerie light as Gall and bis fierce fighters swept along the upper slope. 37 �The soldiers' rifle fire seemed harmless against warriors so eager to fight. The barrage of arrows presented troops an elusive hope. Bluecoats tumbled, broke and bloody, from sweat-stained saddles. Wounded horses screamed from pain and fright. Never had the Long-Knives seen Indians fight such battles, and never had they witnessed a more dreadful sight. slopes high above the Greasy Grass. For over one hundred years they've retold the story - perhaps for another hundred it will last Of the great Lakota and Cheyenne victories with all their glory, the romantic characters that destiny cast. The indomitable spirit of Crazy Horse intrigues us all, as the Strange One rides mysteriously from out of the past. Swiftly, Crazy Horse and his men rode downstream to intercept the Seventh Cavalry, led by the infamous Custer. Soldiers balked as courageous Indians charged with a scream. Horses bolted beneath men summoning what courage they could muster. Custer and his terrified troops retreated to the crest of a hill, bracing quickly for certain defeat Braves crept silently through the tall grass, closing for the kill as Crazy Horse and Gall cut off any chance of retreat. * Lakota, one of the three divisions of Sioux, meaning ’’Allies." The other two are the Nakota and Dakota. * Holy Road, Indian name for the Oregon Trail. * Oglala and the Sicangu were two of the seven tribes of the Lakota. The other five were the Hunkpapa, the Itazipacola, the Miniconju, the Sihasapa, and the Oohenunpa. * Shell River, North Platte River. * Running Water River, Niobrara River. * Vision Quest consisted of prayer and fasting for a period of days. * Shining Mountains, Big Hom Mountains of Wyoming. * Paha Sapa, the Black Hills of South Dakota. * Wagon Bridge, Fort Caspar. * Daughter of Crazy Horse, called "They were Afraid of Her." * Moon when Ponies Shed, May. * Sun Dance (Wiwanyang Wacipi), yearly dance of renewal. * Wakan Tanka, God or the Great Mystery. * Ash Creek, now known as Reno Creek. * Three Stars, name Indians gave General Crook. These murderous soldiers, with their deadly wagon guns, who bad wrought havoc and miseiy across Indian land. Now gathered hopelessly like a covey of frightened qu^l, high above the Greasy Grass, in a desperate stand. Soon horses and soldiers lay scattered across their ragged trail. Mute guns still smoking, held in each lifeless hand, as wave after wave of victorious warriors counted coup on each unfortunate, fallen man. Crazy Horse and Custer rode resolutely into the annals of history that fateful day on the sunny Bibliography Kammen, Robert, Lefthand, Frederick and Marsha]], Joseph. Soldiers Falling Into Camp, Encampment, Wy.: Affiliated Writers of America,lDC., 1992. Moeller, Bill and Jan. Cra^ Horse: His Life and His Lands, Wilsonville, Oegon: Beautiful America PuUishing Co., 1987. Neihardt, John G., Black Bk Speaks, University of Nebraska Press.Lincoln and London. 1932. Sandoz, Mail, Crazy Horse: The Strange Man of the Oglalas, University of Nebraska Press. Lincoln and London, 1942. 38 �For Where Your Treasure Is By Carol Castlen Course: Ethics in Practice Instructor: Dr. Robert Carlson Assignment: After reading a narration concerning Oliverotto of Fenuo, the student was to write an essay to convince Oliverotto that justice is the habit of giving someone his due (right); that Oliverotto ought to practice justice willingly; and that justice will lead to happiness. The student was to use several specified terms from the course. Since the advent of human thought, mankind has sought explanation for the motivations underlying human behavior. As each generation is bom, lives, and then dies, the perpetual struggle for understanding becomes its burden and its challenge. In this present age, there is a great fragmentation of thought on this subject. Psychology, biology, sociology, anthropology, archaeology, and even astrology all propose their distinct theories and explanations for human actions, desires, and well-being. While each may have its valid points, together they have become an exalted mountain of relativity on which people climb in search of happiness. Independent and oblivious to the climbers and their endless litany of argumentation and debate, a string of truth lies at the base of the mountain. Socrates found it, as have others who have endeavored to dig beneath the surface. Many scholars today are among the climbers who yell at regular intervals, "Nothing is absolute! There is no justice! Truth changes from age to age and person to person!" These are mere echoes of a voice that bellowed at Socrates in Plato's Republic "...I say the just is to do what is for the advantage of the stronger!" Might makes right. He who has the gold makes the rules. Thrasymachus' spirit is alive and well, not to mention pervasive, in the twentieth century. The doctrine of moral relativity and the fear or blind 39 �Temperance, Prudence, Courage and Justice become mere annoying trifles on the way to the top. All these virtues are necessary in the balanced human soul. The temperate person controls his desire for gratification, rather than the desire controlling him. The prudent person humbles herself before the wise and applies wisdom to her life. The courageous person moves forth in the face of fear. The just person has the habit of giving each with whom he deals what is rightfully due. The cardinal virtues are the moral habits which ought to guide one's choices. One who abandoned virtue and listened to Thrasymachus as he climbed was a man named Oliverotlo. An orphan who was raised by his uncle Giovanni Fogliani, he eventually became a skilled warrior. Then he heard the deceiving calls of power and pride and decided that he did not need to be anyone’s subject Pride will not allow the humility of prudence, nor the self-control of temperance, while it distorts the essence of courage and tries to bury justice. Thus controlled by pride, Oliverotlo devised a scheme to deceive his uncle and the city of Fermo's leaders, and then maliciously murder them. He went on to rule over Fermo by sheer terror. He became the king of the relativistic mountain, and as in the children's game, he was himself toppled a year later when he was murdered. Oliverotlo, like many people today, failed to grasp the true definition of justice. Justice is not created by any individual. It exists in the interaction between two parties, be they individuals or groups. Each party has a debt, which they owe to the other, and a right, which they are owed by the other. Justice is achieved when there is balance and equality in the interaction. Simply because one party does not give the other what is due to her does not mean that justice does not exist The potential for justice is in every human interaction. The impartial balance can be achieved, though it is often missed. Justice is absolute; it exists whether or not one is aware of it. It cannot be altered by time, location, opinion, or the vote. Oliverotlo could not disguise worship of those in power is not new. Il takes effort to extricate the strand of truth amid the continuous and insistent presentation of the relativistic position. For those not easily distracted by the noisy mountain, the art of philosophy can lead to clear and logical answers to perplexing questions: What is justice? What is the nature of humans? What will lead to true happiness? By following the gentle beckoning finger of Socrates, and continuing on to the calmly certain writings of Mortimer Adler, one can begin to sift through the rubble to grasp a simple yet awesomely powerful truth. Despite various theories, the human is iiMleed a distinct creature with a unique nature. This nature differs in kind from any other living thing on Earth. Within human nature is mind or soul, and within the soul are the three powers of reason, desire, and emotion. The power of reason can be further divided into the powers of intellect and will, which comprise the greatest difference between the human and other animals. Horses and ostriches and dolphins are not capable of reading the words on this page, much less comprehending them. Furthermore, humans can use this power of intellect to make individual choices, which is the power of will. Animals are guided by instinct and the desire to survive, which they are not conscious of having. One of the results of having this human nature is the desire to attain an end known as happiness. The desire to be happy is natural for the sane human mind; no one goes about in a constant effort to make one's self miserable. The problem arises in the means which are used to attain happiness, as well as not knowing what happiness actually is. The climbers scale ever higher, seeking the "end" of happiness in the "means" of fame, wealth, power, prestige or any of an infinite number of desirable objects or qualities. To acquire these supposed peaks of happiness, many assume the altitude of "anything goes’" Choices are made which often defy virtuous human behavior. The four cardinal virtues of 40 �proper amount, and the apparent goods in so fer as they do not impede the acquisition of the real goods. The keys to happiness lie within the power of the human soul. With knowledge and awareness and the power to choose, one can pursue happiness where it exists. Socrates found the strand in the rubble and called it Justice. In the Republic he artfully wove a comparison between his hypothetical state and the human soul. The workers, guardians, and rulers of the State are analogous to the emotion, desire, and reason of the human soul. "This then, 1 said, my friend, if taken in a certain sense appears to be justice, this principle of doing one's own business." Each part of the whole performs its right function. Justice is the strand which runs through the pearls, which are the real goods. To hold this string is to grasp ha[^iness. Instead of the ever-changing legalistic laws that humankind creates and then changes, the objective and natural rights all human possess are absolute. The right to pursue happiness where it truly exists is a natural right It is also a duty which requires conscious decision and action. To do so is to risk going against the formidable power of the moral relativists' position, but without this string of pearls, the real goods of human life, individuals and societies will fall into a state of disharmony and anarchy. The mountain of relativity, screaming loudly from televisions, books, and multiple incarnations of Thrasymachus will probably not disappear any time soon. But some, as they watch incredulously while thousands scramble about on it, know where happiness really lies. Some dig beside Socrates in the search for it, some reach through the dirt and smile as they touch it, and some never let go. bis greed, pride, and savagery by calling them justice. If power, wealth, and prestige are not the ultimate "end" which is happiness, then what is? Why be virtuous? Why cultivate the habit of treating people justly? To answer these questions is to come down off Mount Relativity and again dig for the truth. It is also to admit to possessing the power of free will and choice. The human alone is subject to the concept of "ought" and "ought not." Mortimer Adler in his book Six Great Ideas, asserts that, "Man ought to desire that which is really good." Those things which are really good are the goods which a person desires in accordance with his nature. Real goods include needs, such as food, air, and shelter; they also include those qualities such as knowledge, love, and the cardinal virtues which enable one to live well and come closer to reaching the end goal of happiness. Distinct from real goods, but desirable nonethe-less, are the apparent goods. These are seen as good because they are desired. Real goods are desired because they are good. Real goods are universal and apply to all humans everywhere; apparent goods are particular and based upon individual choices and preferences. Mr. Adler’s observation that one ought to desire that which is really good is self-evident in that it is not logical to need that which is bad, nor to desire that which is not desirable. The quest for apparent goods may impede the possession of real goods; thus only with the real goods of wisdom and self-control ought one decide on which apparent goods to pursue. At this point, the definition of happiness becomes clear. It is the ultimate and final end which cannot be used as a means to anything else. It is the possession of all the real goods, in their 41 �c Risk Factors that Influence Success in School By Cameo Olsen Course: Foundations of Learning Instructor: Dr. Ruth Doyle Assignment: This class project is applied research based on one of the seven designs taught in educational psychology. This applied research is causal comparative, an ex post facto design, assessing students' academic success or lack of it due to "at risk" factors. ABSTRACT The researcher has taken fifty students from the Middle School who received the highest number of student referrals for behavior and discipline. Tbe research showed a comparison between risk factors that could {dace a student al risk for school failure. The results show that tins particular group of students had a high percentage of common risk factors and that tbe students living in single or non-traditional families were al greater risks. While this in itself is not significant and will not cause difficulties in school, when comldned with other risk factors, it is cause for concern. 42 �I. Introduction Operational Definitions The research evaluates fifty middle school students and compares a variety of risks factors that can influence success in the school environment. Student Referrals - The number of times a student has been removed from the classroom and sent to lime out for any type of disciplinary measure. Household Status - Refers to the organization of the family regarding parental supervision. A) Traditional (T) - Both natural parents present in home. B) Non-Traditional (NT) - One natural parent and a step-parent or significant other. C) Single (S) - One parent present in home. Problem Statment The study of the research was to evaluate fifty students to determine if home environment and other risk factors show any significant relationship to success in school. Rationale Research has shown that certain environmental factors can place a student at risk of school failure. Il is true that one risk factor by itself will not place a student at risk; however, if a combination of risk factors are seen relating to a student, it should be cause for concern. The National Center of Education Statistics (1) has found that living in a single parent home and poverty are two factors that can place a student al risk of school failure. Chemical Abuse - Dependant or addictive use of any alcohol, illegal drugs or prescriptive drugs. Addicted - Physiological dependency on a harmful habit-forming substance. School Nutrition Program - The National School Lunch Program, School Breakfast Program, special Milk Program, and Commodity School Program. Null Hypothesis 1. Categorical Eligibility - A child from a household currently certified to receive food stamps or from an Aid to Families with Dependent Children (AFDC) assistance unit is categorically eligible for free benefits. 2. Income Eligibility -- A child from a household that submits a complete application and the sum of the reported income for the household is at or below the income eligibility (lEGs) is eligible for either free or reduced price benefits. There is nothing of significance that would relate students’ home environment and other risk factors to lack of success in school. Limitations 1. Selection bias - No random selection. The selection of the students was based on the number of referrals to lime out or in-school suspension. Students with the highest number of refenals were selected. 2. Researcher not able to obtain accurate factual information in each category. 3. Instrumentation 4. Unknown changes in the student's home environment 5. Unknown knowledge of other outside influences,i.e. medication, problems with the law. 6. Access to desired information. Grade Point Average (GPA) - Combined average grades for all classes. Student Identification Number (ID#) Confidentiality requires that each student be given an identification number. Alternate Child Care - Temporary or permanent removal of a student from the family home with placement by DPASS, a law enforcement agency. 43 �lhe courts or other appropriate agency. Appropriate facilities to include single parent families. Forty percent from single parent families and twenty eight percent from nontraditional families. Thirty percent of the students were raised in traditional families with both of the natural parents present Of the students studied forty two percent lived with some form of substance abuse. Twenty two percent came from single parent families and sixteen percent came from non-traditional families. Only four lived in a traditional family environment. Fifty two percent of the study group participated in the School Nutrition Program,receiving either free or reduced breakfast or lunches. Again the greater percentages came from lhe single and nontraditional families. Twenty six percent from single parent and sixteen percent frcmi non-traditional. The lower percentage again was in the traditional family with only ten of the students participating in School Nutriticwi Program. The study included seven students or fourteen percent in alternative care. Of these seven students, six were participating in lhe School Nutrition Program and three students came from a home with some form of substance abuse. The number of limes a student had moved and lhe number of absences did not affect lhe outcome of the research for the majority of lhe students. The overall absences ranged from zero days to fifty four and half days per year and is not specific to one type of household structure. The students who moved or dropped during or at the end of the school year have been significantly affected by this and other moves. Although moving is not by itself a risk factor, seven of the eight students had moved a significant number of times during the student's school years. Of the eight students or sixteen percent, only one student had remained in one school during their education. The remaining had moved five or more times between kindergarten and middle school. During the number of moves lhe schools were unable to obtain accurate records of the transfers and a number of the elementary school records have been lost. Student #30 had moved three times during middle school and her elementary records were unavailable. 1. Foster Care - placement of a child in a home other than his own. 2. Group Home Placement - placement of a child in the county agency known as the group home. Hacement to be from thirty days to one year. 3. Crisis Center - placement of a child in a county agency for up to thirty days. IL Method Subjects were selected through the use of discipline records kept by the Middle School. Fifty students with the highest number of student referrals were selected as subjects for the research. Research instrumentation included a chart which was completed as applicable information was gathered. The initial chart included student names to allow for appropriate placement of data. For the purpose of confidentiality, as each section was completed it was covered or sealed as to not prejudice the next participating agency. At the end of the research lhe names of the students were removed, leaving only the identification numbers. Data regarding grade point average, the number of absences, household slatus,retention, and lhe number of times a student had moved were ccanpiled from each individual student cumulative file. Data for lhe School Nutrition Program was gathered from appropriate files at the Middle School office. Information regarding alternate child care and substance abuse was determined through an interview with the Middle School guidance counsellor. Information was requested from DPASS but was denied due to confidentiality. III. Results Research results indicate that sixty eight percent of the students studied came from non-traditional or 44 �household status, with non-traditional and single family being a risk factor. Substance abuse, alternative care, having attended five or more schools, fifteen or more absences. School Nutrition Program (relating to low income), lack of interest cw support for the student and their school environment as noted with parent/teacher conferences, and retention in second grade or above. Data indicates that the number of risk factors was higher in single parent and non-traditional families. Students in traditional families had no more than three risk factors while students with four or more risk factors lived in single parent or non-traditional families. The most common risk factor to all of the students regardless of household status was lack of parental participation in the student's interest at school. The number of student referrals and the low GPA for all the students would indicate some academic and behavioral difficulties that needed to be addressed. After evaluating the research for the causal comparative research design,ii is necessary to reject the null hypothesis. Students #11, #20, #23, and #13 had each moved enough times that the school district was unable to obtain all records from the elementary school years. The number of absences for these students range frcMn six to fifty four and a half days per year. Note also that for this particular group of students six of the eight students lived within a home with known substance abuse and none of the parents attended either fall or spring parent teacher conferences. Although GPA could not be attributed to a specific household structure, it is clear that parental support and involvement or lack of involvement has an affect on the student's perfonnance and behavior in school. Only twelve percent of the parents of students in the study came to parent/teacher conferences of their own volition. Fifty four did not come at all and thirty four came only after the teaching teams had sent a letter home specifically requesting them to attend the conference and gave an appointed time. Even with the request two sets of parents did not attend conferences. The average GPA for the students in the study was 1,09. IV. Conclusions Summary and Recommendations GPA scores range frwn .0 to 1.0 - 12% 1.1 to 2.0 -46% 2.1 to 3.0 - 36% 3.1 to 4.0 - 6% The research indicates that environmental factors at home can have an influence on a student's success at school. While one risk factor is not cause for concern,a ctxnbination of risk factors should be considered. Both environment and parent involvement are important factors for success in school. Income (referring to SNP) are also important indicators that can flag a student for intervention by school officials. Even in the six percent whose GPA was 3.1 or above, no student has received higher than 3.13. According to the National Center For Education Statistics, The Condition of Education 1991, poverty is one factor considered to place a student at risk of academic failure. (2). Single parent families are also considered to place a student at risk of school failure. (3) It is true that one risk factor will not place a student at risk for school failure, but a combination of risk factors is cause for concern. Across the board,students whose home environment was single parents cm* non-traditional had more risk factors then those students living in a traditional home. Risks factors considered were Recommendations - For further study of this group, the researcher would attempt to obtain information retlecting the parental advancement in school; high school diploma, GED trade school or college education. Medication taken by a particular student, outside counselling, individual alcohol and drug use were not considered in this study and would add still another facet to the outcome of the research. 45 �(1) U.S. Depan ment. <rf Education National Center for Education Statistics, The Condition of Eduction 1991. Volume 1. (2) U.S. Department of Education National Center for Education Statistics. The Condition of Education 1991, Volutite 1. (3) U.S. Department of Education, National Center for Education Statistics, X Pro^/e of/Ae American 46 Grader, 1990. �Fathers Who Tend Their Children From the 5O's to the 9O's By Sarah L, Peak Course: Child Development Instructor: June Winkel Assignment: Each student is asked to select a topic related to child development and develop a term paper based on library research. Findings are submitted to the instructor and also presented orally to classmates. In Dr. Spock’s Pocketbook of Childcare, published in 1951, the message conveyed to readers was that fathers needed to try to become "the warm father,” but still a type of father who was much less actively involved in child-rearing than today's "new father," the new breed of father, who today is becoming a culture in himself. Spock addressed mainly mothers on all aspects of parenting all ages of children. He told men of the fifties that the care of babies and children was not entirely the mother's responsibility. Dads could still be "real men" and "warm fathers" at the same time; that a father's closeness-friendliness was vital to bis children's psychological well-being in infancy, childhood, and throughout the rest of the child's life. Spock's advice to fathers seems to be very limited as to the quantity of time a man needs to spend with his children. He does, however, seem to believe that the quality of care, using a friendly and accepting manner, instead of criticism, is the best ap^M^oach to childcare-giving by fathers. I get the feeling that in the 195O's. Spock saw children as more of a hardship to be endured by fathers than a joy or an asset He did, however, hint at the possibility of children having some good points. 47 �Fathers should try to join in childcare right from the start, to learn with mothers and not to leave it all up the mothers in the first two years, because then the father would be reluctant to help later in life when he was really needed in all aspects of child-rearing. The mother might become the "expert" and the "boss” of the children. All in the same breath, Spock cautioned mothers not to force Dad, if he got "goose flesh" when faced with infant care, that he was Just "bashful" and just needed "encouragement" (Spock 15). I got the impression that Spock saw the Fifties father as an "occasional" caregiver, helping with childcare only once in a while. Dr. Spock spoke to fathers about caring for their boys, and for their girls, in very different ways. He did not give generalized advice as to the rearing of children. The segregation, by gender, was evident. He spoke of a man's relationship with his son in one page entitled "A Boy Needs a Friendly, Accepting Father." I think his viewpoint still reflected the "limited" time a father should spend with his son. Also, mostly masculine activities (i.e. sports) were the focus. According to Spock, a boy needs to be "near his father, do things with him (if possible), and be enjoyed by him." Spock offered that when a man comes home from work and wants to read the paper, he should try to understand the "valuable companionship" of his children, and make a "reasonable" effort (meaning, "Don't force yourself beyond the point of your endurance") to be with the children. He cautioned fathers that it was better to spend fifteen minutes of enjoyable time with the kids than to spend all day at the zoo, "crossly." He cautioned fathers not to be too anxious in regard to a son’s athletic abilities, not to criticize him, because he would feel "uncomfortable" inside. He advised men to give his son a "chip off the old block feeling." Spock's advice to men regarding their daughters was even more brief. The paragraph was entitled, "A Girl Needs a Friendly Father, Too." Men were told to give their girls approval, at all ages, because they would gain confidence as females from feeling his approval. He spoke of girls a.s enjoying a masculine figure; that a man’s relationship with his daughter would help ready her for a world "half made up of men," strongly influencing her friendships, loves, and later married life (Spock 243-244). In her book. Babies Need Fathers, Too, published in 1954, Rhoda Kellogg had some interesting thoughts on shifting the "parenting" load from mothers to fathers. Kellogg's views, maybe because she was a woman, seem to be more compatible with today's trend. She imagined the possibility of a father becoming more of the primary caregiver, or at least performing half of the caring role in this huge, overwhelming task of rearing the children. Kellogg notes that a mother can be defined with "biological accuracy," as a flesh and blood woman who has a baby and cares for it. It is this baby who makes her into the "good mother" or the "bad mother." This put the responsibility of parenting, naturally, on the mother. She believed it necessary to devise ways to prevent babies and their mothers from going through this process. The most important element being to "have fathers become important in the child's life from the moment of birth on." Then the label of "good parent/bad parent," or really "good and bad parent" could be used, not putting all of the "eggs in the mother's basket." Kellogg felt that what a baby needs is quality care from a capable adult. It needs "stable and affectionate, nurturing and understanding; loving cultivation by adults who respect its developing personality." Kellogg impressed upon readers that both the mother and father are capable of this quality care. Her belief was that fathers have never been given the opportunity to give loving care to their offspring; that it is possible that they never wanted to, but not probable; that maybe if mothers would give them the responsibility, and if society would give its approval to this show of loving care, they could do as well as mothers in fostering a "conscious" parent-child ideal relationship. This would change the old mother-child relationship and, by their mutual efforts, parents could establish a relationship of equality. Kellogg believed that "a 48 �man who can find in his heart the ability to love his own child enough to defy convention by giving his child his personal care...is helping bring about a much needed psychological revolution” (Kellogg 31-36). In his 1978 publication of The First Twelve Months of Life, Frank Caplan gave advice to fathers as far as their role as caretakers of their children is concerned. Caplan mentioned that "fathers usually rant about what all went wrong at home as soon as the mother comes in the door from the hospital." He wrote that doctors, hospitals, and the American culture as a whole won't let dads be a part of the pregnancy, birth and infancy of their children. Caplan advises mothers to let dad help, hold, feed, and bathe the child, even if he is fearful. This author believes that fathers behave in relationship to their baby's development of attachment to them. His viewpoint of how fathers should "father" is based on bis observations that attached babies with fathers who help care for them and, who play with them, and who are relatively patient about fussing, become attached early and intensely, smiling, vocalizing, and trying to come into physical contact with them. Fathers enhance their babies' independence by being interesting and desirable enough to break the "mother-baby duo” (Caplan 113). It seems that more and more as time goes on, the trend is towards fathers becoming more actively involved participants in the care of their children. In the January/February 1982 edition of Science Magazine, an article entitled "Newborn Knowledge," written by Richard M. Restak, notes that newborn babies pay special attention to their fathers, and vice-versa. He quotes renowned baby researcher, T. Berry Brazelton, Chief of the Child Development Unit of Children's Hospital Medical Center in Boston (who might be called the "Dr. Spock" of today) as saying "When several weeks old, an infant displays an entirely different attitude, more wide-eyed, playful, and brightfaced"towards its father than towards its mother." Brazelton describes baby's cycles with the father as "higher, deeper, and more jagged," corresponding to the father's "more playful, jazzed-up approach." One explanation for the infant's behavior, Brazelton says, is that fathers, on the whole behave as if they expect more heightened, playful responses from their babies" (Brazelton by Restak 60). This suppons the theory of Robert N. Emde, professor of psychology at the University of Colorado Medical School, that only now are we "beginning to appreciate bow much babies shape mothers-and fathers as well." Before, says Emde, "theorists only described bow mothers shaped babies" (Emde by Restak 65). What does this all mean in terms of bow today's father is going to "father" his children, from his occasionally participating in childcare (as in the past) to being an active, involved participant in his children's growing up on a day-to-day basis? As one author of the nineties, Maureen Weldon Fegan, puts it, "No genes are present making mothers more adept in caregiving than father's." Maybe, she suggests, mothers are only more "familiar" with this subject. She notes that today's fathers who are present from the very first for the birth of their babies, usually bond immediately and completely, even if the father is frightened al first. If fathers are active participants early on, they usually continue to participate willingly later (Fegan A17). Today, researchers agree that fathers play a much more important role in the nurturing of their children than was previously thought, echoing Kellogg (from the Fifties), and Caplan, Brazelton, and Emde (from the Seventies and Eighties). Kathleen Stassen Berger, in her "Research Report on Fathers and Infants," in The Developing Person Through Childhood and Adolescence, believes that fathers are just as capable of caring for their children as mothers are; that sensitivity to the child's needs is the key element. Fathers and infants show many differences in their interactions 49 �from the usual mother-infant interactions. Berger notes that “fathers’play is more physical and exciting; it is bigger and louder, incorporating the element of surprise into play” (Brazelion by Berger 214). It is apparent in the early months of life and shows up more pronounced later. Mothers' play is more "modulated and controlled" (Brazellon by Berger 214), facilitating more of a verbal interaction. Mothers are more likely to talk, sing, and combine play with their caretaking duties. They are more vigilant in observing their children’s play and usually will read, draw and play puzzles or blocks with their kids. Father­ infant researchers find that as infants grow older, fathers tend to increase the time spent with them, and tend to physically play more with them. Variations in the mothers' and fathers' caregiving styles show up more as the child gets older. Variations in caregiving by fathers, rather than mothers, and the differences in types of attentions, techniques, and tasks performed are beneficial to the children, as are the variations in responses from the children. We now know that children are capable of attaching to and forming close bonds with their fathers as well as with their mothers. Knowing how "good" these variations of caregivers and their different caregiving styles can be for their children and for themselves, more and more men are joining in the movement towards being more nurturing fathers. Many dads today in the Nineties seem to want to make themselves more available; interact emotionally and physically with their children; and take on responsibilities of parenting (i.e. making sitter arrangements; seeing that a sick child gets to the doctor; and making sure the kids have clean clothes to wear). Today’s fathers are trying to create a new "culture." When we look at their conduct, however, the actual carrying out of this new role is not as prevalent as expected. The very same society that is beginning to expect men to take over their children’s care hinders their efforts to do so. Society's underlying attitudes are just not helping men make the transition from passive to active father, at least not without a struggle. In his article, "The New Father," Parents Magazine, June 1991, Fjik Larson explains that today's fathers face barriers at every turn: In the workplace, a man's staunchest enemy is usually his boss. A boss looks at a man who wants to be involved in his children's care as "unambitious" regarding his job. -Men are met with "reverse chauvinistic" remarks from neighbors and friends (who eventually lose interest in their friendship). -Their own parents usually don’t accept them in their new role if their jobs become secondary to caring for the children. -Doctors see them as a go-between. If a father is the one who brings in a sick child, he will be able to relay the information to Mom later. -Even teachers treat fathers as if they aren't at least an equal half of the child-rearing couple. At parent-teacher conferences, they direct more questions to the mother and wait for her responses. -Mothers, as much as they seem to want to let fathers into their domain, to be involved and participate with the children, may unwillingly undermine their husbands' efforts to do so. They may not realize it, but they probably do not provide the opportunity to let their husbands be one-on-one with their kids. Then it becomes sort of a self-fulfilling prophecy. A mom can say "See, he is not involved!" Many mothers concentrate so hard on competent mothering that they leave no room for fathers to help. Many limes, fathers are left with the "dirty work" of parenting. -A man's expectations of himself may also get in the way of his willingness to become a responsible, nurturing childcare-giver. Perhaps he feels ambivalent about this because he was taught that he should be the breadwinner in the household. Men of our day don't have father role models to show them bow to incorporate this new kind of fathering into their lives. If a man is a breadwinner in the household, he may not be the only one these days, with more and more mothers 50 �working and making as much or more than their husbands. To help resolve this conflict, he may instead want to use his father as an example of "what not to do." Dads may also wonder if fathering (or parenting) is a worthwhile end in itself (as I’m sure many mothers do). Perhaps men arc reluctant to throw themselves into this role because they feel unprepared as far as knowledge of child development and basic parenting skills. They may also feel unprepared in the area of sensitivity to the child's needs. What they don't realize is that many new mothers also feel unprepared. -Many times fathers and mothers revert back to their old roles due to both social pressures and the "mutual collusion" of both parents (i.e. the unconscious arranging of things so that it is unlikely that fathers will get more involved (Larson 93). I believe that fathers today are much more capable, willing, and involved caregivers than Dr. Spock's father of the Fifties. Although it may be a struggle, perhaps they will overcome the cultural resistance which they face today in the Nineties. For this to become a reality in the future, we must start now to accept them as being the loving, nurturing, child-rearing fathers that they are rapidly becoming in our society. References Spock, Dr. Benjamin, Pocket Book of Childcare, (Duell, Sloane, and Pearce. 20tb Printing, June 1951), pp. 14-15, 242-244. Kellogg, Rhoda, Babies Need Fathers Too, (Comet Press, 2nd Edition, 1954), pp. 31 -36. Caplan, Frank, TTie First Twelve Months of Life, (Bantam Books, 1978) pp. 27, 113. Restak, Richard M., "New bom Knowledge,* Science Magadne, (January, February 1982) pp. 58-65. Berger, Kathleen Stassen, "Research Report: "Fathers and Infants," The DevelopingChild Through Childhood and Adolescence, (Worth Publishers, 1991), pp. 214. Fegan, Maureen Weldon, "Dads Do It Differently," American Baby Magazine, (April 1991), A17. Larson, Erik, "The New Father," Parents Magazine, (June 1991), pp. 90-94. 51 �Creation Myths By Randi Latham Course: V/orld Literature Instructor: Maruinne North Assignment: Summarize two creation myths we have discussed in class and describe your reactions to them. As I read the creation myths from around the world, the Greek and Indian ideas of the gradual moral disintegration of society intrigued me. Reared in a Christian home, it is readily apparent to me that the more bobbles we aeate the further we as society move from a spiritual to a material nature. It is interesting to learn that peoples long ago realized that the more assets they acquired, the more they desired. In the Greek creation myth, five generations of mortals were created. The Race of Gold were "pure in heart and in deed" (pg 13) and lived simple lives. As Hesiod states in this myth, "They had the time and the desire to enjoy the wildflowers that radiantly blossomed in the sunshine and the stars that shone in the night sky." (pg 13) The second generation of mortals was the Race of Silver, whose spirits never matured as their bodies did. The third generation, the Race of Bronze, continued the societal decline with their acts of cruelty and war. The Race of Heroes was more virtuous than the two previous races, but the decay continued with the fifth and final generation. The Race of Iron. For the Iron Race, "each day is filled with wcwk and with grief, and each night many mortals die. The worst crimes in the history of humanity now occur...and yet no mortal feels shame. Justice and faith have left the world; treason and fraud, violence and greed have replaced them." (pg 14) 52 �As 1 read the above quote from the Indian myth, I was shocked by how well it fits society loday—and this myth was written almost 1500 years ago! Are we really advancing or have we just managed to clutter our lives with meaningless distractions? As Alexander Solzhenitsyn said in a speech he delivered at Harvard's commencement exercises, "Since {man's} body is doomed to die, his task on earth evidently must be of a more spiritual nature. Il cannot be the search for the best ways to obtain material goods and then cheerfully gel the most out of them." The Indian Creation myth views life in much the same way, although it has four ages in comparison. These ages progress in much the same way as the Greek races do, with the final age being basically banen of virtue. The myth slates, "In the Kali Yuga, people achieve noble rank in society based on the amount of money and properly they own rather than their moral virtue. The quality of virtue is measured only in terms of material wealth. Sexual passion alone binds husband and wife together in marriage. People become successful in life through a succession of lies, and their only source of enjoyment is sex. They live with continuous fear of hunger, disease, and death." (pg 355) 53 �fl Legal Research Memo By Janet Middaugh Course: Legal Research 11 Instructor: Mary Kubichek Assignment: Students were to research a current legal issue and draft a legal memo. Interoffice Memorandum of Law To From: Dale: File: Re: Mary Kubichek Janet Middaugh November 19,1992 111992 Collection of child suppwt by private collection agency. Assignment Facts You asked me to research private collection agencies handling child support debts. A private collection agency has recently opened for business locally. They have advertised and represent themselves by phone as a business exclusively devoted to collecting unpaid child support. Their representatives inform prospective clients that they use aggressive colleclicxi agency tactics to collect They ask for a power of attorney Issue Is a private collection agency a valid debt collector as defined by the Fair Debt collection Practices Act. 54 �and assignment of past-due child support debts to private collection agencies. from their clients in order to hire attorneys for garnishments, attachments, and commencement of lawsuits. If the client has not received AFDC benefits in the past, they request an assignment of the anearages. They operate on a contingency fee basis of 25%. A. Is Child Support a "Debt"? The courts have held that child support is a debt in the case of Sheffield v. Sheffield, 27 B.R. 504 (Bankr. N.D.Ga. 1983). This case involved a suit where a debtor sought a discharge of child support anearages in bankruptcy. The court held that a debt be discharged unless it is ...to a spouse, former spouse, or child of the debtor, for alimony to, maintenance for, or support of such spouse or child, in connection with a separation agreement, divorce decree, or property settlement agreement.. Discussion In researching this issue, it is important to look into several questions: A. Is child support considered a "debt"? B. Is a private collection agency considered a "debt collector"? C. How does the law regard assignment of child support debts? D. How must a private collection agency conduct their collection practices according to the Fair Debt Collection Practices Act? Sheffield at 505. In Sheffield and subsequent cases mentioned in this memorandum, courts consistently refer to child support as a debt The Wyoming statute regarding collection agencies states ...The term "Collection Agency" shall mean and include all persons, firms, ccrporations, and voluntary associations engaged directly or indirectly, and as primary or secondary object, business or pursuit, in soliciting claims for collection or in the collection of claims owed or due, or asserted to be owed or due to another, and any person, firm, corporation or voluntary association when engaged in the collection of accounts for another, where the employment is for more than one (1) person, firm, corporation or voluntary association, shall be deemed to be engaged in the collection business within the meaning of this act B. 1$ a Private Collection Agency Considered a "Debt Collector" Under Fair Debt Collection Practices Act? The courts defined a private collection agency as a "debt collector" in the case of Kimber v. Federal Financial Corp., 668 F. Supp. 1480 (D.M.AI. 1987). This case involved a debtor's suit against a collection agency alleging violations of FDCPA. The court considered the definition of a collection agency under FDCZPA in this case and found As the Senate Committee that considered the Act wrote, The committee intends the term "debt collector," subject to the exclusions discussed below, to cover all third persons who regularly collect debts for others. The primary persons intended to be covered are independent debt collectors. Wyo. Stat §§ 33-11-101 and 102 (1977). There are no cases on point in Wyoming case law regarding this issue. I will begin by looking at cases which define child support as a "debt," private collection agencies as "debt collectors," Kimber at 1485, The act itself defines the term in § 1692a (6): 55 �The lenn "debt collector" means any person who uses any instrumentality of interstate commerce or the mails in any business the principal purpose of which is the collection of any debts, or who regularly collects or attempts to collect, directly or indirectly, debts owed or due or asserted to be owed or due another. party's status is altered and the exception falls. The back child support was lost to the ex-wife. Another case involving assignment of past-due child support is the case of In re Marriage of Shore, 139 Cal. Rptr. 349 (Cal. Ct. App. 1977). This case involved a former recipient of AFDC’s attempt to assign her past-due child support to a private collection agency. The court held that ...by paying AFDC aid to the custodial parent, the county, under a well outlined statutory scheme, obtains an irrevocable right to the collection of all support payments that have accrued while the custodial parent was receiving AFDC.... The court’s decision is that FDCPA clearly considers a private collection agency to be a "debt collector." C. How Do the Courts Regard Assignment of Past-Due Child Support Debts to Private Collection Agencies? Shore at 352. A custodial parent may assign the debt to anyone she wishes so long as the assignment is for debts which mature and come due after termination of AFDC benefits. The amount which accrued while she was receiving AFDC must be collected exclusively by the governmental child support collecting agency. The courts regarded the issue of assignment of past-due child support debts in the case of In re Reichurdt, 27 B.R. 751 (Bankr. W.D. Wash. 1983). This case involved an ex-wife who assigned her child support arrearages to a collection agency. The ex-husband then filed for bankruptcy. Usually, child support is nondischargeable in bankruptcy. However, in Reichurdt the court held that The operative document entitled "Assignment of Back Child Support" appears to be in the nature of a true assignment. A definite property interest in the obligation assigned vested in Seattle Bonded, Inc. upon the execution of the assignment. That 50% interest in the back support would inure to the collection agency even in the event the assignee would cancel the assignment at a later time. This reflects more than an intent to make a mere assignment for collection purposes only. It was intended to be a true assignment In applying these cases to our set of facts, we may conclude that the local agency falls under FDCPA's definition of a "debt collector." The child support obligations which they handle are considered "debts." Clients who wish to assign past-due child support debts are legally free to do so. The local agency has indicated their awareness of and compliance with the Clerk of the District Court's exclusive right to collect arrearages of AFDC recipients. The issue of losing the exception to discharge child support debts in bankruptcy if that debt has been assigned is the main area of concern. My research has not been able to ascertain whether this agency is aware of the court's decision in Reichurdt when they ask their clients to sign an assignment of debt document. Reichurdt at 753. The court's decision that the assignment was a true assignment had the result of waiving the ex-wife’s usual exception of child support dischargeability in bankruptcy. The court found that once a debt is assigned, the privileged In summary, these cases hold that child support is a "debt," as in Sheffield. A private collection agency is a "debt collector" as defined by FDCPA and in Kimber. Assignment of past-due child 56 �support is a true assignment and such an assignment may cause the debt to become dischargeable in bankruptcy, as in Reichurdt. Any cunent or past recipient of AITX^ may assign only those debts which mature and come due after termination of AFDC benefits, as in Shore. 1 will now look at four cases which deal with how a collection agency must conduct their collection practices to comply with the FDCPA. all debts they procure for collection, or 70% of each debt. My research did not reveal any evidence of discouraging a client to work with the Clerk of District Court's child support collection agency. However, they had nothing much to say about the Clerk's agency. D. How Must a Private Collection Agency Conduct Their Collection Practices According to the Fair Debt Collection Practices Act? The courts have held that collection agencies are prohibited from practicing law, and they may not use the assignment of a debt to proceed in their own name. The case of Nelson v. Smith, 154 P.2d 634 (Utah 1944), involved a case of a collection agency who solicited the placement of debts with them for collection purposes. The agency stated it would collect, bring suit, and furnish legal services incident to the debt collection. They instructed their clients to assign the debt to the agency. They then proceeded in their own name as assignee to perform the legal services. The court held The courts themselves will not permit laymen to appear in court in a representative capacity. The policy of the courts and the legislature in this regard may not be circumvented by the subterfuge of a layman taking assignment to permit him to carry on the business of practicing law. 2. Collection agencies are prohibited from practicing law. They may not use the assignment of a debt to proceed in their own name. 1. Misleading advertisements and promises are illegal. The courts have held that the use of misleading advertisements and promises by a private collection agency in soliciting past-due child support debts for collection is illegal. Ulberg v. Seattle Bonded, Inc., 626 P.2d 522 (Wash. Ct. App. 1981), involved a case where an ex-wife sued a collection agency she had retained to collect past-due child support She alleged that the agency had used misleading advertisements and made promises that they could guarantee their results. The trial court found that not only had Seattle Bonded used unfair and deceptive practices to conduct their business, but also that these acts had induced Ulberg to act or refrain from acting. The court held that The enforcement of child support obligations is a matter of public interest, and collection agencies can be held liable under the consumer protection act for deceptive acts and practices relating to the collection of past-due child support Nelson al 639. The court further held that the agency could not themselves hire an attorney to perform legal services. One cannot do through an employee or an agent that which he cannot do himself. If the attorney is in fact the agent or employee of the lay agency, his acts are the acts of his principal or master. Ulberg al 525. Ulberg was awarded damages. Nelson at 640. The client must hire the attorney and pay all costs himself. In researching the local agency, 1 was able to ascertain that though they do not guarantee their results, they do boast a 70% success rate. I do not know whether this rellects 70% full collection of In order to circumvent the prohibition on practicing law without a license, the local agency 57 �FDCPA prohibits communication by the debt collector with third parties, § 1692c(b): ...without the prior consent of the consumer given directly to the debt collector, or the express permission of a court of competent jurisdiction, or as reasonably necessary to effectuate a post­ judgment judicial remedy, a debt collector may not communicate, in connection with the collection of any debt, with any person other than the consumer, his attorney, a consumer reporting agency if other-wise permitted by law, the creditor, the attorney of the creditor, or the attorney of the debt collector. in our set of facts obtains a power of attorney from the client to allow the hiring of an attorney to commence legal actions. They do gain consent from the client before they proceed with any legal actions. 3. Violations of FDCPA in coUection practices. There are many ways in which a collection agency may be found to be in violation of the Fair Debt Collection Practices Act. The following cases illustrate several ways in which the local agency may have violated FDCPA. In Bingham v. Collection Bureau. Inc., 505 F, Supp, 864 (D.N.D. 1981), a collection agency was found to have violated FDCPA by the use of harassing phone calls. The telephone collector had used immediate ringbacks when the plaintiff hung up on him. The phone collectors also allowed the plaintiff to believe she would be jailed for nonpayment of debt. They asked intrusive questions concerning highly personal assets, in this case wedding rings. The phone collectors also used aliases in their dealing with debtors. The court found all these practices to be in violation of FDCPA 15 U.S.C. §1692d: A debt collector may not engage in any conduct the natural consequence of which is to harass, oppress, or abuse any person in connection with the collection of a debt (5) Causing a telephone to ring or engaging any person in telephone conversation repeatedly or continuously with intent to annoy, abuse, or harass any person at the called number. (6) Except as provided in section 1692b of this title, the placement of telephone calls without meaningful disclosure of the caller’s identity. The collection agency's indication by letter that they would be investigating her neighborhood and contacting her employer in connection with the debt was a clear violation. The court ruled in favor of the plaintiff on the issue of liability. My research of the local collection agency in question has revealed that they may be in violation of FDCPA’s general standard prohibiting harassment. As Bingham shows, they may not threaten jail or other legal actions which they have no power to impose. Nor may they use the telephone to harass, oppress, or abuse. As in Rutyna, they may not suggest they will contact third parties. These four cases illustrate practices from which collection agencies are prohibited by law. They may not harass, oppress, or abuse the debtor, as in Bingham, and Rutyna. They may not use deceptive, unfair advertisements or guarantee results as in Ulberg. They may not use the subterfuge of a debt assignment to practice law, as in Nelson. In final summary, child support is a "debt," and a private collection agency is a "debt collector." Clients may assign child support debts to a private collection agency if they wish. A former or cunent AFDC recipient may assign only those which mature and come due after termination of AFDC benefits. An assignment of past-due child Plaintiff Bingham was awarded damages. The case of Rutyna v. Collection Accounts Terminal. Inc., 478 F. Supp. 980 (N.D. Ill. 1979), also involved violations of the general standard prohibiting harassment quoted supra. Further, the 58 �abusive practices in collection of debts. Nor may they use deceptive, unfair practices or guarantee their results. All the cases cited in this memorandum have been shepardized and are current case law. support will act to allow the debt to become dischargeable in bankruptcy. A collection agency may not practice law. The assignment of a debt for collection purposes only does not allow an agency to proceed in court in their own name. An agency may not use harassing, oppressive, or 59 �c Ambu-Man By Art Toews and David Davison Course: Automation Electronics Instructor: Joe Schaffner Assignment: A research project that must perform collection of data in real time, analyze and print out the output over an extended test period. Introduction Proposal Interface the Ambu-Man CPR simulator to a computer via conditioning circuitry. An Analog to Digital converter will be used to convert signals obtained from Ambu-Man, to the port on a computer. These signals will be processed by the computer. Control and calculations will be provided in software. The results will be monitored and displayed to the monitor. An audible ^arm will be provided for use when the trainee makes a mistake in band position or improper ventilation rate. This document will explain the procedures that are necessary to interface the Ambu-Man cardiopulmonary resuscitation simulator with a computer. Cardiopulmonary resuscitation will hereafter be referred to as "CPR." Monitoring electronically the ventilation rate and depth, the compression depth and correct band position of the trainee will be provided. By interfacing with a computer, more advanced training and an in- depth analysis of the trainee's effectiveness can be monitored. The trainees will be able to see the results of their performance on the computer monitor after they have performed the prescribed operations on the AmbuMan simulator. 60 �J Materials: Ambu-Man CPR Training Simulator Computer Analog to Digital Convener ADC-0809 Conditioning circuitry Software CPR Fundamentals Handling an emergency situation successfully lakes training, practice, and the ability to work under pressure. Emergency treatment isn't an instinctive knowledge. If the proper procedures in handling an emergency are not followed, more damage could be done to the victim than good. Thus came the need for a means of training persons in emergency treatment. With proper training, your life, a member of your family's life, or the life of somebody you just came upon, might be saved. The proper steps to follow in an emergency situation are as follows. Make certain the area around the victim poses no threat to you or to the victim. Check to see if the victim is breathing. Check for bleeding. Try to get the victim to respond. If there is no response, call for help. Place the victim on his/her back. Check to be sure the victim's airway is clear. Check for breathing again; if breathing is absent, give two quick breaths. Check for a pulse.3 If there is a pulse, continue giving breaths every five seconds. Continue giving breaths until victim breathes alone or professional help arrives. If there is no pulse, begin external compressions. Find the notch at the bottom of the breast bone. Measure up two fingers' width, then place the heel of your hand above your two fingers. Place your other hand on top. Press straight down to compress the chest one and one half to two inches. Make fifteen compressions, then give two short breaths, and continue these procedures for around five minutes. The main objective is to keep the brain alive and undamaged. CPR should never be given (Ml somebody whose heart is beating or who is breathing.3 We will be concentrating on whether the victim is breathing and has a heart rale. Many training models have been pul on the market to aid in this training. One of the latest models is Ambu-Man. On Ambu-Man's display card, test results are viewed. Ventilation, compression rate, proper hand position, and proper ventilation are monitored. Ambu-Man is equipped for computer interface to monitor these procedures. Enors and results are displayed on the computer’s monitor, using graphs and display screens. As can be seen in an emergency situation these procedures might not just pop into your head. The proper steps to go through will be made easier with instruction and practice on a model, like the Ambu-Man. Ambu-Man CPR Simulator Ambu-Man is designed to meet all training recommendations of the American Heart Association. The Ambu-Man simulator is an advanced training simulator to monitor correct cardiopulmonary resuscitation during insufflation and external compressions. Each individual trainee is provided with a face piece and head bag to eliminate any risk of cross infection between the trainees. The head bags are disposable making Ambu-Man a hygienic sysiem.2 The Ambu-Man simulator is the size of a normal adult. Adjustment is provided for the trainees, as to the stiffness of the chest compressions. Adjustments for teenager, adult and hefty adult provide a life-like representation of any group that resuscitation might have to be performed on.2 Built in insirumenialion is provided on AmbuMan that shows the effectiveness of resuscitation. Results include insufflation volume, stomach insufflation, depth of compression and incorrect hand positioning. When air is blown into Ambu- 61 �Man the head bag expands, displacing air in the skull through a valve. The valve is opened when the head is tilted back or the jaw is thrust up. The air that was in the head passes through the neck tube into the lung bag. This expands and elevates the chest. If the air volume is too great, the stomach valve opens suddenly, allowing the air into the stomach and the stomach is elevated. The movement of the chest and stomach are sent mechanically to the monitoring equipment on Ambu-Man.2 When CPR is performed, the chest is pressed down. These compressions are also sent mechanically to the monitoring equipment. The compressions are monitored for correct hand position and depth. The carotid pulse can be pulsed through a tube and bellows. This pulse can be activated manually or can be seen while giving compressions, and is found on the right side of Ambu-Man's neck. individual wires were run from the socket to the conditioning circuit Readings can be viewed on both sides of the mechanical monitoring instrument provided with Ambu-Man which is shown in figure 3-2. A cover plate is provided on the side facing the trainee so the readings can be concealed from the trainee doing the CPR test. Gauges for ventilation and compression will display green when the correct volume and compression pressure is reached. Red will be displayed when incorrect pressure and ventilation is reached. Stomach inflation and incorrect hand positioning are indicated by the display changing from black to red.2 Ambu-Man's Monitoring Instruments The Ambu-Man simulator was obtained from Mr. Ed Boyer, instructor of the Mine Safety class at Casper College. The internal circuitry was inspected to see how it worked. On the printed circuit board were two, 10,000 ohm slide potentiometers. These were for the ventibtion and compression. Also included were two on/off switches, used for compression depth and proper ventilation. The internal circuitry was accessible via the six pin DIN socket that is shown in figure 3-1. The adapter plug was not available, so Figure 3-2 11 Ventilation in liters 2] Stomach inflation 3] Compression in mm 4] Incorrect hand position Conditioning Circuitry The four analog signals from Ambu-Man had to be converted to digital signals that the computer could decode into numerical values that could be understood by the everyday user. The AEX20809 analog-to-digital converter, shown as wired in figure 4-1, was the chip used to perform these conversions; however, only four of the eight channels were used. The analog-to-digital converter will hereafter be referred to as "ADC.” The ADC0809 data acquisition component is a monolithic complementary metal-oxide semiconductor device, commonly called "CMOS,” with an eight-bit ADC, eight-channel multiplexer and microprocessor compatible control logic. The 1] Ventilation 2] Over Ventilation 3] Hand Position 4] Compression 5] Vco+SV 6] Ground Figure 3-1 62 �Over Blow (11 (2) (31 in4 in5 in6 J5L in? (6) start PCD ' PA3 _EL (81 inZ 128L ini inO (261 add A (25) add B (2^1 add C (231 ALE (221 D7 (211 D6 [201 D5 (191 D4 (181 [IZL DO VrcfD2 ADC0809CCN D3 out enable 625kHz . (1“I CLK Vcc It cv □¥ 1 Vfci+ (121 ° ( ■iiiia GND 1141 01 PAI ,-Vcnt H. Pos Comp “ PBO PC4 PB1 PB2 ^PA7 PA6 PA5 PA4 PAO PA2 Figure 4-1 card that is based on the Intel 8255A chip.| The Intel 8255A chip is quite versatile, and the variety of modes and bit configurations may be overwhelming; however, this chip is very popular for digital input/output applications. The Intel 8255A chip was configured for mode zero, and the ports were set up as follows: Port A an input. Port B an output, Port C lower an input, and Port C upper an outpuL Mode zero configured the 8255A chip for simple input/output operations that allowed Ports A and B to be either inputs or outputs and Port C to be split into two halves that can be either inputs or outputs.) eight-bit ADC uses successive approximation as the conversion technique. The converter features a high impedance chopper stabilized comparator, a voltage divider with analog switch tree and a successive approximation register. The eight­ channel multiplexer can directly access any of eight-single-ended analog signals. The ADC0809 offers high speed, high accuracy, minimal temperature dependance, excellent long-term accuracy and repeatabili^, and consumes minimal power.4 The clocking was provided to the ADC0809 by the 7285 microprocessor clock running at 650,000 hertz that is shown in figure 4-2. The specifications sheet for the ADC0809 stated the typical clock speed for this chip was 640,000 hertz.4 The converted digital signal from the ADC0809 was sent to the computer by way of the A-BUS Adapter Card, The base Port of the ABUS, which accesses sixty-four Ports, was Port seven hundred and four. The DG-148, Digital Input Board, was plugged into the A-BUS, to access ports seven hundred twelve through seven hundred fifteen. The DG-148, Digital Input Board, is a twenty four line digital inpul/output GND_ E25kHj^ MC0B71B MPU CLK. 728S ♦5V_ Figure 4-2 63 �Software Development The first part of the main loop is a short instruction set for the user and explains what the program is for. The introduction welcomes the user to the Ambu-Man experience and says that there is a choice of lime up to one hundred and twenty seconds. Then the trainee is told what will be monitored and to hit "enter" to proceed with the program. The second step in the program asks the user to input the desiied time frame. If the user inputs a value of over one hundred and twenty seconds an error message will be displayed and the user will be instructed to enter the correct time again. After the time is entered, the user is instructed to enter his/her name. The third step is the heart of the program. The first part of this step allows the user ten seconds to get ready to perform on the simulator. Then a Most of the program is included in one main loop that first explains the program and some of the options available to the user. Second, the user inputs the time frame that is desired and then enters his/her name. Third, after a ten second pause the program will monitor all four inputs from Ambu-Man for the lime frame indicated by the user and store the values in an array. Fourth, after the inputs have been observed the graphical results are displayed on the monitor. After the graphical results are displayed (Figure 5), the program will jump out to a subroutine that displays the frequency of the operations performed on the Ambu-Man simulator. The user has the option of restarting or exiting the program when finished. Compression Depth Compressions per 60 seconds = 37 50mm I 40mm I 30mm» 10mm' 2.0 1.6 - Breaths per 60 seconds = 6 Breath ,AA 0 10 20 AA 30 aa 40 50 Bad hand position = 1 times Over ventilation = 0 times You Still Need Practice Trainee Figure 5 64 60 �nested loop, that is programmed to run for the time indicated by the user, starts monitoring the inputs in the following manner. First the ports on the DG-148, Digital Input Board, were structured as was explained earlier. The command word ’’one hundred forty-five" was shipped out Port seven hundred fifteen to accomplish this. Next, the first analog output line from Ambu-Man had to be selected by sending a binary zero out Port B. Each of the four channels used had a unique binary code that would select them one at a time. Now the address latch enable line, hereafter referred to as "ALE," is pulled low and then forced high and then back low. This is accomplished by sending the corresponding signals out Port C, line number five, that is connected to the ALE and start lines of the ADC0809 chip. Then, another loop pauses and monitors the end of conversion line, hereafter referred to as "EOC," until the data is ready and can be read by the computer. Port C line one, which is an input line to the computer, is connected to the EOC line. When a "high" is detected on the EOC line, it means the ADC0809 has had sufficient time to convert the analog signal to a digital signal. The digital data can now be read by the computer via Port A; this is an input to the computer. The data is stored in an array so it may be recalled later in the display portion of the program. The above process is repeated for all four inputs, one after another. The process repeals itself until the time indicated by the user has expired. Different computers will have different sampling rates but the program doesn't care because the time of day clock in the computer and the user set the time frame. The fourth section in the main body of the program puls a graphical representation of the data that was obtained in the sampling loop. This data is recalled from the arrays and scaled to fit on the graph and on the monitor by retrieving the data in the same order that it was obtained. TTiis section also monitors the data from the arrays and detects all of the peak values. Each time one is detected, it is counted so the frequency of the operations can be calculated. As soon as the graph is displayed and the peaks are tabulated, the program jumps to a subroutine that displays the frequency of the operations of all four data lines. This information is displayed on the monitor and the printer. At the end of the subroutine, the program returns to the main body of the program. Then the user is asked whether to end or to restart the program. Summary 1. 2. 3. 4. 5. 65 CPR is not something that we know instinctively. Il is a skill that we should all know that takes constant practice to be proficient at and a CPR simulator is about the best way to practice. The Ambu-Man simulator is a state-of-the-art CPR simulator. The simulator is designed to allow the beginner as well as the seasoned professional a means to practice these life saving skills and to get an objective analysis of how good their skills actually are. The Ambu-Man simulator is designed to allow a mechanical and an electrical analysis of the trainee’s progress. The mechanical analysis is sufficient but it does not allow the trainee to reflect on his performance. Someone else must observe the mechanical gauges and tell the trainee how the performance rated. The electrical analysis allows the trainee to see a graphical representation of the performance, to be able to see the areas that need improvement. The internal circuitry is quite simple to figure out and the analog signal produced from the simulator is quite easily converted to a digital signal. The conversion is done with an ADC0809 chip that is an eight-bit eight­ channel ADC. In order to be able to display the results of a training session a program must be written that will strode all four of the analog signals from the simulator. This must be done in the proper order and at the proper speed so the �I 6. ADC0809 will be able lo convert the signal to a digital signal and have the data ready when the computer is ready to read it This p’oject explains what data is needed and why that data is so important The ADC used in this project is designed as a complete Data Acquisition System for ratiometric Biblography 1. A-BUS Overview, Alpha Products, DG-148. 2. Ambu-Man, Ambu lotemational A/S. 3. Ellis. Family MeJied Gutde, Publicationi iDtematkmal LTD, 1983. 4. linear Databook 2, Natimal Semiconductor Corporatioo Rev. 1,1988BditiofL conversion systems. A good example of a ratiometric transducer is a potentiometer used as a position sensor.4 That is exactly the type of transducer that was used in this Data Acquisition System. �Spring 1993 � 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 1993 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. 1993 Description An account of the resource 1993 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_1993 Format The file format, physical medium, or dimensions of the resource PDF https://caspercollege.cvlcollections.org/files/original/ec5b3729e7b8166a16de292b519cad0f.pdf b930c44f9e7220eedabe643ac4a8232d PDF Text Text CASPER \CASPER COLLi^ WYOMING Chklunbe �Challenge-In every academic discipline, to study, to think, to express clearly one's knowledge and understanding in suitable written forms. �Challenge I viii Published at Casper Community College Casper. Wyoming 82601 March 1994 Copyright by Casper Community College �Challenge: 1994 Table of Contents The Ninth Amendment Dale E. Sprague Jr. 5 Maternal Deprivation Bonita Morisette 13 Interoffice Memorandum of Law Melanie Walford 17 Life in El Refugio Dale E. Sprague Jr. 25 Shelly Carpenter . When to Leam a Second Language Humans and the Great Apes Ward Widger Faith, Religion and Spirituality in Children's Literature Separation Agreement Research Design 30 34 Karla Pellatz Jenni Watson Maureen P. Heim Confidentiality: A Client's Right R. Allison Hunter Oriental Rugs AnneMarie Shriver Journal Entry Ben Brooks Cover design executed by Eric Valdez 38 45 51 58 61 64 �Introduction Casper College is pleased to present the eighth 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 i.s to illustrate both the breadth and depth of course work on our campus. Instructors have selected representative writing from their courses, and, though we do not include pieces from writing classes, we encourage all forms: exams, reports, essays, term papers. The college Writing Across the Curriculum Committee served as a jury to select articles to be published. This issue represents work submitted in response to the call for papers for two semesters, spring 1993 and fall 1993. Arlene Larson, editor Casper College . Casper, Wyoming Spring, 1994 �c -t ' ■•••‘W'. The Ninth Amendment By Dale E, Sprague Jr. Course: American and Wyoming Government Instructor: Dr. Dave Cherry Assignment: Students were to write a short term paper on any aspect of state or national government. Students were to independently research their topics. Clear and balanced writing, together with careful documentation of sources, was to be emphasized. ink and paper has been devoted to the proper meaning and interpretation of the Ninth Amendment than Justice Goldberg committed to the writing of his decision. Numerous essays have been written by legal scholars with the goal of deriving answers to the Ninth Amendment's meaning and proper place in the judicial review process. The history of the Ninth Amendment began during the ratification process of the Constitution. During debate over its ratification in the state of Virginia, Patrick Henry expressed concerns over the potential power of the new Federal government, especially to pass laws necessary and The Ninth Amendment to the Constitution of the United States of America reads, “The enumeration in the Constitution of certain rights shall not be construed to deny or disparage others retained by the people.” This amendment has been called the Great Paradox of the Constitution (Lieberman, 1992, p. 345). From 1791 to 1965, “only seven Supreme Court cases dealt in any fashion with the ninth amendment" (Massey, 1989, p. 291). In Griswold v. Connecticut, Justice Goldberg fashioned a judicial argument which protected an unenumerated right and relied greatly on the Ninth Amendment for its justiUcation of that right. Since that decision was published, more 5 �the constitution, made in favor of particular rights, shall not be construed as to diminish the just importance of other rights retained by the people, or as to enlarge the powers delegated by the constitution; but either as actual limitations of such powers, or as inserted merely for great caution (Barnett, p. 55). This clause became the Ninth Amendment and it seems clear that its purpose was to make sure that an unenumerated right would not go unprotected by the new government. The Ninth Amendment seems to be the final safeguard to justify enumerated rights in the Constitution while still protecting any rights not enumerated. The amendments proposed by Madison, though altered, were not reduced in force and were ratified in 1791 by the states (Brant, p. 236). When discussing the Constitution and its amendments, the Supreme Court surfaces as the center piece of any discussion. Using the concept of judicial review, the Supreme Court over time became responsible for "defining the scope and powers exercised by Congress, the president, and the federal bureaucracy under the Constitution" and assumed the power "to determine whether an act of government is a constitutional exercise of authority and to declare the act void if it is adjudged to be unconstitutional" (Stephens & Scheb, 1988, p. 19-20). When civil rights and liberties of United States citizens came into conflict with increasing federal power, the Supreme Court often heard cases which resulted in the declaring of a law unconstitutional or the confinning of a conviction on the grounds that the individual's enumerated rights were or were not violated. As judicial review developed, however, the Ninth Amendment was ignored. According to Bennett Patterson, it became "covered with the dust of antique time" (Patterson, p. 113). It was never used in a Supreme Court decision as the basis for an opinion. Though referred to in six or seven cases heard by the Court, "it was lumped with the tenth, as an innocuous rule of proper, "without any federal Bill of Rights to furnish a safeguard" (Brant, 1970, p. 215). At the time, Madison "regarded a declaration of rights unnecessary, because the general government had no powers except what were given them." He also opposed it "because an incomplete enumeration would be unsafe." He was not however opposed to "any amendment that would give satisfaction and was not dangerous" (Brant, p. 218). With the purpose of getting the Constitution ratified unconditionally in Virginia, Madison and the Federalists pledged to support such amendments once the new government was in power. Though seeing dangers inherent in a bill of rights. Madison kept gwxl on his promises to his Virginia constituents. On June 8, 1789, he entered the House of the First Congress of the United States and made a speech in which he proposed twelve amendments to the Constitution and stated his reasons why he thought it proper to do so. He also answered the common objections against a bill of rights. What became the Ninth Amendment was his answer to the objection of enumeration which he himself had raised in the Virginia ratification convention. From Madison’s speech; It has been objected also against a bill of rights, that, by enumerating particular exceptions to the grant of power, it would disparage those rights which were not placed in that enumeration; and it might follow, by implication, that those rights which were not singled out, were intended to be assigned into the hands of the General Government, and were consequently insecure. This is one of the most plausible arguments I have ever heard urged against the admission of a bill of rights into this system; but I conceive, that it may be guarded against. 1 have attempted it, as gentlemen may see by turning to the last clause of the fourth resolution (Barnett, p.6O). The last clause of the fourth resolution reads; The exceptions here or elsewhere In 6 �counsel another in the use of such devices. In 1961, the Court refused to hear the case of Poe v. Ullman on the grounds that the plaintiff lacked standing to sue. Planned Parenthood announced on the same day of the Poe decision that they would be opening a clinic in New Huven. Estelle Griswold, the director of the clinic. wa.s arrested three days after the clinic opened. A short trial resulted in Mrs. Griswold's conviction and a fine of $100. In her petition of certiorari, Griswold'.s attorneys "argued that the Connecticut law infringed a right of privacy implicit in the Bill of Rights” and "lacked a reasonable relationship to a legitimate legislative purpose.” The state relied on the broad police powers of the state and an argument that the law "was a rational means of promoting the welfare of Connecticut's people.” The state however failed to express the legislative purpose behind the law (Stephens & Scheb, 702-703). The Court struck down the law by a vote of 72. Justice Douglas who had dissented in the Poe v, Ullman case wrote the court's opinion. He felt the Connecticut law violated the appellant's Fourteenth Amendment right to due process and incorporated the Bill of Rights as applying to the Fourteenth. "Douglas reasoned that the explicit language of the Bill of Rights... when considered along with their emanations and penumbras as defined by previous decisions of the Court, add up to a general, independent right of privacy" (Stephens & Scheb, p. 703) which was infringed by the state of Connecticut. In his opinion Justice Douglas referred to some of the rights I have already mentioned as being recognized by the court in previous decisions to substantiate his claim. By Pierce v. Society of Sisters, the right to educate one's children as one chooses is made applicable to the States by the force of the First and Fourteenth Amendments. By Meyer v. Nebraska, the same dignity is given the right to study the German language construction limiting the federal government to its delegated powers" (Loan, p. 149-150). This interpretation, according to Barnett, derived from the Federalist's argument that no Bill of Rights would be necessary because the Federal government would only have powers enumerated in the Constitution. Since the government could only do what was delegated, any rights enumerated would be outside the scope of the government. It was also argued that rights began at precisely where powers ended; thus there can never be an abridgement of a right not enumerated by a power not delegated (Barnett, p.4-8). Before 1965, Constitutional scholars had only written a small handful of articles devoted to the Ninth or given brief discussions on it in treatises on the Constitution or the Bill of Rights (Loan, p. 149-150). This was not to say that unenumerated rights had not been recognized by the Supreme Court. Barnett, in his introductory essay, lists (in a footnote) 13 unenumerated rights already recognized by the Court over the last 200 years. These rights include the right to vote, the right to a presumption of innocence and to demand proof beyond a reasonable doubt, the right to associate with others, the right to travel in the United States, and the right to attend and report on criminal trials (Barnett, p. 37-38). None of these basic freedoms are explicitly mentioned in the Constitution. The right to vote was expanded through additional amendments, while freedom of association for political purposes was considered an implicit right of the First Amendment. These unenumerated rights are now well accepted but none of them were validated by the Ninth Amendment. In 1965, Justice Douglas changed Ninth Amendment constitutional history in the case of Griswold v. Conneciieiit. From Stephens and Schebs, American Constitutional Law, we can find the following description of the events leading up to the case. The state of Connecticut hud an 1879 law on the books which made it a misdemeanor to sell or possess a birth control device or to assist, abet, or 7 �within the zone of privacy created by several fundamental constitutional guarantees" (Stephens & Scheb, p. 723). While seven justices concurred that the Connecticut law should be overturned, their reasons for overturning the law were different. Justice Harlan argued that the law "violates basic values implicit in the concept of ordered liberty" and thus infringes the Due Process Clause of the Fourteenth Amendment. He also did not feel that a reliance on one or more provisions of the Bill of Rights was necessary. He felt the due process clause stood on its own. Justice White stated that the "law as applied to married couples deprives them of liberty without due process of law, as that concept is used in the Fourteenth Amendment" (Stephens & Scheb, p. 726-727), Though both justices agreed in overturning the law, they relied more on a strict construction of the Constitution and felt that the law could be overturned with a simple use of the Fourteenth Amendment Due Process Clause. They also were not departing from previous jurisprudential decisions. Justice Goldberg also wrote a concurring opinion joined by Chief Justice Warren and Justice Brennan. He based his opinion however on the Ninth Amendment and a relationship with the Fifth and Fourteenth Amendments. He did not believe that the due process of the Fourteenth Amendment incorporated the Bill of Rights but he did believe "that the concept of liberty protects those personal rights that are fundamental, and is not confined to the specific terms of the Bill of Rights. My conclusion that the concept of liberty is not so restricted and that it embraces the right of marital privacy though that right is not mentioned explicitly in the Constitution is supported both by numerous decisions of this Court, referred to in the Court’s opinion, and by the language and history of the Ninth Amendment" (Stephens & Scheb, p. 724). Goldberg felt, as others have, that Madison wrote the Ninth Amendment to allay the fears that a bill of rights once enumerated would be interpreted as denying those not enumerated. He in a private school. In other words, the Slate may not, consistently with the spirit of the First Amendment, contract the spectrum of available knowledge. The right of freedom of speech and press includes not only the right to utter or to print, but the right to distribute, the right to receive, the right to read ... and freedom of inquiry, freedom of thought, and freedom to teach... indeed the freedom of the entire university community .... Without those peripheral rights the specific rights would be less secure. And so we reaffirm the principle of the Pierce and the Meyer cases. In NAACP V. Aiahania,... we protected the "freedom to associate and privacy in one’s associations.," noting that freedom of association was a peripheral First Amendment right. Disclosure of membership lists of a constitutionally valid association, we held, was invalid "as entailing the likelihood of a substantial restraint upon the exercise by petitioner's members of their right to freedom of association." In other words, the First has a penumbra where privacy is protected from governmental intrusion. In like context, we have protected forms of "association" that are not political in the customary sense but pertain to the social, legal, and economic benefit of the members (Stephens & Scheb, p. 723). He goes on to discuss that specific guarantees in the Bill of Rights have penumbras, formed by emanations from those guarantees which create zones of privacy. He specifically mentions the Third. Fourth, and Fifth Amendments in the next few paragraphs. While he mentions the Ninth Amendmend he does not elaborate on how it fits into his argument. He continues by slating that the Griswold case "concerns a relationship lying 8 �The Court's next responsibility according to Goldberg was to determine which rights are fundamental. He then stated his criteria for determining whether a right is fundamental and thus deserving of protection under the Fifth or Fourteenth Amendment with justification for its protection provided by the Ninth. In determining which rights are fundamental,judges are not left at large to decide cases in light of their personal and private notions. Rather, they must look to the traditions and conscience of our people to determine whether a principle is so rooted as to be ranked as fundamental. The inquiry is whether a right involved is of such a character that it cannot be denied without violating those fundamental principles of liberty and justice which lie at the base of all our civil and political institutions. (Stephens & Scheb, p. 725.) He then explained why he felt the right to privacy as presented in the Griswold case fell under the category of a fundamental right and why it should be protected, in the event that the state could not show a compelling reason for the statute or that it was necessary to accomplish a permissible state policy, the law could be upheld. In the Griswold case the state failed to do this and he finished his opinion with this final statement. In sum, I believe that the right of privacy in the marital relation is fundamental and basic - a personal right retained by the people within the meaning of the Ninth Amendment. Connecticut cannot constitutionally abridge this fundamental right, which is protected by the Fourteenth Amendment from infringement by the States. I agree with the Court that petitioners’ convictions must therefore be reversed (Stephens & Scheb, p. 726). The argument that there are certain rights then stated that the Ninth Amendment *‘since 1791 has been a basic part of the Constitution which we are sworn to uphold” (Stephens & Scheb, p. 724). He then outlines its relevance to the Griswold case. To hold that a right so basic and fundamental and so deep-rooted in our society as the right of privacy in marriage may be infringed because that right is not guaranteed in so many words by the first eight amendments to the Constitution is to ignore the Ninth Amendment and to give it no effect whatsoever. Moreover, a judicial construction that this fundamental right is not protected by the Constitution because it is not mentioned in explicit tenns by one of the first eight amendments or elsewhere in the Constitution would violate the Ninth Amendment (Stephens & Scheb, p. 724). In answer to the dissenters that his interpretation of the Ninth Amendment would broaden the powers of the Court, Goldberg discussed his interpretation of the Fifth and Fourteenth Amendments' due process clause and offered a definition of fundamental rights. (The Fifth Amendment states that “No person... shall be deprived of life, liberty, or property without due process of law” [U.S. Constitution, Amendment V] while the Fourteenth Amendment reads ”... nor shall any State deprive any person of life, liberty, or property, without due process of law.” (U.S. Constitution, Amendment XIV],) Goldberg argued that the Court has held that these amendments protect “certain fundamental liberties from abridgement by the Federal Government or the States. The Ninth Amendment simply shows the intent of the Constitution's authors that other fundamental personal rights should not be denied such protection or disparaged in any other way simply because they are not specifically listed in the first eight constitutional amendments” (Stephens & Scheb, p. 724). 9 �the Ninth Amendment, he stated that to say it has anything to do with the case "is to turn somersaults with history." He aligned himself with the interpretation of the Ninth Amendment which held that it was framed and adopted to "make clear that the adoption of the Bill of Rights did not alter the plan that the Federal government was to be a government of express and limited powers, and that all rights and powers not delegated to it were retained by the people." This philosophy, as mentioned earlier, lumps the Ninth with the Tenth Amendment. Finally, he could not find any right of privacy listed in the Constitution nor justify the Court overturning the statute based on the argument that it did not conform to community standards (Stephens & Scheb, p. 728). This case, while it laid a precedent for the use of the Ninth Amendment in judicial review, also illustrated theoretical problem,s with the process and the difficulty in overturning a law which all the justices felt was not right. Douglas's opinion applied the Fourteenth Amendment and incorporated the Bill of Rights as applicable to the states’, affirming rights not explicit in the Constitution. This process of incorporation while having a precedent ha.s its dissenters. Harlan and White simply felt the Fourteenth Amendment alone protected the appellants' liberties but still advocated a loose inleq?relation since there was no specific guarantee in the Bill of Rights to a right of privacy. Stewart and Black adhered faithfully to a strict and conservative interpretation and recognized no Federal guarantee of a right of privacy because it was not explicitly protected. While they felt the law was wrong, they believed it was the legislature's responsibility to change it. Goldberg's opinion while it may be considered liberal and activist wa.s constructed in such a way that it could be considered a strict interpretation. The Fifth and Fourteenth Amendments do provide for due process before a liberty can be deprived. If which can not be abridged by the Federal government or the States, that those rights not enumerated are allowed for by the use of the Ninth Amendment, that the judge's duty is to determine whether an appealed to right is deeply rooted in the traditions and conscience of the people, and that the abridging of those rights is not necessary to accomplish a permissible state policy, would appear to be sufficient criteria to serve as a precedent for overturning law in future cases which appeal to an unenumerated right. Justice Black and Justice Stewart, however, wrote dissenting opinions in the Griswold case. Both justices felt the law was offensive. Justice Stewart referred to it as “an uncommonly silly law" (Stephens & Scheb, p. 727). They did not feel that this was grounds to overturn the law however. Justice Black's views on a right of privacy are summarized in a sentence in his dissenting opinion. “I like my privacy as well as the next one, but I am nevertheless compelled to admit that government has a right to invade it unless prohibited by some specific constitutional provision.” He also did not feel it was the Courts' place to correct the situation but that Congress could and should pass amendments to the Constitution to correct situations such as this. With a very conservative, strict constructionist attitude, he commented, “That method of change was good enough for our Fathers, and being somewhat old-fashioned I must add it is good enough for me" (Stephens & Scheb. p. 727). Justice Stewart in his argument did not agree with Justices Harlan and White that the Fourteenth Amendment should have been a guide in this case as Griswold was not denied any procedural due process at the trial. He again followed a strict construction of the Constitution and states that the First, Third. Fourth, and Fifth were not violated by the Connecticut statute as no right mentioned in those amendments had been abridged. Concerning I. Incorporation refers to the Supreme Court's application of the U.S. Constitution's Bill of Rights to the States using the Fourteenth Amendment's due process clause. Those who feel we should interpret the Constitution strictly and explicitly disagree with incorporation. The fact is. however, that all of the Bill of Rights have now been applied to the Stales through this process. 10 �Some feel that Marshall gave us that opportunity long ago in Marbury v. Madison when he wrote *it cannot be presumed that any clause in the constitution is intended to be without effect; and therefore, such a construction is inadmissible, unless the words require it” (Stephens & Scheb, p. 42). This statement could well be the argument necessary to invalidate the traditional interpretation of the Ninth Amendment. In fact. Justice Goldberg refers to that line from Marbury V. Madison in his Griswold opinion and goes on to state that in interpreting the Constitution, "real effect should be given to all the words it uses" (Barnett, p.391). Justice Goldberg in the Griswold case opened the door to a new interpretation of the Ninth Amendment but it is a door through which it is often difficult to pass. Whether it is due to the philosophical controversy of judicial review and constitutional interpretation or due to the fact that the Griswold case and others which invoked a right to privacy dealt with very personal and moral issues is uncertain. Even Justice Jackson confessed that "the Ninth Amendment rights which are not to be disturbed by the Federal Government are still a mystery to me" (Caplan, p. 243). Since the Ninth Amendment protects those rights “retained by the people,’’ I feel that we the people are solely responsible for determining what those rights are. Hence, we must do our part to insure that laws are not passed which would infringe those rights. When they are, however, we must see that those laws are invalidated by demanding the due process guaranteed us. We must not allow the Courts to deny us rights not enumerated in the Constitution by appealing to Justice Goldberg's argument in Griswold that the Ninth Amendment protects those rights retained by the people. we define those liberties as those rights enumerated in the Constitution, the Bill of Rights, and in the case of the Fourteenth Amendment, State Bills of Rights, we can say that these liberties can not be deprived without due process. If we then use the Ninth Amendment to define a liberty as not only those rights already enumerated but also those unenumerated and retained by the people, then we can include unenumerated liberties in those protected by the Fifth and Fourteenth Amendments and still be following a strict interpretation of the Constitution. This argument relies on a new approach to interpreting the Ninth Amendment derived by Goldberg which goes against the traditional interpretation of the Ninth discussed previously. The fact that the traditional interpretation had its roots in a Federalist argument which surfaced during the Constitutional Convention and the ratification conventions, an argument conceded when Madison proposed a Bill of Rights to the House in 1789, would seem to deny the traditional approach much weight in this matter. This lack of weight, however, may not be enough to carry the argument for a broader interpretation of the Ninth Amendment. Madison conceived the Bill of Rights to protect the governed from the government. Both Federalist and Anti-Federalist were concerned about a strong central government abridging the rights of the individual. Patrick Henry’s concerns about a Congress empowered to pass all laws necessary and proper were probably shared by many. The first eight amendments of the Bill of Rights were that check against the delegated powers of Congress but they were not a guarantee against whatever laws might be passed under the necessary and proper clause. The Ninth Amendment, if given as broad an interpretation as the necessary and proper clause was given by Chief Justice Marshall, could very well be that check against Congressional power. 11 �Bibliography Burnett. Randy. “James Madison's Ninth Amendment.” The Highly Heiiiiiied By The People. The History and Meaninf; of the Ninth Amendment. Ed. Randy Bametl. Fairfax. Va.: George Mason University Pres.s. I9S9. Bixlenheimer. Eklgar. Jurisprudence, the Phitosoi>hy and Meiluid of the Ixtw. Cambridge. Ma.. Harvard University Press, 1974. Brant. Irving. The Foiinh President. 4 Life of James Madisitn. New York: The Bobbs-Merrill Company. Inc.. 1970. Caplan, Russell L. “The History and Meaning of the Ninth Amendment." The Rights Retained By The People, The History and Meaning of the Ninth Amendment. Ed. Randy Barnett. Faiffax. Va.: George Mason University Press, 1989. Lieberman. Jethro K. The Es-olving Ctmstitulion. Random House, 1992. Madison. James. “Speech to the House Explaining His Pn>pose<l Amendments and His Noles for the Amendment Speech." The Rights Retained By The Peofde, The History and Meaning of the Ninth Ameiulmeni. Ed. Randy Barnett. Fairfax. Va.: George Ma.son University Pres,s, 1989. Mavsey. Calvin R. “Federalism and Fundamental Rights; The Ninth Amendment." The Rights Retained By The People, The History and Meaning of the Ninth Amendment. Ed. Randy Bametl. Fairfax. Va.; George Mason University Pres.s. 1989. Patterson. Bennett B. "The Forgotten Ninth Amendment." The Rights Retained By The People. The History and Meaning tf the Ninth Amendment. Ed. Randy Barnett. Fairfax. Va.: George Mason University Press. 1989. Stephens Jr.. Olis H. artd Schd> 11. John M. American CoiLstiiufional Law. Essays and Cases. New York: Harcourt, Brace, Jovanovkh, 1988. Van Loan III. Eugerte M. “Natural Rights and the Ninth Amendment." The Rights Retained By The Pec^e, The History and Meaning of the Ninth Amendment. Ed. Randy Bametl. Fairfax, Va.: George Ma.son University Press, 1989. 12 �Maternal Deprivation in Three Works of Literature By Bonita Morisette Course: Modern Women Writers Instructor: Dr. Helon Raines Assignment: Trace a theme that you find present in the works of several diffe/ent authors or in several works by the same author. Evaluate the significance of this theme in the authors’ works, in literature in general, in society, in our lives, in other words in one specific context. The audience for this paper are readers of a literary journal that is refereed. Maternal Deprivation is a term which refers to an insufficiency of interaction between a child and the nurturing person. In current society, that nurturing person is most often the mother. From early days of scientific studies, people have been aware of the importance of “mother" in the development of healthy individuals. In fact, the role of the mother has been so important that women have been blamed for almost everything (hat has gone wrong with children, from violence to incest to schizophrenia. Although it is argued (hat a good substitute curegiver can take the place of the “mother,” many studies have found that the loss of the central “mother” figure early in life has profound effects on children.' However, it is not necessary to limit oneself to the reading of social science papers and textbooks to learn about the impact of maternal deprivation. Often, a clear picture of the importance of a strong mother figure can be found in literature as well. Kay Boyle gives us a startling reminder of the importance of the mother in her short story, “Winter Night.” In 13 �Fussed over, and fed well, he was able to focus his energies on his studies and succeeded not only in attending college but in being accepted to Oxford as well. As his knowledge increased, he was able to apply the caring he had learned from Helen, the older woman, to himself and his studies. Later, a.s he became more aware of his own emotional needs, he found that material possessions were not the most important things in life. We see him as continuing to be self-centered when he speaks of his wife. “Carrie has learned to cook and she scrubs around. I can't stand dirt” (1710). Although he is never able to love completely, the time he has spent with his substitute mother, Helen, has improved his ability to love. This ability, limited as it may be, is revealed in a conversation he had years later with her companion. “You once lold me you didn't understand about like or dislike.” He said, “I loved Helen.” “Too bad you never told her so. Too late now.” “I lold it to her,” he said, “the night I looked up your word, ‘penlimento’ (1710) In this story, Helen clearly depicts a mother substitute. She may nol have been a perfect replacement but was certainly an influential one. The most poignant example of the result of maternal deprivation is seen in the story, “The Bluest Eye,” by Toni Morrison. Here we follow the lives of a poor black family. The father, Cholly, raised by a loving aunt after his mother abandoned him, is a prime example of the effects of maternal deprivation. On the surface, he is a free man, but underneath he is devoid of the ability to establish the healthy relationships he needs. But the aspect of married life that dumbfounded him and rendered him totally dysfunctional was the appearance of children. Having no idea of how to raise children, and having never watched any parent raise himself, he could not even comprehend what such a relationship should be.(2158) “Penlimento,” Lillian Hellman reveals the influence of a mother figure on a young man, and Toni Morrison shows the effects of maternal deprivation on three generations of a family in her story, “The Bluest Eye.’’ In “Winter Night,” the author introduces Felicia; she is a young girl who is deprived of her mother for many hours of the day because the mother must work. Kay Boyle is able to present to the reader the feelings of insecurity the child feels everyday, when her father is at war, and her mother is at work. In accomplishing this, she describes the room the child is waiting in. “There is a lime of apprehension which begins with the beginning of darkness. It may begin around five o’clock on a winter afternoon when the light outside is dying in the windows... the apartment in which Felicia lived was filled with shadows...” (1695). For this child, and for the reader, the savior is the babysitter who comes and provides comfort and security for the child. While doing so, she reminds the readers of all the children in the concentration camps who were not comforted and who suffered the permanent loss of their mothers. As the story progresses, we see the caregiver providing the physical comforts the child needs: “I will wash the glass... I will wash the glass for her and clean off the table... when she is finished” (1698).More importantly, she provides the emotional comforts Felicia needs as well. The mother becomes aware of this comforting when “...she saw the woman lying sleeping on the divan, and Felicia, in her school dress still, asleep within the woman's arms” (1703). “Winter Night” is an example of a mother substitute providing the comforting and caring a child needs in order to prevent the lasting effects of maternal deprivation. Often, maternal deprivation lakes place, not through death or divorce but through indifference. In “Penlimento,” we meet Jimsie, a young man who was exposed to a mother's love late in life. His mother is alive and in his words, “is a pretty, nice lady, but a slob” (1710). As a young man, Jimsie met and was cared for by an older, nurturing woman and her intellectual companion. 14 �not only of mothers, but of women in general. It i.s imperative for lhe survival of lhe human species that we find ways for women to be all that they desire without giving up lhe nurturing, maternal role. This inability to establish a healthy relationship led his wife. Pauline, to doubt her own worth. She began to see value only in those things she perceived as “pretty.” Pretty people had fair skin and straight, blond hair. Even her own babies did not qualify as pretty. They were loo dark and iheir hair loo kinky. The inability to view herself or her family as beautiful led her to abandon her own children while actually continuing to be physically present in the house. In a very real sense, Pauline was not there for her children. In her role as housekeeper for a wealthy white couple, she was a flawless substitute mother for the pretty, pale­ skinned child she cared for. Unfortunately, she was unable to be an authentic “mother” to her own daughter, Pecola. Pecola is left to languish without a maternal role model. Deprived of both maternal and paternal love, she asks “How do you do that? 1 mean, how do you gel somebody to love you?” (2084). In her child's mind, that is the secret to life. How do you get somebody to love you? She is haunted by Shirley Temple dolls with their yellow ringlets and big blue eyes. Believing these blue eyes to symbolize lhe beauty her mother so desires, she turns to magic to get them. Trusting that those around her will notice and love her again, she finds, unfortunately, that her blue eyes are not good enough either. She still is not loved. Rejected by her mother, violated by her father, she spends her days in madness. The third generation of this saga, lhe baby bom of incest between Cholly and his daughter, Pecola, is delivered too early. It is also a victim of the maternal deprivation handed down from Cholly's mother to Cholly, to Pecola. Unfortunately, this child does not even get to experience an incomplete life. It dies. Like violence, the effects of maternal deprivation are handed from one generation to another. These examples, taken from literature, show us lhe grave consequences of maternal deprivation: insecurity, inability to love, and inability to survive. Perhaps these writers will enable future generation.s to recognize lhe worth Endnotes ' With lhe exception of one study done during Hitler's regime (Ernst, Cecile), the effects of maternal deprivation on later life are quite clear. All authors agree that some degree of dysfunction exists. The availability and quality of lhe “mother substitute” may diminish these effects but do not eliminate them altogether. Jill Hodges, in her work on adopted children, found a strong correlation between the aspects of the relationship to self and to objects to be apparent in children who had suffered early maternal deprivation. John Klauber, in his work as a therapist, found that women who had suffered from early maternal deprivation often suffered from psychological bondage to others, suffering great anxiety when dealing with even the termination of analysis when the need for treatment was obviously over. -When asked to define “Penlimento,” Lillian Helman gave the following response. Old paint on canvas, as it ages, sometimes becomes transparent. When that happens it is possible, in some pictures, to see lhe original lines: a tree will show through a woman's dress, a child makes way for a dog, a large boat is no longer on an open sea. That is called penlimento because the painter “repented,” changed his mind. Perhaps it would be as well to say that the old conception, replaced by a later choice, is a way of seeing and then seeing again. That is all I mean about the people in thi.s b(X)k. The paint has aged now and I wanted to see what was there for me once, what is there for me now.” (1705) 15 �Works Cited Boyle, Kay. “Winter Night." Thf Noriim Anlluflugy Utenuure By Women. Eds. Sandra M. Gilbert wd Susan Gubar. New York: W.W. Norton and Company, 1985. 1695-1703. Emu. Cecile. "Are Early Chiklhnixl Experiences Overrated? A Reassessment of Maternal Deprivation." European Archivai Psychiatric Neuroloqicai Scient e. {1988). 237: 80-90. Hellman. Lillian. “Penlimenin." T/te Norton Anthology of Literature ByWomen. Eds. Sandra M. Gilbert ar»d Susan Gubar. New York: W.W. Norton and Company, 1985. 1705-1710. Hrxlges. Jill. "The Relalirxiship to Self aixl Objects in Early Maternal Deprivation and Adoption." JtHimal of Child Psvchotherapy. 1990, Vol. 16. No. I. (53-73). Klauber. John. "Analyses That CaniKil Be Terminated.” International Journal Psycho-Analysis. Vol. 58.(473-4T7). Morrison. Toni. "The Bluest Eye." TTie Nitrton Anthology irfLiteraiure By Women. Eds. Sandra M. Gilbert and Susan Gubar. New York: W.W. Norton and Company. 1985. 2068-2184. �c Interoffice Memorandum of Law By Melanie Walford Course: Legal Research I Instructor: Mary Kubichek Assignment: Students were to draft an interoffice memorandum of law. They were to research and draft arguments on two sides of an issue. TO; Mary Kubichek FROM: Melanie Walford DATE: November 30, 1993 CASE; Hardy v. Natrona County Services RE: Wrongful Adoption Hardys have a cause of action against Natrona County Adoption Services for intentional or negligent misrepresentation. Issue Is an adoption agency liable for intentional or negligent misrepresentation when they fail to act in good faith and not provide full disclosure regarding the health of a child? Assignment You have asked me to research cases and draft an interoffice memorandum to determine if the 17 �the adoption agency was liable for intentional or negligent misrepresentation to the adoptive parents. No Wyoming Supreme Court cases will be discussed because no cases could be found in Wyoming as of December 1, 1993. Facts On September 21, 1983, Marilyn and Tom Hardy adopted Samuel when he was two years old from the Natrona County Adoption Services (NCAS). The Hardys inquired about his background and the families’ medical history. NCAS assured the Hardys that Samuel was in good physical and mental health. Samuel began to have severe mental problems which led to violent rages by the time he was six. He would go into temper tantrums and throw himself violently against the wall or upon the floor, often injuring himself. Once while playing on the playground at school, Samuel became so enraged he pushed a child out of a swing, causing severe head trauma to the child. Al the age of ten, Samuel was placed in a private mental institution. A court order was obtained in 1989 to have sealed records opened to reveal Samuel's background. The records revealed that Samuel's mother was sixteen when he was born, unwed, and had been institutionalized for mental illness by the time she was eighteen. The father is unknown. Had the Hardys known of Samuel's prior history, they would not have adopted him. The Hardys are seeking damages for medical expenses, loss of consortium, and emotional distress. Natrona County Adoption Services Is Liable For Intentional and Negligent Misrepresentation Prior to the adoption of a child, it is the duty of the adoption agency to fully disclose information about the child and not conceal or misrepresent the facts. This was the ruling in Burr v. Board of County Commissioners of Stark County, 491 N.E.2d 1101 (Ohio 1986). Intentional misrepresentation is established by proving the elements of fraud. The elements of fraud are (a) a representation or, where there is a duty to disclose, concealment of a fact, (b) which is material to the transaction at hand, (c) made falsely, with knowledge of its falsity, or with such utter disregard and recklessness as to whether it is true or false that knowledge may be inferred, (d) with the intent of misleading another into relying upon it, (e) justifiable reliance upon the representation or concealment, and (f) a resulting injury proximately caused by the reliance. Burr at 1105. The Burrs adopted Patrick at 17 months of age. They were told Patrick's mother was unwed, 18 years old, living with her parents, working fulltime and that the grandparents were mean to the boy. The mother was moving to Texas and gave Patrick up for adoption. The Burrs were told the boy was nice, big and in healthy condition. Burr at 1103. Discussion Intentional misrepresentation and negligent misrepresentation of material facts have been hard issues for the courts to distinguish between when hearing wrongful adoptions cases. M.H. v. Caritas Family Services, 475 N.W.2d 94 (Minn. Ct. App. 1991). Intentional misrepresentation exists when the elements of fraud are proven. Negligent misrepresentation exists when an assumption of duly to inform is proven. M.H. at 98, 99. Four state cases will be discussed where the adoption agencies were liable for intentional and negligent misrepresentation. Three state cases will then be discussed where 18 �The County knew, or with the exercise of reasonable care, should have known this was a manifestation of Sturge-Weber Syndrome, a congenital degenerative nerve disorder. Michael J. at 505. Mary inquired about the stain but the County concealed its significance from her. Prior to the adoption, Michael was examined by a doctor who refused to make a diagnosis. Later, a board certified neurologist examined Michael who claimed the first doctor should have diagnosed Sturge-Weber Syndrome with prognosis for epilepsy. This syndrome is congenital and is present at birth. Michael J. at 506 The Superior Court of Los Angeles granted motion for summary judgment for the County. TTie Court of Appeals reversed and remanded the case. The court held By recognizing an action for intentional misrepresentation or fraudulent concealment, we are not imposing on the agency a duty to predict the future health of a prospective adoptee. However, there must be a good faith full disclosure of material facts concerning existing or past conditions of the child's health.Michael 7. at 513. The County did not act in good faith by not fully disclosing material facts concerning Michael's past health conditions. The adoption agency did not disclose the doctor's refusal to make a diagnosis. If it is shown that NCAS, like the County of Los Angeles did not fully disclose material facts concerning existing or past conditions of the child's health, then they may be liable for intentional misrepresentation. An agency assumes a duty to inform the adoptive parents of a child's health or natural parent's health and nondisclosure constitutes intentional misrepresentation. This was held in M.H v. Caritas Family Services, 475 N.W.2d 94, (Minn. Ct. App. 1991). The District Court grunted summary judgment on the intentional misrepresentation claim and denied summary judgment on the negligent misrepresentation Patrick suffered from twitching, speech impediments, poor motor skills, learning disabilities, and hallucinations. A court order opened the sealed records and revealed his mother was 31 years old, a mental patient and that Patrick was born in the state mental hospital. The unknown father was presumed to be a mental patient also. Patrick was at risk for having Huntington's Disease which he was later diagnosed as having. The Burrs sued for intentional misrepresentation and the Board of the County Commissioners of Stark County appealed. The Supreme Court of Ohio affirmed the trial court's decision. The opening of the sealed records proved the adoption agency intentionally misrepresented Patrick’s background. They relied on the information given to them, adopted Patrick and suffered damages. The facts of this ca.se are analogous to ours and may be helpful. The Hardys, like the Burrs, relied on incorrect and incomplete information which was not fully disclosed. The agency's sealed records were opened by court order which revealed information concerning the child's background. This information was intentionally misrepresented to the Hardys, and the Burrs, by the adoption agencies. If it is shown that NCAS did not fully disclose information to the Hardys prior to the adoption, and the Hardys prove the elements of fraud, then NCAS may be liable for intentional misrepresentation. Prior to an adoption, there must be a good faith full disclosure to the adoptive parents of material facts concerning existing or past conditions of a child's health. This was the ruling in Michael J.v. County of Los Angeles, Department of Adoptions, 247 Cal. Rptr. 504 (1988) Michael J. was adopted by Mary Stout in 1970. At the time of the adoption, Michael was diagnosed as being in good health and suitable for adoption, despite an extensive port-wine stain, claimed to be a birthmark, over most of his body. 19 �claim. The Court of Appeals reversed the summary judgment for intentional misrepresentation and affirmed the trial court's decision on negligent misrepresentation, allowing trial on both issues. M.H. adopted C.M.H. in 1970. They were told there was a possibility of incest in the family. It did not occur to the adopting parents that C.M.H. wa.s conceived by incest. No other inquiries were made and the adoption agency offered no further information. Written information indicated the father was in good health and was of normal intelligence. There was no written indication of incest. M.H. at 97. C.M.H. quickly became nerv()us. jumpy, violent and had set fire to furniture in the home. The child was diagnosed as suffering from attention deficit hyperactivity disorder and was on Ritalin, plus received counseling. M.H. at 97. Caritas Family Services knew C.M.H. was the offspring of two siblings and failed to disclose this material fact. M.H. later learned of the incest and that the birth father was borderline hyperactive, of low intelligence and received mental counseling at age 11. The Court of Appeals held the plaintiffs must show the following for intentional misrepresentation: (1) There was a representation. (2) That representation was false. (3) The representation had to do with a past or present fact. (4) That fact was material. (5) That fact was susceptible of knowledge. (6) The represented knew the represented fact to be false or, in the alternative, asserted it as his own knowledge without knowing whether it was true or false. (7) The represented intended to have the other person induced to act or justified in acting upon it. (8) That person was so induced to act or so justified in acting. That person's action was in reliance upon the representation. (10) That person suffered damage. (11) That damage was attributable to the misrepresentation. M.H. at 99. The court held in the negligence misrepresentation claim .... the agency assumes a duty to inform prospective parents about the child's health or the health of the natural parents. M.H, at 98. These two issues may assist our client if it is shown there was a representation, the representation was false, and the Hardys relied on this representation which caused damages; then NCAS may be liable for intentional misrepresentation. If it is shown NCAS assumed a duty to fully disclose information about the child or the parents and did not disclose these facts, NCAS may be liable for negligent misrepresentation. NCAS, like Caritas Family Services, knew of the mother's mental illness and did not fully disclose this information. An agency may not make a false statement of a material fact if the agency knows it to be or believes it to be false. This wa.s the ruling in Roe v. Catholic Charities, 588 N.E.2d 354 (Ill.App. Ct. 1992). Three families adopted three children from Catholic Charities. The children would be adopted on the condition they were physically and mentally healthy and needed lots of love. The adoption agency stated that they were normal, that no unusual or extraordinary medical expenses would be incurred, and that no other information was available on their backgrounds. The children had all suffered from abnormal behavior and mental health problems in the past. The first child placed had a violent and uncontrollable temper and was intellectually, mentally and emotionally retarded. The second child had severe abnormal behavior such as smearing feces on the interior walls of past foster (9) 20 �homes. The third child was so destructive he stomped a foster family's dog to death. The patterns continued. One child cut the whiskers off the family’s cat; another exposed himself after painting the neighbor's house; and the other had a violent behavior requiring counseling. A court order opened sealed records revealing that the agency's statements were false. The adoptive parents sued for fraud, breach of contract and negligence. The Circuit Court dismissed the complaint and the Appellate Court affirmed in part, reversed and remanded in part. The court held there was a cause of action for fraud based on the agency's intentional and negligent misrepresentation. Adoption agencies are bound by both statutes and common law and may be sued for common law torts like corporations. Roe at 359. The opening of the sealed records proved the agency knew of the children’s background and failed to disclose this material fact. The agency had a duty to be honest in fulfilling the adoptive parents' request and breached that duty by withholding information which resulted in damages sustained by the adoptive parents. The burden of duty to disclose information is placed on adoption agencies as they are the only ones who have information regarding infants' backgrounds. The burden can be placed on no other party. Roe at 365. The facts of this case may be applied to our case to show that adoption agencies have a duty to disclose information regarding the child's background. This information is needed so adoptive parents can make good decisions in the best interest of the child. If the Hardys, like the Roes, had known of each child's background, different decisions may have been made for the best interest of the child. If nondisclosure is proven, NCAS may be liable for intentional and negligent misrepresentation. Four cases have been discussed where the courts have held adoption agencies were liable for intentional and negligent misrepresentation. The adoptive parents proved the agencies knew of information concerning the backgrounds of the children being adopted and the agencies did not act in go(xi faith in disclosing these material facts. Three cases will now be discussed where the courts have found the adoption agencies were not liable for intentional or negligent misrepresentation. Natrona County Adoption Services Is Not Liable For Negligent or Intentional Misrepresentation To impose on an adoption agency the liability to guarantee an infant's future good health would be entirely unreasonable. This was the ruling in Richard P.v. Vista Del Mar Child Care Service. 165 Cal, Rptr. 370 (1980). Richard P. adopted Gregory in 1970. Vista informed the parents that Gregory was premature, had large earlobes, but was a healthy child at the time of the adoption. The adoptive parents had their own pediatrician examine Gregory who found him to be in good health. Three years later, Gregory suffered from severe neurological damage. Richard P. sued for intentional and negligent misrepresentation. The Superior Court of Los Angeles County dismissed the case based on a demurrer and the Court of Appeals affirmed the Superior Court's decision. The court held “predictions as to future events are deemed expressions of opinion, and thus not actionable.” Richard P. at 373. Vista Del Mar Child Care Service fully disclosed the information they had as to Gregory's condition. The adoptive parents even had another physician examine him who diagnosed the same result. At the lime of the adoption, Gregory was in good health. An adoption agency should not be liable for a child's future health. This makes them a guarantor of the child's health and this is unreasonable. Natural parents do not have this guarantee. 21 �The fads of this case are distinguishable from our case because the Natrona County Adoption Services knew of Samuel's mental problems at the time of the adoption. If the agency had, in good faith, fully disclosed the information concerning Samuel's background, and the Hardys adopted him anyway, this case could be applied to our situation. An adoption agency is not a medical provider and does not have a duty to test children for medical purposes. This wa.s the ruling in Foster v. Bass, 575 So,2d 967 (Miss. 1990), The facts of this case involved Foster adopting Geoffery from Catholic Charities. Hewas later diagnosed as having PKU. PKU is a metabolic disease which is inherited and causes retardation if not diagnosed early and treated properly. PKU, however, has no symptoms or indication that the disease exist,s and children with PKU are born healthy. Approximately 1/10,000 births are PKU in European populations; or 1/50 members of the population carry PKU gene. Foster at 969. In 1972, when Geoffery was adopted, PKU testing was not mandatory. Catholic Charities provided a medical information sheet for parent.s to take to their physicians and have it completed. An indepth investigation is provided by Catholic Charities before placing a child into an adoptive home. This does not include, however, performing medical tests on children. They have no doctor on staff and that is the purpose for the medical information sheet. Mr. Foster obtained the sheet and found a blank by the PKU test and the form was given to his physician. The physician thought the blank was because the test results had not returned. He did not inquire whether a test had been done or not. in 1976. Geoffery was diagnosed as having PKU and the damage was irreversible. Mr. Foster sued Catholic Charities for negligence. The Circuit Court granted summary judgment for the agency. The Supreme Court affinned. The court held that Catholic Charities informed the Fosters of all the information they had. They conducted painstakingly and thorough studies. They were involved in no misrepresentation or fraud. Foster al 981. The policy of Catholic Charities is to fully disclose the health and medical conditions of a child before adoption. There were no doctors on staff who were trained to evaluate medical records. The medical information form is simply used to provide spaces for the doctors to insert the results of their examination. This case may not assist our client because the facts are somewhat different. NCAS, unlike Catholic Services, did not have a policy to fully disclose information available to them. NCAS also refused to disclose the information they did have. Catholic Services, on the other hand, disclosed information obtained through the indepth investigation. Because NCAS concealed information, intentional and negligent misrepresentation may exist. Adoption agencies are not violating adoptive parents' due process or equal protection rights by failing to release information regarding the children's backgrounds or by failing to provide adequate services to the children. The Appellate Court held this in Grijfith v. Johnston, 899 F.2d 1427 (Sth Cir. 1990). The Griffiths adopted five hard-to-place children from the Texas Department of Humane Services (TDHS). Hard-to-place children are those who are hard to place because of age, race, religion, physical, mental or emotional handicap. Based on stale statute, TDHS informs adoptive parenLs about their availability, assists with the adoption process, provides financial support, and discloses compiled information concerning health, social, educational and any physical, sexual, or emotional abuse to the prospective parents. The adoptive parents have the right to examine all records and information relating the history of the child. The Griffiths claim that TDHS intentionally failed to hire more competent psychologists with better (raining for the children with special needs. After the adoption, the children had attacked the 22 �ours but may assist our client. The Supreme Court held TDHS did not violate the Griffith's constitutional rights because there was a g(X)d faith full disclosure of the children's backgrounds. If it is shown NCAS did not act in gtxxl faith and did not fully disclose information, they may be liable for intentional misrepresentation. parents and other siblings with lethal weapons and committed criminal acts against the community. The parents contended that TDHS coerced them into adopting the five children without disclosing information about their background; therefore this was governmental interference and violated their right to make informed decisions in reference to their family. The Supreme Court held that once the slate approved them as adoptive parents, it could not interfere with their decision by providing incomplete or misleading information about the children. Griffith al 1427. “While information and training provided by the stale may aid parents in caring for their adopted special-needs children, the slate and not the courts should determine whether and in what forms to provide that aid.” Griffith at 1438. The Griffiths also claimed that TDHS deprived them of properly interests to include services provided by TDHS and money which was spent to care for the special-needs children. The services provided to adoptive families after adoption are at the discretion of the social worker and whether the family qualifies for the benefits. TDHS did deprive the Griffiths of any monetary resources. Parents electing to adopt hard-to-place children should expect to spend more money than on normal children. The Supreme Court held: While the state may not interfere with a parent’s right to make treatment decision on behalf of a child, the state need not. a.s a matter of constitutional duty, help the parents diagnose the problem and locale the cheapest treatment alternative, Griffith at 1440. The Equal Protection Clause mandates that similarly situated persons be treated similarly. The Griffiths claim TDHS violated this right by providing greater services to children in the state's custody than to children already adopted. The Supreme Court held Adopted children who rely upon their adoptive parents for support and children under slate conservatoires are in no way similarly situated with regard to the medical and psychological services provided by the slate. Griffith al 1441. The facts of this case are distinguishable from Summary Seven cases have been discussed on intentional and negligent misrepresentation in wrongful adoptions. In the first four cases discussed, the courts held adoption agencies were liable for intentional and negligent misrepresentation. The cases revealed the following; 1. NCAS may be liable for intentional and negligent misrepresentation if it can be shown they had a duty to fully disclose information about the child without concealment or misrepresentation of facts. 2. NCAS may be liable for negligent misrepresentation if it can be shown they assumed a duty to inform the adoptive parents about the child's or natural parent's health. 3. NCAS may be liable for intentional and negligent misrepresentation if it can be shown they made statemeni.s of material facts known to be or believed to be false. The last three cases discussed, the courts held adoption agencies were not liable for intentional and negligent misrepresentation. The cases revealed the following: 1. NCAS is not liable for intentional or negligent misrepresentation if it can be shown that it is unreasonable to impose a liability on them to guarantee the future health of children. 2. NCAS is not liable for intentional or negligent misrepresentation if it can be shown they are not a medical provider and do not have a duty to test children for medical purposes. 3. NCAS is not liable for violating the Hardys' due pHKCSs or equal protection rights if it can be shown that NCAS fully disclosed background information and provided adequate services for the chid. 23 �Recommendations More information is needed on the statute of limitations; when can adoptive parents bring a cause of action for wrongful adoption? 4. Contact adoption agencies in Wyoming to see what medical information forms, if any. are used, or if a physician examines the children prior to adoption. 3. Research current Wyoming Statutes and common law regarding confidentiality of adoption records to see if it violates public policy. 2. Interview adoption agencies to see if they have been sued or in the process of being sued for wrongful adoption. 1. Appendix Burrv. Board of County Commissioners of Start County, 491 N.E. 2d 1101 (Ohio 1986). Foster v. Bass, 575 So. 2d 967 (Miss. 1990). Griffith v. Johnston, 899 F.2d 1427 (5th Cir. 1990). M.H. V. Caritas Family Services, 475 N W.2d 94 (Minn. Ct. App. 1991). Michael J. v. County of Los Angeles, Department of Adoptions, 247 Cal. Rptr. 504 (1988). Richard P. v. Vista Del Mar Child Care Services, 165 Cal. Rptr. 370 (1980). Roe V. Catholic Charities, 588 N.E,2d 354 (111. Ct. App. 1992). 24 �Life in El Refugio By Dale E. Sprague Jr. Course: Cultural Anthropology Instructor: Dr. Barbara Mueller Assignment: Students were to interview a native of another country, using an assigned ethnographic format. On a paved road connecting Guadalajara and Puerto Vallarta, lies a small village of 200 people called El Refugio. This Mexican village, like many villages in all parts of the world, has a Catholic church as its most prominent building. My informant, Jesse, says the church and the town have been there forever. Jesse's mother, Margarita, was bom and raised there and visits her sister Rosa quite often. Jesse, bom in Juarez, has accompanied her mother on these visits to see Aunt Rosa, which have lasted from one to three months and occur about every year. Spanish is the language spoken in El Refiigio just as it is in all of Mexico. Materially, Aunt Rosa and her family are probably better off than some Mexican citizens. but are not by any means wealthy. Aunt Rosa, her husband Quadalupe, and their live children live in a three bedroom house. There is a living room and a kitchen inside with an outhouse in the back. The walls are constructed of mud bricks with cement plastered on both the inside and outside. The floors are cement with the only covering being a rug which everyone has beside their bed. This is to protect their feet from the cold of the cement floor early in the morning. Wall to wall carpeting is only found in the homes of the well to do. No one in El Refugio has wall to wall carpeting. The clothes that Aunt Rosa and her children wear are very similar to American clothes. On visits to El Refugio, Margarita and Jesse have 25 �anything resembling a grocery store in El Refugio. Aunt Rosa has to go to several different shops in El Refugio, many of which are simply people's homes, to get her beef or pork, milk and cheese, medicines and jello, and finally fresh vegetables and avocados. Every Tuesday and Thursday is market day and several trucks come into town. They park near the church and sell their goods from their truck. A vegetable and fruit truck arrives with everything from the types of vegetables grown locally to mangoes, bananas, tomatoes, lettuce, carrots, green beans, and watermelons, While some in El Refugio may grow some of these things, many do not grow enough to subsist on all year long, and few have big enough gardens to grow all of these things. The produce is also much less expensive when purchased at the market. A Coke truck also comes to town and sells Coke in bottles. To buy Coke from the driver you must bring him the same number of empty bottles you wish to buy from him. This insures an adequate supply of bottles for the bt>ltling process. Occasionally a furniture truck will also come on market days and sell his wares from his truck or help you place an order through a catalog. There is also a truck which has all kinds of clothing and linens on it. Finally, there is the motorcycle man, a modern peddler, who comes to town on a motorcycle with catalogs. From him you can purchase furniture, appliances, clothes, jewelry, watches, rugs, etc. Except when Margarita and Jesse are visiting, this is what is available to Aunt Rosa. When they have the convenience of Margarita's car, however, they might make one or two trips a week to Tala, a bigger town fifteen miles away on the road to Guadalajara. In Tala they can shop at Com-ASuper. a supermarket just slightly smaller than one in Casper. Without Margarita's car, she would have to take a bus to Tala which means she does not go there often. The week in El Refugio culminates with dances on Friday and Saturday nights, a major social event. At the disco, the local band. Banda El broughi gifts of clothing which Aunt Rosa and her daughter Josephine have been able to make patterns of and repnxluce. It costs them far less to buy the material and reproduce the clothes than it cost Jesse and her mom to purchase. Jesse also informed me that there were small family run businesses in Guadalajara which also copied American clothes, reproduced them and sold them throughout the region. When going into Aunt Rosa's kitchen, you would think you were entering an American kitchen. She has a gas stove, a very expensive electric refrigerator, a microwave, a toaster, an electric can opener, dishes, stainless steelware, an electric skillet, as well as pots and pans. Due to Margarita's generousity. Aunt Rosa has more than her husband Guadalupe could ever provide and probably more than she needs in her kitchen. Jesse made it clear that the microwave only gets used when her mom and she visit. Another prominent feature in the kitchen is several big waler jugs. Aunt Rosa is not wealthy enough to afford water all day long. So from 6 a.m. to 10 a.m., baths must be taken, the garden watered, clothes washed, and all the water jugs filled. The other 20 hours of the day, there is no running water in Aunt Rosa's house. This also explains the common habit of having to take a pitcher of water with you when you go to the outhouse. When you are finished, you must pour the pitcher of waler down the toilet so that everything will be washed into the cess pool. Jesse assure.s me that there is no odor. Their diet consists of refried beans and tortillas at every meal. At breakfast, they always have refried beans, tortillas, and eggs. At lunch they will have potatoes and rice or a pasta dish with refried beans and tortillas. Finally at supper, they will have beef, pork, or chicken along with potatoes and rice, a pasta dish, or noodles with refried beans and tortillas. Their diet is supplemented by fresh vegetables grown in their own garden or purchased elsewhere.While the diet may be boring, what I found interesting was the shopping process. There is not a grtKcry store or 26 �Refugio, plays dancing music most of the night. Sixteen local men play their guitars, drums, electric pianos, clarinets, trumpets, and flutes. The local men come to the dance in their best boots, jeans, and shirts, while the women adorn themselves in brightly colored dresses. The preparation that the women go through before these dances is, according to Jesse, like getting ready for prom. There is food and drink at the dances and everyone from the village is there as well as local farmers and occasionally some young men from another village. Children also run about playing games or dancing. In many households the men have come home from working elsewhere, which increases the importance of these events. Social unity is also centered around the local soccer team. El Refugio has its own football stadium and every year the men of the village try out for the local team. Everybody votes on who will be on the team so there is little chance of making the team unless you are a good player. They play all year round as the weather in El Refugio is fairly mild. They do not play for trophies however. If they win, the village people will donate money and supplies for a big party. A pig will be roasted and the dance that night will be extra special. Drama can be found at Aunt Rosa's house in the form of movies which Margarita has copied in the United States and sent to her. They play these movies on a VCR and TV which Margarita has also purchased and brought to Mexico. Aunt Rosa can also pick up four TV channels from Guadalajara. There are also theatres in the bigger city which play American movies with subtitles. Poetry and music can also be found on the buses which take Aunt Rosa to Tala. Seven to 10 year old boys take their guitars onto the buses and play Corridas or folk songs to the passengers in exchange for coin from appreciative listeners. In Guadalajara, those who are interested can also see American bands in concert as well as Mexican bands. On Jesse's last visit this summer. Bon Jovi and Michael Jackson were both in concert in Guadalajara. The social relationships in El Refugio center around the nuclear family. While Aunt Rosa has a brother Manuel who lives in El Refugio, Manuel lives in a separate house with his family. Within his family, Guadalupe is the master. He owns the one acre of land that their house sits on and if he were to die, ownership would pass to his 13 year old son Gustavo. Though Aunt Rosa might retain control of the household and the house in trust, since Gustavo works be is old enough to own property. Gustavo would also become the man of the house if Guadalupe were to die and he would have all the rights that Guadalupe had within the walls of the family house. Guadalupe's mastery can best be illustrated by a situation which currently exists in their household. Norma, his sixteen year old daughter, is pregnant. The father of the child refuses to marry her. Guadalupe does not know this yet, but when he finds out, Norma will be forced to leave the house. This type of behavior is unacceptable and disrespectful to her parents. In El Refugio, it is not proper for a young girl to have sexual relations and get pregnant, even though it is okay for a young man to do so. If she dt)es get pregnant there must be a wedding soon. Even after marriage, it is socially acceptable for a man to have relations with someone besides his wife. This double standard applies to divorce also. A marriage in Mexico can be ended simply by going to a lawyer and having the papers drawn up and signed by the one seeking the divorce. There doesn't have to be a reason. The consequences for the man are minimal. Since the man builds or buys the house for his wife, though, the woman is left with the house. The consequences for the woman, however, include ostracism, inability to find someone willing to marry her, and social disgrace. The common belief is that the woman who is divorced by her husband is not a good wife or mother, is a poor housekeeper or cook, or has been sleeping with someone besides her husband. The women, once they have children, are confined to the house and the care of the infant 27 �child. From birth to one year, the main nourishment for the baby is breast milk. After that the baby is fed table fixxl which has been cut up or mashed to make it more edible as well as milk in a bottle. This is supplemented with banana water or lemonade. There is no formula for babies and while there is Gerber baby food in Tala, Jesse informs me that it is usually covered with dust. Cloth diapers are used instead of disposable one.s even though the supermarket in Tala has disposables. The disposables are too expensive and are only used on long trips. Outside the family, social control centers around the policia. Jesse says that El Refugio is very peaceful however. Guadalupe when not working in the fields is an assistant policia but does not need a gun. Urinating in public is the most common offense and gets the offender a fine of a I(X) pesos or a night in jail. The policia is probably most busy during the weekend dances. There is only one elected official in El Refugio and that is the Presidente de la Junta, similar to a repre.sentative. This person represents the village when dealing with the federal government, attempting to get funding for local projects. Electric and water bills are paid in Tala and the post office is in Tala also. In Mexico, you must pay not only to send mail but to recieve it a.s well. Religion and superstition are very important in El Refugio. The Catholic church Is slightly smaller than St. Anthony's in Casper and unlike the homes of the village is of brick construction. It is very plain with drapes along the walls, no adornments except for plates of the Ten Commandments along the walls and the crucifix, and no stained glass windows. The bell tower serves as the town clock with the bell being rung every 15 minutes during the daylight hours. Mass is held every Sunday at 6:00 a.m. and everyone in town, with the exception of the few Jehovah Witness who live in the village, is there. The religious calender is filled with Saints' days and individuals with a Saint as a namesake celebrate their birthday on the date of their birth as well a.s on the Saint's day. Besides weddings, the Quineenera is a major celebration which also lakes place in the church. This fifteenth birthday mass is by invitation only and is the coming of age for young boys and girls. The boy coming of age has 12 friends accompanying him with each adorned in tuxedos. Thirteen girls dressed in white, mostly friends and relative, are also part of the ceremony. If it i.s a ceremony for a girl, there are still 13 girls and 13 young boys participating. They participate in mass for the first time as adults and then afterwards hold a celebration feast paid for by the young adult's parents and Godparents. The main course for this celebration is again a roasted pig. In El Refugio, the family works collectively. Guadalupe works in the cane fields cutting cane in December and in the com fields of a local farmer (possibly corporate or national) in the summer. He plants com using a dibble stick and harvests it by hand. These two jobs both pay about 200 pesos a week. This is about the most any laborer makes in El Refugio. Gustavo works at a leather factory in Guadalajara, making about 30 peso.s a week. Part of this money goes to the family. The other children help around the house and in the garden. Only Josephine and Jorge are in school. Jorge is in a free public grade school and Josephine is in secotuJaria school which is not free. Their knowledge of the outside world is limited. What they do know they learn from the evening news and their impression of the United Slates is probably influenced by the movies on video they watch. When Margarita and Jesse visit, they do not have to answer many questions about the United States. Jesse is usually the one filled with questions about the different things that she sees. They seem to live very much in the present. Life insurance is unheard of and they do not have savings accounts. They are thankful they have jobs and a good garden. They work collectively to raise their standard of living but are not concerned with what they don't have. They seem to emphasize “being” as compared to “becoming.” With the exception of Josephine, who is continuing her education and would maybe like to design clothes. 28 �none of lhem have any plans for the future. In El Refugio, the nuclear family is the most important building block of daily life and the village is the second. The family works collectively and, if their standard of living goes up, it is through their collective efforts. They seem to enjoy life and find many reasons to celebrate. Whether it is a birthday (almost everybody has two), a victory on the soccer field, a wedding, or Quincenera, a roasted pig and celebration is the result. The.se celebrations come about by everyone contributing money or food to the event. Every weekend, the men come home and a celebration ensues with food, drink, and dance. Their is both family unity and village unity. El Refugio is truly a refuge of peace in a world which seems filled with turmoil. 29 �When to Leam a Second Language By Shelly Carpenter Course: Foundations of Education Instructor: Charlene Davis Assignment: Do a research paper on an educational topic of your choice. advantage of children over adults in second language acquisition. Methods used by children to learn a second language are numerous and depend on such things as learning style, age, and desire (Ovando and Collier 59). It is commonly accepted that there is a natural language acquisition process that all children go through when learning a language, whether it is their mother longue or not (Ovando and Collier 59. Hatch 952. Robinett and Schachter 316). Children tend to focus on the message, rather than the fomi. when using a new language. This is to be expected, and thus accepted by the There is evidence to indicate that developing proficiency in a second language may be dependant upon the age of the learner. This poses an interesting question for parents who may wish to expose their children to another language during early childhood. Should parents encourage their children to participate in second language courses throughout childhood and adolescence or is it to the benefit of the student to leam a second language as an adult? In this paper I will compare child learners with adult learners of second languages and contrast their methods, abilities, and difficulties, in order to determine if there is an 30 �“blue cat.” The second student then holds up another block and says “red cat.” The first student may then use the color red to name another block. He will make a mental leap and then hold up a block with a dog on it and say “red dog.” This is scaffolding. The ability of a child to learn a second language can be linked to their cognitive level of achievement. The child's rate of acquisition will normally reflect their rate of cognitive growth (Hatch 119-120). For instance, if a child can not understand the definition of “democracy” then they probably won't add that word to their vocabulary. This explains why school age children may learn a second language quicker than preschool age children (Hatch 196). It may appear that children become more proficient in their second language than do adults (Robinett and Schachter 322). Perhaps this is because of their miniature conversations and interactions with adults and their smaller simplified vocabulary with respect to cognitive development (Hatch 192). Children usually master the pronunciation of a new language quite easily (Ovando and Collier 65). Unfortunately, there is the likelihood that unless children are constantly exposed to both their first and second language, balance will not be achieved and in many cases the less dominant language is lost or replaced (Hatch 191). Difficulties can be assessed using error analysis. Errors in speech or comprehension may be the result of cognitive and conceptual development, or the lack thereof. Errors made by children learning a second language are similar to those made in first language acquisition. Additional learning strategies account for some slight differences. This means that most errors are the result of developmental growth and not first language interference (Robinett and Schachter 316-317). However, the results of various studies show that the first language of the student can make a difference in the amount and type of errors made while acquiring a second language (Hatch 103). This implies that some languages are harder to learn than others. Error analysis studies have teacher as part of the natural acquisition process used by children. Correction of the student follows in a discrete manner (Ovando and Collier 60). For instance, a child may say “i eated bananas this morning” to which the adult may respond “You ate bananas this morning? Did you like the bananas?” Terrell's Natural Approach (1981) is the most prominent method to be defined in detail as an approach for use with children This approach is based on a child's natural acquisition process: “As basic interpersonal communicative skills (Cummins' BICS) are developed, cognitiveacademic language proficiency (CALP) is increasingly taught” (Ovando and Collier 77). This type of natural exposure in early childhood, if continued, may lead to a higher proficiency in the language superior to what most can achieve when beginning in adulthood (Hatch 196). Other methods that children use in second language acquisition may include fast mapping, code-switching, and scaffolding. Fast mapping is one way a child may rapidly acquire vocabulary, after one or two exposures, by using information already known to fit the context (Flavelt, Miller, and Miller 301). For example, if there are two books on a table and the child is told “bring me the turquoise book, not the red one, the turquoise one” then the child may infer that since red is a color, and he recognizes the red book, that the other book must be of the color called turquoise. Code-switching, or rule-governed language alternation, may be used by students when they are speaking about different situations simultaneously or to two, or more, people in different contexts (Ovando and Collier 87, Genishi and Dyson 125). When a child asks her mother for help with homework in English, but then next speaks to her father about the evening meal in Spanish, she is using code switching. Scaffolding, building on the vocabulary already learned by using objects that can be talked out with a partner or teacher, is another method commonly used by students (Genishi and Dyson 125). Two students may be playing with blocks. The first student holds up a block with a blue cat on it and says 31 �and Collier 60). Actually adults may move through the initial stages of second language learning faster than children but at some point the child will catch up and surpass the adult in their rate of acquisition (Hatch 196). Adults frequently produce and keep an accent, and normally have moderate problems with pronunciation as a result (Ovando and Collier 65). Adults do not replace their first language with their second, even when the second language becomes the one most often used (Hatch 191). For instance, when an immigrant family from China moves to America, the young children will frequently forget the Chinese language if it is not spoken in the home. However, adults do not forget their first language when they learn a second. Difficulties, represented by error analysis, are not affected by cognitive and conceptual development due to the cognitive maturity of the adult (Robinett and Schachter 316). Errors made by adults while acquiring a second language do not follow the same path as a first language learner's errors but, instead, are similar to errors made by children during second language acquisition (Robinett and Schachter 317). This is because second language learning requires some additional strategies. However, interference from the first language of the adult accounts for as much as 8 to 23 percent of the grammatical errors made in the second language (Ovando and Collier 65). Avoidance behavior, on the part of the adult learner, to reduce the amount of errors has been the subject of research by Howard H. Kleinmann. He names various ways in which the speaker may avoid or simplify certain topics in an attempt to compensate for a lack of vocabulary knowledge or hesitancy in assuming the correct form of a message (Robinett and Schachter 363). By comparing the methods, abilities, and difficulties experienced by children and adults during second language acquisition the advantages and disadvantages of learners can be viewed with regard to age. When the methods of children and adults are contrasted it becomes apparent that the adult is limited by the more rigid instructional shown that 4 to 12 percent of grammatical errors made by children can be traced to their first language (Ovando and Collier 65). The methods that most adults employ in acquiring a second language are dependant on such things as income, need, and resources. It seems apparent that there is a natural order of acquisition for second language learning used by adults, also (Robinett and Schachter 316). Adult learners tend to focus on form and may depend heavily on formal instruction (Ovando and Collier 60). Adults will mentally construct a sentence into proper form before they speak. Many times, if they can’t remember the correct form, they just won't say anything at all. Formal instruction will usually take the syllabus form of structural/ grammatical, situational, or a combination of both, notional-functional (Ovando and Collier 78). Recycling or spiraling, found in the notional functional syllabus, is one way students may return to lower levels of a course to reuse their new information, building increasingly complex conceptions in language (Ovando and Collier 80). For instance, when past or future tenses are added to the vocabulary an instructor may have the students use this new information to rework a previous assignment. Informal language acquisition by adults may be through complete immersion, or by newspaper, television, radio, tapes, and videos. Adult abilities do not reflect cognitive growth since it is assumed that adults have attained cognitive maturity. Adults may easily add the word "democracy” to their vocabulary because the abstract concepts of the definition are understood by the adult. In this context it is then apparent that the rate of acquisition is linked to the linguistic strategies of the learner (Hatch 220). It is usually assumed that adults are not as proficient In their second language when compared to children (Robinett and Schachter 322). Adults may appear less successful in becoming fluent because of the wide range of interactions that they are involved in and the more advanced vwabulary that adults use when speaking to each other (Hatch 192, Ovando 32 �errors made by adults. In addition, adults are hampered by their constant striving for perfection that leads to suppression of language use, and therefore learning. It seems reasonable to conclude from these evaluations that children clearly have an advantage over adults when it comes to second language acquisition. Learning a second language may be more difficult for some than for others. The age of the learner seems to be the main determining factor. I believe that second language courses should be viewed by parents in the same way as music lessons, dance lessons, or sports practices are. A second language is an important asset in today's society and, with respect to the future, a more practical investmemt of time and a talent that all children possess. Looking at it from an adult's perspective. I would rather have learned a second language as a child than to have fumbled through it as I have in adulthood. requirements that stress form over content and their own expectations for perfection. The child may be free of inhibitions and be given more patience by the instructor with regard to form. When the abilities of children and adults are paralleled it seems obvious that children may be hindered by their lower level of cognitive achievement. Adults may actually accumulate vocabulary at a faster rate. Yet children who begin acquisition by way of a natural ongoing process of exposure will achieve long term proficiency surpassing those who begin as adults. It is also apparent that children have fewer problems with the pronunciation of the vocabulary in their new language, whereas adults will frequently develop an accent. After the difficulties are assessed, it is again seen that children are detained by their lack of cognitive maturity. However, grammatical errors by children caused through interference from the first language are noticeably less than the Works Cited Flavell. John H.. Patricia H. Miller, and ScoU A. Miller. Cognitive Development. New Jersey: Simon & Schuster, 1993. GenisJii, Celia, and Aime Haas Dyson, htnguage Asseument in lite Early Yearx. New Jersey: Albeit Publishing Corporation, 1984. Hatch. Evelyn Marcussen. Pxycholiniiuisiics ■ A Second Language Perspective. Massachasetts: Newbury House Publishers, 1983. Ovando. Carlos J., and Virginia P. Collier. Bilingual and ESL Classrooms • Teaching in Mubieullural Contests. New York: McGraw-Hill, Inc., I98S. Robinett, Betty Wallace, and Jacquelyn Schachter, Editors. Second Language Learning ■ Contrastire Analysis, Error Analysis, and Belated Contests. 1983. Michigitn:The University of Michigan, 33 �c < •-:;''.-ibi..i;X5;.-s-s?'>’■.■ ■i. ’ H' r.'S-i • Humans and the Great Apes By Ward Widger Course: Physical Anthropology Instructor: Dr. Barbara Mueller Assignment: Choose a controversial issue in physical anthropology or archaeology and discuss the various theories regarding this topic. very closely related genetically to the two species of African apes and that all three belong in one family (Gibbons/376). No one really contests the fact that humans, chimps and gorillas split from orangutans as long ago as 35 million years; rather the debate is whether chimps and humans split from gorillas first, or whether humans split from chimps and gorillas. The question I have attempted to answer is “Are humans more closely related to chimps or gorillas?” This question must be approached from two areas of inquiry: behavioral and physiological. Do humans behave more like chimps or gorillas, or is human behavior distinct and equidistant from both? Is the human organism more like the Thai apes and humans share a common ancestry is pretty much a given in our present understanding of the evolution of superfamily Hominoidea. What is not so universally agreed upon is the order in which the species of the family Pongidae, the great apes, separated from the family Hominidae, humans of the present and the past. There is a debate going on which began in the early l960'.s about the validity of the conventional taxonomic classification system that puts humans in one family, and chimps, gorillas, and orangutans into a second family. Research begun by Morris Goodman of Wayne State University based on cross reactions between immunologic blood proteins suggested humans are 34 �organism of the gorilla or the chimp, or is it too different from either to make a theoretical comparison? Finally, do the behavioral and genetic approaches agree? As Eugene Linden stales in the National Geographic article, “A Curious Kinship: Apes and Humans,” “Perhaps the first place to look for apes is within ourselves. Little wonder that we feel this sense of recognition. In anatomy and behavior they are our closest relatives (Linden/10). First, then, what are the behavioral similarities and differences between the great apes and humans? Most of the data which provides our store of knowledge concerning the behavior of the great apes comes from the pioneering efforts of three women: Jane Goodall, Dian Fossey, and Birute Galdikas. They were the first to study in detail and document the behavior of chimpanzees, mountain gorillas, and orangutans, respectively. From these studies we know that the orangutan, found only on the islands of Sumatra and Borneo, lives a largely solitary existence, spending most of his lime feeding high In the trees, while both chimps and gorillas live a more social life in small to moderately large groups. The size of the groups is largely limited by the amount of available foods. Humans also live a social life, but due to the increased size of the human brain, which is 2 to 3 times as large as the brain of any of the great apes and more complex, giving us a greater ability to reason and communicate (Linden/27), the size of our groups are not limited so much by the availability of foods. One difference between the chimps and the other great apes is that chimpanzees have been observed using tools, such as termite sticks, and pieces of wood and rocks to crack nuts. Chimps use the termite sticks by poking them into the termite's nest, causing the termites to attack the small slicks in defense of their nests (Goodall/536). This provides the chimps with a tasty snack, and a source of protein. In addition to using termite sticks and nulcracking implements, chimps have been observed in the process of leaching these techniques to their young. In contrast to this, the lowland gorilla, when he wants a snack of termites, has been observed to kick the top off termite rounds. Another difference between the chimpanzee and the other great apes is that chimps hunt together. “The Tai forest chimps also hunt cooperatively. A dominant male often leads a group of males to surround and kill red coIobus monkeys, the hunters then share the meat with the larger group.” (Linden/23). Humans also work cooperatively to obtain food, both by hunting and in agricultural endeavors. In contrast, gorillas, although they live and search for food together, do not seem to cooperate in acquiring their food. Contrary to myth and legend of the gorilla as a fearsome, aggressive beast, the research of the mountain gorillas by Dian Fossey indicates that gorillas are docile creatures, who will vacate a territory rather than fight to defend it. The chimp, however, has been documented to defend territory from encroachment by a neighboring group. Humans, likewise, have a well documented history of territoriality. Although there are many similarities between the behaviors of humans, chimps, and gorillas, from caring for the children of each group for an extended period compared to other species of animals, to a hierarchy of authority in each society, it appears that behaviorally chimps are closer to humans than to apes. This seems especially apparent in the case of the bonobo, or pygmy chimpanzee. This chimp, which has been regarded as a separate species since the 193O’s, has been observed to use sexuality as a means of socialization and reduction of group tensions (Ingmanson/32). This indicates sex serving a more than biological function, which is certainly the case with humans. The second area of inquiry into the similarities and differences between gorillas, chimps, and humans deals with the physiology of the three species. Research has been conducted in several areas to determine whether chimpanzees are more 35 �to bond again. By measuring the readiness with which separated strands from one species attempt to bond with strands from another species, an estimate of the similarity between the two species can be made. Additionally, the affinity between strands can be measured by the amount of heat necessary to break them apart again once they have bonded. The results of DNA hybridization agree with results of other genetic tests. The difference between Old World monkeys and humans is expressed as a difference of 9 units; between orangutans and humans as 4.5; between gorillas and humans as 2.5; and between chimps and humans as 2.4 (Feder/175). In 1984 Charles Sibley and Jon Ahlquist, both then of Yale, published DNA hybridization data which demonstrated that not only are humans closely related to the apes, but additionally that chimps actually have more in common with humans than with gorillas (Gibbons/376). Yet another method of genetic comparison uses mitochondrial DNA: DNA found in organelles outside the nuclei of cells. The mitochondrian is the cytoplasmic organelle that processes energy for the cell, and its DNA includes genes for ribosomes, transfer RNAs, and energy-processing enzymes (Gibbons/376). The mitochondrial DNA is especially suited for research of this type because it accumulates mutations at five to ten times the rate of nuclear DNA, and this rate of mutation is fairly constant. Also the mitochondrial DNA is passed directly from mother to offspring without change. Although both sperm and eggs contain mitochondria, only the egg passes on the mitochondrian (Feder/296). Data from independent research teams in the United States and Japan is consistent with a growing body of results based on nuclear DNA sequences. The data from mitochondrial DNA studies indicates that chimpmnzees have more in conmon with humans than they do with gorillas (Gibbons/376). The evidence is by no means all gathered together at this time. The debate continues about our ancestry and our relationship to the great apes. However, the preponderance of evidence does closely related to humans or to gorillas. These studies in such areas as comparisons of blood proteins, DNA hybridization, and analysis of mitochondrial DNA have generated some interesting data. All of these studies fall under the general heading of “molecular systemnatics,” which is based on the idea that two organisms with similar genes must be closely related evolutionarily (Feder/173). Vincent Sarich and Allan Wilson of the University of California at Berkeley conducted research in the 1960s in which they compared blood proteins of several organisms for the purpose of noting similarities and differences. Blood proteins are large, making them easy to work with, and are composed of amino acids, which are direct products of genetic loci. The degree of similarity between various blood proteins was indicated by an index number, with a protein being compared with itself indicated by a figure of 1 unit, since they are identical. Human blood protein compared with blood protein of a cow yields an index number of 20; with an Old World monkey, an index of 2.38; and with a chimpanzee, 1.17 units (Feder/174). This indicates that humans and chimpanzees are closely related genetically, which likely means that we share a common ancestor, and also that the split between the two species is not too far in the past, evolutionarily speaking. In another study using blood proteins, Morris Goodman of Wayne State University cast a shadow upon the conventional taxonomic classification system which puts humans in one family and chimps and gorillas in a second family. His work, which was based on cross-reactions between immunologic blood proteins, indicated that humans are very closely related to both gorillas and chimpanzees, and that all three belong in one family (Begun/1929). Another method of comparing genetic similarity is DNA hybridization. In this method the strands of the DNA double helix are broken apart by heating. Because the loci of the DNA molecule are paired, the separated strands will try 36 �that humans will evolve in their thinking and attitudes, to the “dignity, equanimity, and aloofness” of the gorillas, to quote John Aspinall, who maintains Howletts, a private zoo outside of Canterbury, England. seem to indicate that, at least physiologically, humans seem to be closer to the chimpanzees than to the gorillas. Behaviorally, humans seem to be closer to chimpanzees than to gorillas, at least in (heir social aspects such as territoriality, and aggression towards outsiders. One can only hope Bibliography Begun, D.R. (1992. Sep(ember 25). Miocene fossil hominidsand the chimp-human clade. Science Vol. 2S7, No. 5078. pp. 1929-33. Feder. K.L., Park, M.A. (1993). Human antiquiiy-An introduclitm to physical anthropology and archaeology. (Second Edition. ) Mountain View: Mayfield Publishing Company. Gibbons, A. (1990. October 19). Our chimp cousins get that much closer. Science Vol. 250, No. 4979. p. 376. Goodall. J. (1986). The chimpanzees of Combe: Patterns of behavior. Cambridge: The Belkamp Press of Harvard University Press. Ingmanson, EJ. & Kano. T. (1993, Nov.-Dec.). Waging peace. International Wildlife, pp. 30-37. Linden, E. (1992, March). A curious kinship; Apes and humans. National Geographic Vol. 181, No. 3. pp. 2-45. Morris, D. The naked ape: A zoologist's study of the human animal. New York: McGraw-Hill Book Company. 37 �Faith, Religion and Spirituality in Children’s Literature By Karla Pellatz Course: Child Psychology Instructor: Dr. Ruth Doyle Assignment: The major assignment for the course is applied research based on one of the seven research designs discussed in class. ABSTRACT Literature written for children over a twenty year period was surveyed for reference to faith, religion, and spirituality. The books surveyed were works of contemporary realistic fiction that received Ncwbery Awards or Honors from 1974 to 1993. The researcher read each book and completed a questionnaire for it, noting its references to and attitudes toward faith, religion, and spirituality. Also noted was the race of the characters involved. This information was compiled and analyzed. Results include the following; a higher percentage of the books written between 1973 and 1982 contained references to religion than books written between 1983 and 1992. Of all the books surveyed, 88% contained some reference to religion, while only 41% contained reference to faith, and 27% contained reference to spirituality. References to religion were .significantly more likely to be negative than were references to faith or spirituality. The researcher also noted possible racial bias in the quantity and quality of references. 38 �literature over a twenty year time period. Introduction Limitations 1. Subjectivity - Determination of attitudes is based on the researcher’s subjective evaluation. 2. Availability of Literature - One book that should have been included in the study was not obtainable within the lime frame of the study. 3. Selection Bias - For purposes of manageability, the study was limited to books that had been awarded Newbery Medals or Honors between 1974 and 1993, and that fell into the classification of contemporary realistic fiction. This intact group is not a random sampling of children's literature published over that time period, nor is it a random sampling of contemporary realistic fiction published over that time period. 4. Mistakes in Classification. The divisions between the genre of contemporary realistic fiction and other genres, such as historical fiction and fantasy, are sometimes vague. Because of this, it is possible that some books were included that should have been excluded or were excluded that should have been included. Literature written for children over a twenty year period was surveyed for reference to faith, religion, and spirituality. The books surveyed were works of contemporary realistic fiction published between 1973 and 1992 that received Newbery Awards or Honors from 1974 to 1993. The researcher read each book and completed a questionnaire for it, noting its references to and attitudes toward faith, religion, and spirituality. Also noted was the race of the characters involved. Statement of the Problem The problem of the research was to study the attitudes toward faith, religion, and spirituality found in children's literature over a twenty year period. Rationale A primary value of children’s literature is that it helps children understand and cope with events occurring in their own lives. Contemporary realistic fiction, as a genre, is especially useful for this because in it the gap between fiction and reality is the narrowest. When children read about characters who experience emotions similar to what they themselves are experiencing, their emotions are validated and become more comprehensible. Children who can identify with characters in books feel less alone in their struggles and reactions. If one accepts the premise that faith, religion, and spirituality are valid resources that children can and do use to help them cope with their problems, then the content of children's literature in this area is significant, as it will either strengthen or weaken, validate or invalidate, a child's use of these resources. Operational Definitions Religion; An organized body of thought expressing belief in and reverence for a supernatural power or powers. Faith: A pattern of personal trust in and loyalty to a religion or other center of value. Spirituality; A sense of belonging to or being a part of something greater than yourself. Children's literature: Literature written for an audience that is 18 years of age or younger. Contemporary Realistic Fiction: Children's literature in which plot, characters, and setting are consistent with the contemporary world. For purposes of this study, the books must be set within the time frame of the last 40 years. Christianity: The religion based on Jesus and his teachings. Incidental Reference to Faith, Religion, or Spirituality: Faith, religion, or spirituality is referred to in the book, but ha.s little or no impact Null Hypothesis There is nothing of significance about attitudes toward faith, religion, and spirituality in children's 39 �on plot or theme. Significant Reference to Faith, Religion, or Spirituality: Faith, religion, or spirituality plays a significant role in the book's plot or theme. The results of the study reject the null hypothesis of the study. Several items of significance were found regarding the attitudes toward faith, religion and spirituality in the sample of current children's literature surveyed. As shown in Table 1, 100% of the surveyed books published between 1973 and 1977 contained some kind of reference to religion, as did the books published between 1978 and 1982. 67% of the books published between 1983 and 1987, and 80% of books published between 1988 and 1992 contained references to religion. Table I also shows that throughout the time period studied, significantly more books contained references to religion than to either faith or spirituality. As shown in Table 2, incidental reference to religion is the most common type of reference, while incidental references to faith and spirituality were found relatively infrequently. Significant references to faith, religion, and spirituality were virtually equal in number. Table 2 also shows that while none of the books depicts a main character's personal faith or spirituality as being a negative force in his or her life, 33% of the books that include significant reference to religion depict the main character's personal religious beliefs as negative or unhelpful. Of that same group of books, 33% also include religious supporting characters who have a negative impact on the main character. Table 3 shows what percentages of the books surveyed deal with While Americans, Black Americans, Native Americans, and people of other races. It also shows how each race is represented in regards to faith, religion, and spirituality. Because some books include people of more than one race, percentages in each column do not necessarily add up to 100%. Table 3 is set up so that comparisons can be made across each row. To the extent that a race is depicted without bias in regard to religion, faith, and spirituality, the percentages should remain consistent across each row. Methods/Procedures Subject The purpose of this study was to gain an overview of the attitudes toward faith, religion, and spirituality portrayed in recent children's literature. For this study, the researcher compiled a list of all books given the Newbery Award or Honor in the years between 1974 and 1993, that fit into the genre “contemporary realistic fiction.” Of the list of thirty qualifying books, the researcher was able to include twenty nine in the study. One book was unobtainable. Instrumentation Appendix A includes a sample of the research instrument used to evaluate each book, as well as the actual raw data gathered. Design The design of the research is primarily descriptive, in that it describes the current attitudes toward faith, religion, and spirituality in the books studied. It is also historical, in that these attitudes are compared over a twenty year time period. Procedure To conduct the research, the researcher read all available books from the study group. One book that should have been included was not available and so was not included. The books were read in a quasi-random order. After each book was read, the researcher filled out the information requested on the research instrument. Once this was completed, the information from the 29 copies of the instrument was compiled and analyzed. Results 40 �Table 4 deals with the types of religious behaviors people of different races are depicted as engaging in. Each "P" indicates an instance of the specific behavior that is perceived in a positive or neutral light by the book’s main character. Each "N" indicates that the behavior was perceived as 5-year period negative by the book's main character. Few behaviors are recorded for Native Americans or other races because the books surveyed only included one about Native Americans and one about Arabs. Incidence of Faith, Religion or Spirituality over Time Table 1 # of books of # of books with # of books with contemporary reference reference realistic fiction ot faith to religion 1973-1977 5 1978-1982 5 1983-1987 9 1988-1992 10 # of books with reference to spirituality 2 (40%) 1 (20%) 4 (44%) 1 (10%) 5 (100%) 5 (100%) 6 (67%) 8 (80%) 1 (20%) 2 (40%) 5 (56%) 4 (40%) Impact of Faith, Religion, and Spirituality Table 2 Incidental Faith Significant Faith Incidental Religion Significant Religion Incidental Spirituality Significant Spirituality Total books (29) 5 (17%) 7 (24%) 18 (67%) 6 (21%) 1 (3%) 7 (24%) Faith, religion, or spiritualty of the main character is a positive or helpful force 1 (20%) 4 (57%) 1 (6%) 2 (33%) 0 6 (86%) Faith, religion, spirituality of the main character is a negative or unhelpful force 0 0 0 2 (33%) 0 0 Supporting character who has faith, religion, or spirituality has a positve impact on main character 2 (40%) 3 (49%) 4 (22%) 3 (50%) 1 (100%) 5 (71%) 0 1 (14%) 1 (6%) 2 (33%) 0 0 Supporting character who has faith, religion, or spirituality has a negative impact on main character 41 �Correlation Between Race and Incidence of Faith, Religion, and Spirituality Table 3 Total books 29 #of books dealing with White Americans Books without Books with Books without reference reference reference Books with reference to Books without reference to faith to faith to religion to religion spirituality spirituality 12 17 24 S 8 21 refererx» to 21 9 12 16 5 6 15 (72%) (75%) (71%) (67%) (100%) (75%) (71%) 0 # of books dealing with Black Americans Books with 9 3 6 9 (31%) (25%) (35%) (38%) 0 # of books dealing with Native Americans « of books dealing with other races 1 1 (3%) (8%) 1 0 1 0 (4%) (3%) 1 1 (6%) (4%) 1 8 (13%) (38%) 1 0 (13%) 0 0 1 (5%) Correlation of Race and Religious Behaviors Table 4 Race of People Engaging in Religious Behavior Type of Behavior Behavior based on religious beliefs Belief in heaven Church Attendance White American Black American PP P N N Native American Other P PPP PPP PPPPPP NNNNNN Feelinq a lack of religion P Feeling angry with God PP P Gospel Music P PP People of religious stature PP PP N Prayer - requests PPPP PP P N Prayer • thanksgiving P P N Reading the Bible PPP ____ NN_____________ — Visiting a holy place P “P‘ indicates the main character has a neutral or postive perception of the behavior or person *N* indicates the main character had a negative perception of the behavior or person 42 P �Other results not included in the tables are the following: Of the 18 books that refer to religion, 16 (88%) refer to Christianity, one (6%) refers to Islam, and one (6%) is unclear as to specific religion. Of the 12 books that refer to faith, faith is placed in Christianity three times (25%) and in self three times (25%). Faith is placed once (8%) in each of the following centers of value: the goodness of humanity: responsibility to care for a weaker person: responsibility to protect an animal from abuse; non-racism; traditional culture; and the ultimate triumph of good over evil. Eight books refer to spirituality. In these, spirituality is depicted in regards to some aspect of nature three times (38%); twice (25%) to the immortality of human beings; and once (13%) to each of the following: God, a make-believe kingdom, and goodness as opposed to evil. evidenced on Tables 2 and 4. 5. Some racial bias, in regard to faith, religion, and spirituality, is evident among the books surveyed. As shown on Table 4, only one third of references to white churches or white Americans attending church are positive, while all references to black churches or Black Americans attending church were positive. In general, religious behaviors of White Americans were more likely to be negatively portrayed than those of Black Americans. Table 5 seems to indicate that White Americans are the most likely of any race to have no religion in their lives. Black Americans are portrayed as having somewhat more religion, but less faith or spirituality than would be statistically expected. These findings could be verified by surveying a statistically valid random sampling of contemporary realistic fiction published during the time period studied. In the researcher’s opinion, the need for such further study is indicated by the result of this research. If such studies were to be Initiated, the researcher also recommends that the research instrument be revised to provide for easier compilation and analysis of the information gathered. Summary and Conclusion The findings of this study are of limited significance because the books surveyed were an intact group. Furthermore, the 29 books surveyed represent the works of only 20 authors. Within these limitations, however, the following conclusions can be drawn: 1. The books surveyed show a slight trend toward more books with no reference to religion. 2. While references to religion are common in the children's books surveyed, religion tends to be treated a.s incidental, having little or no impact on a book's plot or theme. In contrast, references to faith or spirituality are relatively infrequent, but are significant and influential aspects of the books that include them. 3. Christianity is the religion depicted in virtually all the books surveyed. The one book that depicts Islam is set in the Middle East. 4. Faith and spirituality are almost always represented as forces for good in people's lives. Attitudes toward religion, or more specifically Christianity, are far more ambivalent, as Appendix A Title: Research Instrument Author; Year: Religion 1. __ This book contains no reference or only incidental reference to religion. (List any incidental references) 2. __ Thi.s book contains significant reference to religion. (Briefly explain) 3. What religion, if any, is portrayed? Check any that apply: 4. __ The main character has a personal religious belief. 5. __ The main character's religion is a positive/ helpful force. 43 �Spirituality 6. __ The main character's religious belief is a negative/unhelpful force. 7. __ A supporting character who has a personal religious belief has a positive impact on the main character. 8. __ A supporting character who has a personal religious belief has a negative impact on the main character. 17. __ This book contains no reference or only incidental reference to spirituality. (List any incidental references) 18. __ This book contains significant reference to spirituality. (Briefly explain.) 19. __ Describe the "something greater" with which the character connects spiritually. Faith Check any that apply: 20. __ The main character has a personal spirituality. 21. __ The main character’s spirituality is a positive/helpful force. 22. __ The main character's spirituality is a negative/unhelpful force. 23. __ A supporting character who has a personal spirituality has a positive impact on the main character. 24. __ A supporting character who has a personal spirituality has a negative impact on the main character. 9. __ This book contains no reference or only incidental reference to faith. (List any incidental references) 10. __ This book contains significant reference to faith. (Briefly explain.) 11. __ What religion or center of value is this faith based on? Check any that apply: 12. __ The main character has a personal faith. 13. __ The main character's faith is a positive/ helpful force. 14. __ The main character's faith is a negative/ unhelpful force. 15. __ A supporting character who has a personal faith has a positive impact on the main character. 16. __ A supporting character who has a personal faith has a negative impact on the main character. Additional Comments 44 �Separation Agreement By Jenni Watson Course: Family Law Instructor: Mary Kuhichek Assignment: Students were to draft a separation agreement for the law firm's client Wendy Crane. This project would be drafted under the supervision of an attorney. 1. 2. 3. 4. Introduction. Agreement between Wendy Crane residing at 458 West 43rd Street, Casper, and Henry Crane residing at 446 Apt. #4, Casper, dated December 1, 1993, made in Natrona County, State of Wyoming. Date of Marriage. Wendy Crane and Henry Crane were married in the City of Casper, State of Wyoming, on June 6, 1977. Children. There are two (2) children of the marriage; Jennifer Crane, born on February 12, 1986, and Jake Crane bom on November 16, 1989. They are the only issuance of the marriage. Reason for Separation Agreement. The parties 5. 45 are now living apart and because of irreconcilable differences between them intend to continue living apart. It is the Parties’ intention to enter into and abide by this Agreement which determines the financial, property, child custody and visitation rights and obligations, and other rights and obligations, which arise out of their relationship. Parties Represented by Attorneys. Each of the parties has retained counsel. Wendy is represented by Robert Wright, Esq. with offices at 628 E. 2nd, and Henry is represented by Michael Jones, Esq. with i �offices at I9()() S. Jefferson, Casper, WY. The piirlies have been advised of their legal rights and obligations as well as the terms and legal effect of this Agreement by their own counsel. Both parties agree this Agreement is fair, equitable, just, and reasonable and fully accept its terms and conditions. 6. Parties May Live and Work as if They Were Single. The parties shall live separate and apart. Each shall be free from the other’s interferences and control a,s if he or she were single and unmarried. Each may reside where he or she desires. Each may engage in any business, profession, or employment that he or she chooses. 7. Ownership of Real and Personal Property. Each party owns the real and personal property that is now in his or her possession or is in his or her name, regardless of when acquired, free of any claim of the other with the exception of the 1986 Chevrolet which Wendy requests. Any personal belongings or clothing of either party that is in the other’s possession shall be returned as quickly as possible. 8. Payment of and Liability for Debts. Wendy’s debts are listed in schedule “A”. Wendy Crane shall pay these debts. Debts incurred by either of the parties after the date of this Agreement shall not be the other party's responsibility so long as such party complies with the terms and conditions of this Agreement. 9. Mutual Release of Claims Against Each Other. The parties mutually release and discharge each other and each other's heirs, executors, administrators and assigns from any and all causes of action and claims that either now has against the other, by reason of their relationship as husband and wife, or, for any other reason, except for any cause of action or claim arising out of this Agreement or for an absolute divorce. 10. Release of Rights in Each Other’s Estates. Neither party has any right to share in the estate of the other or to be appointed Executor or Administrator of the other’s estate. Thi.s is a mutual waiver of each party's rights to elect to receive his or her statutory share of the other’s estate. 11. Execution of Additional Documents, Each party will sign and deliver to the other any additional writing or document that is necessary to enforce or carry out the purposes of this Agreement. 12. Custody of the Children. Wendy Crane shall have sole custody of Jennifer and Jake Crane during their minority, except as provided elsewhere in this Agreement. 13. Right to Visit Children. Henry may visit Jennifer and Jake subject to the following conditions: a. Visitation will take place at Wendy's residence until January I. 1995. After which date, Henry may take children to his home. Over night visits will not resume until January 1, 1996, or until Jennifer and Jake show considerable interest in staying with Henry overnight. b. Pick Up and Return Children—Regular Meals During Visitation. Upon January 1, 1995, Henry will pick up the children al Wendy’s residence and will provide Jennifer and Jake with regular meals during the visitation. Henry will return the children to wife’s residence upon the completion of visitation. c. Limitation of Visitation. Visitation is limited to days at Wendy’s home until January 1. 1995. Thereafter, visitation will be limited to days at Henry's home. Upon January 1, 1996 visitation will be extended to weekends commencing at 5 p.m. on Friday night and terminating at 5 p.m. on Sunday. d. Each Child to Be Visited at the Same Time. All rights of visitation, including vacation visitation rights, will be exercised with both children at the same time unless unusual circumstances, such as one child’s 46 �illness or absence, intervene. e. Summer and Vacation Visitation Rights. In addition to the other visitation rights. Henry has the right to visit with the children for 4 consecutive weeks during the children's summer vacation beginning after January 1, 1996, provided Henry is also on vacation and provide.s continuous personal supervision of the children. Husband is not to exercise this right unless he gives Wendy reasonable notice and provided it does not interfere with the children’s other activities during this period. f. Non-Interference With Children’s Education and Religious Activities. No visitation is permitted if it will interfere with the children’s education or religious activities or adversely affect the children’s health or general welfare. g. Notification of Illness or Accident. Each party will promptly notify the other of any illness, accident, or other incident affecting one or both of the children. h. Notice of Intent Not to Visit. Henry will notify Wendy If he does not intend to exercise visitation rights or will be late. The purpose of advance notification is to prevent disappointing the children. i. Nothing to Estrange Children. Neither party will do anything to estrange the children from the other party. j. Names of Children. The children are to continue to be known by their present given and family names. k. Right to Visit Confined Child or Children. If a child is confined because of serious illness or injury, the party with whom the child is confined shall allow the other to visit the child at reasonable times. l. Neither Child to Be Removed From the State. Neither child will be taken outside of the State of Wyoming by either party without the other party’s prior written consent. 14. Support and Maintenance of Spouse—Fixed Sum. Henry will pay Wendy for her support and maintenance the sum of $1083.00 each month, starting January 1, 1994, and continuing on the 5th day of each month, thereafter. 15. Limitation of Spouse’s Support and Maintenance Payments. Payments for Wendy Crane's support and maintenance has been set at $12,996.00 for three (3) years, as restitution for staying home with Jake until he enters school full-time and Wendy’s ability to continue her .schooling. 16. Termination of Support and Maintenance Payments. Payments for Wendy Crane’s support and maintenance shall terminate upon the occurrence of any of the following events: a. Death. The death of either Henry or Wendy Crane; b. Remarriage. Wendy Crane's remarriage even if such marriage is annulled or terminated; c. End of Obligation. Third year of obligation is completed, January I. 1998. 17. Child Support. Henry Crane will pay to Wendy Crane in addition to the payments provided for her support and maintenance the sum of $525.00 monthly per child for the support and maintenance of Jennifer and Jake Crane, the issue of this marriage. The payments are to be made the 5th day of each month starting January 5, 1994. Wendy agrees that so long as Henry Crane makes the foregoing payments on a timely basis, he shall be entitled to the income tax exemption for Jennifer and Jake Crane. 18. Children’s Medical and Dental Expenses. The payments by Henry Crane to Wendy Crane for Jennifer and Jake Cranes’ support and maintenance do not include the cost of their medical and dental care. These are Henry’s obligations and Wendy will cause all bills from physicians, dentists and other health care professionals and facilities to be sent to Henry Crane. Henry Crane shall carry any insurance 47 �in only during school vacations or summer recesses. If the full-time employment terminates before Jennifer or Jake Crane reach the age of nineteen (19) years, child support payments resume. 21. Method of Payment of Support and Maintenance. All payment of support and maintenance for Wendy, Jennifer and Jake Crane shall be by cash, money order, bank check, or certified check. When payment is made by mail it shall be posted at least three (3) days prior to the date on which the payment is due, addressed to Wendy Crane, 458 West 43rd, Casper 82609, or such other address as she may advise Henry Crane of, in writing, from time to time. 22. Adequacy of Support and Maintenance Payments. Wendy Crane acknowledges that the support and maintenance payments provided here and those provided for Jennifer and Jake Crane are adequate and in keeping with the living standards maintained by the parties immediately prior to the date of this Agreement. 23. Transfer of Marital Residence to Wife. The parties presently own, in its entirety, the real properly known as 458 West 43rd, town of Casper, stale of Wyoming. Henry will convey his interest to Wendy by quit claim deed simultaneously with the execution of this Agreement. In addition Henry Crane will transfer to Wendy Crane the fixtures, furnishings, and personal property listed on Exhibit “B”, attached to this Agreement and as referred to in Item No. 7 of this Agreement. 24. Maintenance of Life Insurance. Henry Crane will maintain in full force and effect the policies of life insurance insuring his life. Henry Crane will maintain Wendy as beneficiary of these policies so long as he is obligated to make support and maintenance payments to her. Jennifer and Jake will be maintained as contingent beneficiary, or prime beneficiary if Wendy Crane is removed as prime beneficiary, of the policies with necessary to meet these obligations as per Wyoming Statute 20-6-401. Wendy will notify and consult with Henry before Jennifer or Jake Crane enter into elective medical or dental treatment, such as plastic surgery or orthodonture. 19. Costs of Children's Education. The payments by Henry Crane to Wendy Crane for Jennifer and Jake’s support do not include tuition payments to private schools or colleges, universities, professional schools, or trade schools. Tuition payments of this nature shall be made by Henry Crane, provided Wendy Crane consults with Henry Crane before Jennifer or Jake Crane enroll in a school and the parties mutually agree upon the advisability of Jennifer and Jake’s attendance at such schools. 20. Termination of Child Support. Payments for the support of Jennifer and Jake shall terminate upon the occurrence of any of the following events; a. Reaching Majority. Jennifer or Jake reach the age of nineteen (19) years, provided they are not in full-time attendance in a college, graduate school, or professional or trade school; b. Completion of Education. Jennifer and Jake complete their college education including graduate or professional school or complete their trade school course; c. Marriage. Jennifer or Jake marries, even though the marriage is later annulled or terminated; d. Permanent Residence. Jennifer or Jake establishes a permanent residence away from Wendy Crane’s residence, provided the residence was not established to attend school or because of active military service; e. Death. In the event of the death of either Jennifer or Jake Crane or Henry Crane; or f. Full-time Employment. When Jennifer or Jake Crane obtain full-time employment, provided such employment is not engaged 48 �continue in full force and effect. 29. Law Governing Agreement. This Agreement shall be governed and interpreted in accordance with the laws of the State of Wyoming. Wyoming statutes 1977. 30. Entire Understanding. This Agreement constitutes the parties’ entire understanding. They acknowledge that there have been and are no representations, wananties, covenants, or understandings other than those expressly provided in this Agreement. This Agreement is binding upon the parties’ heirs, assigns, executors, and administrators. 31. Filing of Agreement with Public Official. This Agreement or Memorandum of the Agreement may be filed by either party with the Clerk of Court, County of Natrona, State of Wyoming. equal interests so long as Henry Crane is obligated to make payments for her support. Henry Crane will have possession of the policies and will deliver to Wendy Crane proof of timely payment of all premiums when made. Henry Crane represents that he ha.s not pledged, hypothecated, or encumbered any of the policie.s and will do nothing to impair their full value. 25. Income Tax Returns. The parties will sign and file joint federal, state and local income tax returns for the year 1993. Any tax due shall be paid proportionally and any refund shall be divided proportionally. Wendy Crane agrees to hold Henry Crane’s portion of any such refund for him and release it to him upon receipt. Wendy agrees to hold Henry Crane harmless from any losses suffered as a result of additional assessments of tax, fines, or penalties arising out of audits of any income tax return signed jointly by both parties at any time prior to the dale of this Agreement. 26. Right to Sue for Divorce—Incorporation of Separation Agreement in Divorce Decree. Neither party shall be precluded from obtaining a divorce. If a divorce action is brought by either party this Agreement may be offered into evidence and may be incorporated in any decree or judgment. 27. Modification of Agreement—Effective Waiver. This Agreement or any part of it cannot be amended or modified except by an Agreement in writing executed with the same formality as this Agreement. Any waiver by either party of a breach of any provision of this Agreement will not prevent that party from enforcing the provision thereafter. The failure of either party to insist upon the strict performance by the other party will not be construed as a future waiver or relinquishment of any such term or provision. 28. Illegality or Invalidity of Part of Agreement. If any provisions of this Agreement is held to be illegal or invalid, such holding shall not affect the other provisions, all of which shall IN WITNESS WHEREOF, the parties have set their hands and seals this day of , 19_. Wife Husband (Acknowledgment) 49 �Schedule A — Debts Exhibit W.C.D.A. Home Mortgage for 458 West 43rd Street Casper, WY 82601 Amount Due: $70,000 Incurred By: Both Parties To Be Paid By: Wendy Crane I. Real Property Private residence located: 458 West 43rd Street Casper, WY 82601 Mortgage Balance: $70,000 II. Personal Property Upon moving out of the family residence, Henry left the following property for Wendy and the children. The following items shall be considered the personal property of Wendy Crane: Furniture etc.; Discover Card Miscellaneous Merchandise Amount Due: $3,500 Incurred By: Wendy Crane To Be Paid By: Wendy Crane Mr. & Mrs. Johnson Loan from Wendy’s Parents Amount Due: $5,000 Incurred By: Wendy Crane To Be Paid By: Wendy Crane Living Room/Family Room - sofa & (2) chairs, coffee table, (I) end table, (1) free-standing lamp, (1) table lamp, 19” television set, VCR, stereo & speakers, and audio and video tapes. Dining Room - dining room table. (4) chairs, cookware & tableware, and all appliances. ♦♦Wendy’s name shall be taken off any other deeds, titles, credit cards, etc. Bedroom - bed & mattress, (1) chest of drawers, (1) table lamp, clock/radio, jewelry, and throw rug. Children’s Bedroom - (2) twin size beds, (2) chest of drawers, (1) play table, and (1) toy box. Laundry Room - Washer and Dryer. 50 �Research Design By Maureen P. Heim Course: Educational Psychology Instructor: Dr. Ruth Doyle Assignment: This class project is applied research based on one of the seven designs taught in educational psychology. ABSTRACT The researcher observed cartoons airing Saturday mornings and weekday afternoons, and the commercials during those cartoons. While viewing the cartoons and commercials, the researcher documented the violent acts and the values shown in the programs. The researcher found the cartoons to be extremely violent and with minimal values being expressed. However, a few cartoons and most commercials relayed a message of non-violence and morality. A. 1. Introduction This project documents the Saturday morning and weekday afternoon cartoons and the commercials during this time period. The segments of cartoons were timed and each act of violence was documented. The values of each show, if any, were also recorded. Statement of the Problem The problem of the research was to describe the amount of violence and interpret the quality of values found in Saturday morning and weekday afternoon cartoons and in the commercials during their air time. 51 �B. E. Operational Definitions Violent Acts - hitting, kicking, blowing up, shooting, running over, pushing, throwing someone, and degradation (name-calling, yelling at because of failure) Rationale The purpose of this study was to enable the researcher to become more aware of the television cartoons that children are watching. The researcher believes that in order to associate with children one needs to know about their interests (e.g., cartoons). This was an empirical study or a study based on fact. C. Segment - length of cartoon show Values - that which is considered important and worthwhile to an individual or society; if rated "high" in value, it is of great worth and vice versa. Null Hypothesis There is nothing of significance regarding the amount of violence and quality of values in cartoons, or the commercials airing during the showing of cartoons. D. IL Methods & Procedures The researcher recorded Saturday morning and weekday afternoon cartoons and the commercials aired during this time. The networks recorded were FOX, USA, FAM TV, ABC, CBS, and Nickelodeon. The researcher then watched and timed the segments of cartoons. The violent acts were then recorded and described. The values being relayed, if any, were also described. This project was a quantitative naturalistic study. Limitations Observational Bias - The researcher could have different criteria for violence and values than society may have; researcher may be hypersensitive in labeling "violent" scenes. Selection Bias - Since the researcher was only able to view the cartoons which Casper offers, a random sample of shows could not be viewed. III. Results Violence/Values in Cartoons Channel Name of Cartoon length # of acts FOX Mr. Skullhead 3 min ■* Dog bites off head of Mr. Skullhead; dog drags Mr. Skullhead through house; Mr. Skullhead's head falls off; dog buries Mr. Skullhead FOX Batman 30 min 8 Explosion of building; gun/knife fight; thieves throw cement blocks onto Batman; chemical testing on animals; persuasion by scaring people (2); strong, big people are dumb, have a fight to get what they want (2) Violent Activity 52 1 Moral Activity Bad guys get caught (3); college student wants to win game to help parents and put sister through college; being scared is okay as long as you examine why and try to deal with it. �ABC Bugs Bunny & 48 min Tweety Show Bugs Bunny (cont.) 57 Yosemite (Y) shoots a bear rug, inside the house; Y yells at Bugs (B); kicks B; Y tries to kill B by pounding him in his sleep; B pounds Y; Y tries to poison B - “drink that juice before I blow the fur off your hide.”; poison explodes inside Y; dynamite explodes in house Coyote (C) hit in face with flying briefcase; C induced by sleeping gas; C walks off cliff; time bomb explodes next to C; boulder lands on C; machine gun shot at C; car lands on C; car runs over C; cannon ball lands on C; missile hits C Father's head lands on teeter-totter (2); man’s face gets smashed into cement; Sylvester (S) yells at his child; son hits S; S does not believe in son's ability; kangaroo kicks S into wall and throws him into bricks; S flies into bam; dogs attack S Elmer (E) aimlessly shooting (3); okay to be violent if wearing hunting or army hat; Bugs (B) calls E “dogface”; B falls off cliff; both cross road without looking for cars; B gets run over, Tweety (T) and Sylvester (S) break rules and get away with it; S gets pounded into ceiling; deceiving people to get what you want; S goes off ledge of building and comes back on; T and S and dog fight; animal pack runs over man Rooster gets hit by cannon; “Not about to let a woman do a man's job.” Dog pushed down Bugs (B); manners only from “slow” animal; dog gets hit by train; dogs go off cliff and come back to land; dogs fall off cliff; dog cuts Bug's tail off Bulldog hits and kicks cat; no safety used on construction sight; bulldog gets hit by beam; cal gets hit by beam (4) cat gets smashed into magnet 53 Son takes his own initiative to do something when father is loo lazy and apathetic 1 kindness instigates kindness from those who are mean �FAM Popeye 41 min 23 Bluto (B) flies off tractor tossed into bull and help uncle save farm; tree; Popeye (P) throws pumpkins on B's head; kids delegate chores B covers P with soil; explosion tosses B into and do it themselves; air; bull rams B into wall; B cuts P's wagon kids take initiative in wheels; bull rams P into wall; bull throws B helping; spinach into water trough; bails of hay land on B; P makes you strong; gets thrown into gate; P & B fall from roof and cheating does not let tree; P falls down manhole; B falls from you win airplane; B degrades P; P and Olive Oil fall off cliff; Olive beats up B; Popeye flies into locker and wall of books; B gets hit by globe; P flies into basketball hoop and wall; B tosses Olive around; P hits B USA Sonic the Hedgehog 21 min 17 “fool”, “bird legs”, “stupid person”; “juice cm* bad guys do not win and reduce em‘”; violence gets you friends and a girlfriend; failing means death; ‘*ugly sleep”; “where are you? Under a rock shedding your skin?”’ lasers shot at all characters; “pathetic little rodent”; “too stupid, even for you.”; doing acts that benefit self; lasers blast hedgehog (3); electrocution of man; laser rifles shot at characters USA Teenage Mutant Ninja Turtles 47 min 5 security guards shoot at aliens; “fight with honor”; aliens knock over Turtles; laser makes Turtles fly through glass; shock waves knock over group of people 19 min 15 slam.phone on another's hand; lightning gun children can motivate used to destroy town; hit on head with parents to do good telescope for failure; pushing people out of the way; plane using machine guns; car wreck; stray bullets; using blow torch, electrocution, machine guns; character falls from airplane; plane crashes through building; plane crashes into water NICK Talespin educational - Roman artifacts and famous artists and people discussed; “We don't want to hurt anyone.”; reasoning before violence; wishes come true; tricking bad guys into doing go<xi without hurting or using violence, only mind J �9 min II bad table manners; head blows up; slams TV; bed and house falls on character; “I hate my life.”; safe falls on head of character; car falls on character; character gets hit by train and car; characters fall through roof; trails behind fire truck hanging on to hose or ladder; rocket explodes with character on it NICK Goof Troop 16 min 7 Married life - unappreciated wife who is the maid and cook, husband does nothing; plane crash; spider bites character; husband doesn't want to save wife from savages until he remembers she won't be there to cook and clean for him; yelling at each other; attached by swarm of bugs FOX Screwball Squirrel 7 min 5 hitting (2); “screwy”; zapped character with gun; over-exaggeration gets you attention FOX Drooy& Drippie 7 min 7 people have to be beautiful; run over character helmets on bicycles (2); “loaf'; have to change yourself to be liked; mixture of chemicals; explosions FOX Bobby's World 21 min 4 CBS Storybreak 47 min FOX The Terrible 10 min 'Riunderlizards 7 bomb explodes on lizards; man gets smashed into ground (3); “lowlife”; bomb dropped on lizards; volcano explodes with lizards in it FOX Eek 10 min 3 Eek gets hit by bus; sent to hell or “hot spot” by mistake; “bonehead” 9 Bonkers intruding into room; “what a dork”; temper tantrum; selfishness animal protection; you get caught when you lie “sharing is caring and doing for others if a reward"; imagination is good; learned to apologize Don't have to change yourself for people to like you; captioning 55 “never hurts to help”; make a game out of chores; mistakes can be fixed �FOX Tiny Toons 22 min 8 beat up duck; smash duck; hit duck; kickduck; sit on duck; hit duck with frying pan; stretch duck; kid tosses woman overboard FOX Tazmania 21 min 11 FOX X-MEN 21 min duck slammed into wall; instrument falls on vitamins are good for duck; wall falls on duck; blow torch bums you duck; roof blows off house with ducks and Taz boulder falls on allegator; Taz pounds allegaior; Taz gets mouse trap on his tongue;club allegator; allegator hangs upside­ down in tree from rope;allegator hits Taz; Taz clubs allegator seat belts worn; “a fool “kick some butt”; bus crashes into building; and his money are building explodes; jump on character; throw soon parted” character; character slammed into wall; jail break; men slammed into wall; part of wall thrown into people;cannons shot; laser guns shot; character destroys car; several cars thrown at each other; “worthless brother”; character thrown to the ground; character throws boulder on another Vioknce/Values in Commercials Violent Activity Channel During which Cartoon Moral Activity FOX Mr Skullhead Tetris 2 - explosion twists teenager's head around, leaves group naked and burnt, makes two teenagers fly out of house, kills bird, and throws girl into brick wall “And this lime, there’s bombs in iL” FOX Batman same ABC Bugs Bunny commercial with children saying that bus rules are cool ABC Bugs Bunny comercial with children saying that drugs are uncool 56 �FAM Popeye after every portion of this and before commercials. Popeye is telling children:don't smoke, be safe on bicycles, obey rules, have good team sportsmanship and how to make friends character sings all of countries in catchy tune FOX After Bobby’s World After Eek FOX After X-MEN “Be Art Smart” FOX step-siblings can get along The null hypothesis was rejected because differing levels of violence do exist in cartoons on television. Some cartoons are more violent and degrading than others. Some relay essentially no values and no morality in their shows. A few cartoons and the commercials that air during their showing portray non-violence and higher values. IV. Conclusions, Summary & Recommendations While viewing the cartoons and the commercials aired during them, this researcher found that cartoons have many violent scenes in which their characters are never permanently harmed, except the “bad guys” in the newer cartoons. On the other hand, there are a few cartoons which are not as violent and do try to portray a non-violent atmosphere, thus teaching values during their shows. Commercials are portraying positive values by having kids in the commercials advocating non-violence, anti-drug, and following the rules. 57 �Confidentiality: A Client’s Right By R. Allison Hunter Course: Computers in Health Care Instructor: Janice Traylor Assignment: A three to five page library research paper. The focus of the paper is an issue concerning the utilization of computers in health care. The student is required to cite at least three references for the paper. ABSTRACT The ihreat of computers to breach the relationship between health care professionals and their clients is considered. The legal and ethical rights of client confidentiality are discussed.Specitic problems of computer data banks are described, and ways in which these can be overcome are explored. Computers are accepted as an essential part of mixlem health care, but the intimate link between the client and the health care professional must be mainuined by providing adequate protection for confidential data. 58 �greater when computers are used." (Stem & Stem 1983, p.313). Data banks frequently contain information that is maintained for the public good. At limes these data banks may impair the individual’s right to privacy, if not legally then certainly on ethical grounds. Individuals having venereal diseases may have their names and addresses listed in public health department data banks. Confidential records on testing for the HIV virus may be maintained by health clinics and even by insurance carriers." (Anderson 1992, p.l49) Although computers have an increasingly important role in health care it must be borne in mind that "any person who knows an access code can view confidential client information." (Kozier etal. 1989, p,71) How can this vital information remain confidential, yet at the same lime be available for the appropriate staff members involved in caring for the client? "How well these types of records are protected from access and from simple visibility is a reflection on the ability of the health professions to maintain the integrity of the doctor­ patient relationship (Anderson 1992, p. 149). "The methods used to protect [computer] hardware are essentially ... security guards, fire alarms, flood warning systems, and other detection devices." (Stem & Stem 1983, p.393). In addition random inventory audits act as a deterrent to theft. Protection of the software and data presents many complex problems. There are three main areas of concern: the use of a terminal by an unauthorized user, penetration of the main computer center and corruption of the operating system, and misuse of files by an authorized user. Some of the precautions utilized to prevent unauthorized access via a terminal include the use of authorization codes, limitations placed on codes e.g. "read only" capabilities to avoid data corruption, an automatic "log off’ system if an incorrect entry procedure is attempted, and scrambling techniques for transmitted data. (Stem & Stem 1983. p.394) Prevention of unauthorized entry to a computer center involves sign in logs. The establishment of a "therapeutic relationship of freedom, mutual understanding, and mutual responsibility with the client" is essential in the development of trust between the client and health provider (Kozier et al., 1989, p.44). If, however, the client cannot be certain that information he or she reveals will remain confidential then the trusting relationship will fail to evolve and valuable details will not be divulged. Computer data systems threaten to destroy this delicate relationship by causing a breakdown of confidentiality and an invasion of personal privacy. Rittman (1992, p.l4) states that "privacy, which is protected in the United States Constitution as an inalienable right of the individual, is highly valued as essential in preserving human dignity." In order to safeguard privacy, maintain dignity, and avoid embarrassment it is essential that strict confidentiality is observed. According to Kozier et al.(I989, p.7I) "Confidentiality means that information disclosed to a person, e.g. a nurse, will not be disclosed to anyone not directly involved in the client's care. Disclosure of such information is a breach of confidentiality and could lead to legal action." Legislative attempts to safeguard individual privacy and confidentiality include the Privacy Act of 1974 which states that "information stored must have a reasonable purpose and that information collected for one purpose may not be used for any other purpose without the individual's express consent." In addition "The Electronic Communications Privacy Act of 1986 has been set up to prevent illegal interception of data communications. Other laws have also been enacted that protect individuals from third party access to information in data banks without the individual's knowledge." (Anderson 1992, p,148). Both legally and ethically health care woriters are obligated to protect information stored in all data bases from possible infiltration by unauthorized people, but because of the ease of accessibility the risk of illegal access "is far 59 �official badges, terminal keys, guards, alarms, and biometric security such as finger-print and voice identification. (Stem & Stem 1983, p.395) Unauthorized modification of software is a major concern. A computer-wise user may gain access with a legitimate code but then manipulate the operating system to obtain classified material. Unauthorized file access can be prevented by building protection features into the operating system. These devices keep record.s on which users access which files, users who have accessed a file for a time period considered to be excessive, and record and print all invalid attempts to access a file. (Stem & Stem 1983, p.396-7). In addition shredding machines should be used to destroy unneeded printout, and there should be a backup system stored safely and continuously updated to prevent data loss. Medical records contain a vast amount of personal information. The ease of access to this data is frightening and clients need to know that all measures are being implemented to protect their privacy. There can be no return to the chaotic paper mountains; computer data systems are an essential part of the modern health industry. However, safeguarding the client’s rights should take priority, security systems have to be integrated from the initial design stage of the computer system onwards, and the highest legal and ethical standards must be adhered to. Only then can a trusting relationship develop and the client feel able to confide the deeply personal details of physical, emotional, and mental states, which are so vital to the health professional when planning holistic care and treatment. References Anderson. Sandra. (1992). Computer Liuracy for Health Care Pnifessinnala. Albany, NY: Delmar Publishers Inc. Kozier. Barbara. Glenora Erb attd Patricia McKay Bufalino. (1989). Introdui iion to Nurxing. Redwood City. CA: Addison Wesley. Rinntan. Maude R. (1992 Jan/Feb.) Compulerized Databases: Privacy Issues in the Development of the Nursing Minimum Data Set. Computers in Nursing. 10: p. 14-17. Stem, Nartcy and Ruben A. Stem. (1985). Computers in Society. Englewood ClifTs. NJ; Prentice Hall inc. 60 �Oriental Rugs By AnneMarie Shriver Course: Textiles Instructor: June B. Winkel Assignment: Write a research paper on a topic of interest to you discovered during your study of textiles. wanting to have in his palace a reflection of a garden in bloom all the year through (Milhofer I). A good Oriental rug is appreciated today because it is handmade, uses natural materials, and possesses the naive and charming characteristics passed down through the local history and folklore. According to Milhofer the qualities of a rug’s "race" are designated by the following traits: Imagine, if you will, a space filled with flower beds, a pond, luxurious foliage and shrubbery, an occasional Arabian stallion or an elk and a canal surrounding it all. Some would think it an elaborate courtyard of a medieval castle. To a certain degree this is true; but imagine this wondrous garden filling the tent of a sheik or a sultan in the middle of the Gobi desert. Impossible? Not if it is spread out on a grand rug, fulfilling a desire to envision a "beautiful garden in flower in the middle of winter" (Milhofer I) or, as the case may be, in the middle of ihe desert. This is thought to be one of the original purposes for which Ihe "court rug" was created - the monarch 1. Clarity of design. 2. Softened, yet brilliant colors in the motifs. 3. Shimmering, durable, wool. 4. Regular knots. 5. The structure of the fabric. 61 �The most important and enduring factor is the color, which gives the piece added character throughout time, and a certain patina that only comes with age and use. Clues as Io the origin of the piece are noted by the colors and craftsmanship rather than the designs and patterns (Milhofer 5). Until the end of the 19lh century, each region was limited to the vegetable dyestuff available, and to the expertise of an independent artisan, whose work was that of coloring the threads to be used in the rugs. The variations per dye-lot in the rugs could be subtle, and perhaps thought to be defects at first. The actual term for theses color discrepancies is called abrash (Hawley 38). Offering proof positive that the carpet was made with collector demanded vegetable colorants, the diversities only enhanced the work, and in the future would actually increase the value of the piece and help verify its age. The richness of the hues are judged not in the quantity, but in the quality and the composition. The contrast being limited from four to eight colors (Milhofer 26), but enabling the artist to achieve the beauty of nature's palette within the confines of the kilim (woven rug). The actual dyeing process is both a delicate and complicated one. The wool is first treated with a mordant (alum bath), and than submerged in a vat of boiling dye for a time span of a few hours to several days (Summers 24). Upon achievementof the desired color, the threads are put out in the sun to dry. There have been three types of dyes used in making Oriental rugs; natural, mostly vegetable dyes as previously mentioned; aniline, and chrome. The latter two are synthetic. Before the introduction of aniline in 1856, which did not reach the carpet producing areas until the late l880's, only vegetable dyes were used, such as yellow obtained from the pomegranate peel, brown from walnut shells, orange from henna leaves, and purple from hollyhocks, to name a few (Summers Herbert 25). The exception to vegetable sources was the red obtained from the cochineal bug, an insect prevalent in India (Formenton 52). Red was also procured from the root of the madder plant which grows wild in many parts of what was formerly Persia. The fabric is composed of three parts: the warp, the pile, and the weft (Formenton 47). The warp is the combination of threads, usually cotton, that are arranged vertically in parallel lines between the two ends of the loom. The pile is the plush, visible surface of the carpet, made up of short wool threads knotted to the warp. The knots are placed across the width of the carpet in rows. Lastly, the weft consists of one or more cotton threads woven between one row of knots and the next. All of this work is done on looms by hand, creating an extremely time consuming process. The types of looms used may be divided into four categories: horizontal, fixed vertical. Tabriz type vertical (named for the town in Iran in which it was invented), and vertical with roller beam. The actual construction is dependent upon these looms, the patience of the craftsman and a few rudimentary tools (Formenton 47). The fixed vertical loom i,s also called a village or nomadic loom (Denny 14). This consists of a large, rectangular, wooden frame that can be laid flat or propped up with a few stones or by adding a base can be converted into a vertical roller beam loom. The actual weaving is accomplished by two simple devices, the shed stick and the heddle (Denny 15). The shed slick is inserted through the warps, separating them as to alternate warp threads. The fringes of the carpet are the ends of the warp threads (Formenton 57). The weft is meant to hold the knots in parallel lines and to strengthen the fabric of the kilim. The tools used in carpet making consist of a knife, a beater, and shears. The knife is used to cut the threads of the knot. The beater is an implement formed to resemble a set of teeth, used to tighten the threads of the weft against a line of knots. The wide-bladed fiat shears are used to clip the pile of the carpet (Formenton 54, Hawley 48). The actual hand-knotting is the essential characteristic of all Oriental carpels (Forenton 57). There are two different kinds of knots, frequently 62 �central field that i.s divided into twenty-four squares {Formenton 15). The outer band is decorated with a line of horsemen, seven per edge, some riding while others walk beside their mounts. The inside border has a line of six elks on each side. A repeating motif is of a cross similar to that of St. Andrew, which has been found in other more recent Oriental designs. The original colors are hard to detect due to the inevitable fading. Being surrounded by ice in the wooden burial chambers, an incredible fluke of archaeological preservation, is the reason for the outstanding condition of the rug. This artifact was undoubtedly able to fulfill its purpose of providing a sense of beauty and satisfaction to its owner 2400 years ago. Just as rugs done in a similar Oriental style are able to give a tastefully furnished room a feeling of unity that has been passed down through the ages of Hellenism, the Renaissance and baroque periods (Milhofer 2) through today and beyond where it is thought that a great room starts from the ground up! No doubt that an incredible Oriental rug will be the personality of many wonderful rooms, for many generations to come. known as the Turkish and the Persian. In making the Turkish knot, it is brought an)und two adjoining warp threads the ends being drawn out between the two threads, and two ends are brought out on top of the knot. In the Persian knot the wool thread forms a single turn around the warp thread, one comes out at the top and the other from the side. The knotting process is always done at the lower edge with the selvage. The price of a carpet depends upon the time it takes to make, and on the number of knots it contains (Forenton 58). In 1949, on a second excursion into ancient Scythian tombs near Outer Mongolia, Soviet archaeologists found a number of textile specimens. Located in the secondary chamber, along with the remains of horses, they found an extraordinary hand-knotted rug buried with the Scythian kings of the Fourth and Fifth centuries B.C. It is known as the Pazyryk carpet, for the territory in which it was found (Formenton 13, Milhofer 3). The pile was tight and dense, 270 knots per square inch, sheared to less than a quarter inch, and it measured 6'7" X 6‘. It has two principle border bands Hanked by "guards," and a Works Cited Denny, Walter B. Oriental Rugs: The Smilhsitnian llluxiraied Library Aniiciues. United Slates: Smithonsian Institution. 1979. Formenton. Fabio. Oriental Rugs and Carpels. London: The Hamlyn Publishing Group Limited, 1972. Hawley. Walter A. Oriental Rugs: Antique arid Modem. New York: Tudor Publishing Company. 1937. Milhofer, Stefan A. The Colour Treasury ofOriental Rugs.Trms. D.D. Paige. New York: Thomas Y Crowell Company, Inc. 1976. Summers Herbert, Janice. Affordable Oriental Rugs. New York: Macmiltian Publishing. 1980. 63 �c C r<>i. _?<■- -^i^' ■■- >. ' Vsy A" Jij'i.i'.! •■ f i'ta ;*. Trf',. .-? At4«r K€i-. - Ry'.-.-.i; j'idv ••■ .A ■■.■ - • ■■■ '■ •* -• '. Journal Entry By Ben Brooks Course: Ethics Instructor: Dr. Robert Carlson Assignment: This paper is in response to an examination question. The student chose to construct the paper as a mock journal entry. The examination question asks the student to read a narration concerning Oliverotto of Fermo; to assume he meets Oliverotto five hundred years later; then to write an essay to convince Oliverotto that justice is the habit of giving someone his due, that he ought to practice justice willingly, and that justice will lead to happiness. In the essay the student must use certain specified readings and terms. battle of wits seemed the only appropriate means of venting the anger I fell for this man. We agreed upon the terms of this debate and he began. His justification for his actions was simple, “Justice is simply the interest of the stronger. I was stronger and it was in my interest to do what I did; therefore, I acted justly.” His speech was straight forward; however, ethics class prepared me well for my battle of wits. I knew that I must prove to Oliverotto that justice is the habit of giving someone his due, that justice ought to be practiced willingly, and that justice will lead to his Ethics class dampened my spirits today as we learned about Oliverotto of Fermo and about his dastardly deeds. My mind has been continually distracted all day by this man’s deeds. As I thought about this matter, I developed a headache so intense that I had to lie down. Quickly I fell into a deep sleep, whereupon, I raced through lime and space to Fermo over 500 years ago. I was sealed in a liny room across a table from Oliverotto. The instinct of anger seized my body, but I knew well that I needed prudence, temperance, and courage in dealing with this man. In these circumstances, a 64 �because he feels more powerful. The cycle is countinuous and the fight for power will remain forever. To avoid these problems with Oliverotto's definition, I proposed a second definition which is more precise. I proposed that justice is the habit of giving someone his due. In order for Oliverolto to come to terms with me I must explain my terms. I regard habit as a moral virtue in this case. I further regard due as an objective right. A right or due given a person can be either natural or civil. Rights derived from human nature are natural rights and are the objective right or due I spoke of earlier. Rights derived from the government are civil rights. Because natural rights derive from human nature, these rights are objective, universal and absolute, and the government cannot justly deny people these rights. The civil rights are subjective according to culture, but they cannot be denied or implemented justly if a civil right violates a natural right. Thus this definition of justice is universal, objective, and absolute. The definition and what is due are universal in that they apply to all because of human nature, are objective in that they are public because they are evident or demonstrable, and are absolute in that they do not depend on the rulers because they are independent of interpretation. Following this demonstration is that war and evil decrease because the struggle for power decreases. Further evidence of this definition's truth lies in the proof that we ought to be objectively just. Since the statement “we ought to be just” is a prescriptive statement, it Is imperative that I demonstrate Its truth through logic. The first premise supporting this statement is “we ought to desire that which is really good for us." It is appropriate to start understanding this proposition with the term “really good for us.” The first type of goods are real goods or needs. Real gtxxls are goods which perfect or help to perfect some aspect of our nature. Investigation of real goods reveals three categories: secondary, primary and happiness. Secondary go(xls are goods which are happiness. The task before me was neither a simple nor light matter. The object of my first point was to prove that justice is the habit of giving someone his due. In order to do this I first needed to demonstrate that Oliverotto's definition fails, and then prove the objective definition. To demonstrate that Oliverotto's definition Is incorrect I argued from Plato's The Republic. Socrates defeated this definition well in that dialogue. Socrates orders his first argument against Oliverotto’s definition to the “Law of Contradiction.” Socrates makes the point that leaders are not always conect in assessing their own interest; consequently, leaders will thus invariably oppose their own interest at some point in their career as ruler. As Socrates states it: “In that case...is there any escape from the conclusion that the weaker are commanded to do, not what is for their interest, but what is for the injury of the stronger'.^” A second point which Socrates makes is ordered to the term ruler. He points out that the interest of the ruler is the citizen's overall good, just as the d<x:lor's interest is the patient's overall health. Socrates refutes Thrasymachus elegantly, “There is not one in any rule who, in so far as he is a ruler, considers or enjoins what is for his own interest, but always what is for the interest of his subject or suitable to his art.” The final point against Oliverolto deals with characteristics of the definition. From this definition justice is subjective, relative, and particular. Justice would be relative in that it is dependent for Its existence on the ruler, would be particular in that justice's application applies differently to certain groups, and would be subjective in that it is private to that group and is detennined by a vote or culture. If this is true, then the object of justice is to overcome the stronger. The only alternative is to become the most powerful, and inevitably conflicts will ensue. This is exactly what happened in Fermo. Since Oliverotto was unjust in seizing the throne of Fermo, someone will feel it just to seize the throne 65 �good because they are a means to some end. An example is wealth or an operation. The second category is primary goods which are goods that are good because they are ends and they are means to an end. Examples are knowledge and health. Finally, happiness is merely an end for its own sake. The second type of good is apparent goods or wants. These goods are good because as humans we desire them. Apparent goods may be innocuous and not interfere with the acquisition of real goods, or apparent goods may be noxious and interfere with real goods. What i.s really good for us are the real goods and the innocuous apparent goods. This point also sheds light on what it is we ought to desire. The next logical term in the proposition “we ought to desire that which is really good for us” is “to desire.” Desire divides into right and wrong desires. Right desires are desires for real goods or innocuous apparent goods, and wrong desires are desires for noxious apparent goods or real goods placed in the wrong category of real goods. Oliverotto has placed justice in the wrong category because he views justice as merely a means to another end. Oliverotto desires justice because of desire for fame and independence. As the story goes, “His time had chielly been spent in endeavoring to acquire reputation,” but he also wanted power as when he was sent “to learn the art of war and qualify himself for high rank.” The end here is power, which is not in line with the proper definition of justice. This understanding of the proposition “we ought to desire that which is really good for us” proves that the proposition is self-evident. It is impossible to think its opposite “we ought to desire that which is really bad for us.” This statement is therefore false. The next proposition in the argument is that justice is a real good. S(x:rates placed it among the primary real goods because he viewed it as an ends and a means. When Glaucon asked Socrates “I want to know in which of the three classes you would place justice?” Socrates replied, “In the highest class...among those goods which he who would be happy desires both for their own sake and for the sake of their results.” Justice is a means for various reasons. Examples would include liberty and friendship. Neither I nor society could possess liberty or friends without being just. Thus it can be seen that justice is a means, but justice is also an end. Justice is an end becau.se it perfects human nature, either the will or the intellect. Recalling the definition, justice is the habit or moral virtue. This moral virtue is involved In choice by the will; consequently, when humans practice justice, they perfect the soul, which is an end in itself. Thus Oliverotto ought to practice justice willingly because it will perfect his soul and it will be a means to other primary goods. Mortimer Adler argues this point when he slates, “We cannot be temperate without being also courageous and just, courageous without also being just and temperate, or just without also being temperate and courageous.” Unless one is just, one cannot possess the other moral and intellectual virtues. To obtain these virtues Oliverotto ought to practice justice willingly. These virtues are also Important for his happiness. Since justice is a primary real good, justice is important in happiness. This leads to the third point of argument: Justice will lead to happiness. The definition of happiness is possessing ail of the real goods and innocuous apparent goods in their proper order and proportions. The important term in this definition is real good. Since justice is a real good, one will need to be just in order to be happy. Since it is not dependent on any variables. Oliverotto cannot be happy with his unjust deeds, he cannot rely on a subjective definition. More importantly, since he has replaced justice as merely a means to a wrong end, he has taken away any chance at true happiness. His happiness now depends on whether or not he attains power, fame,and Independence, which are not true happiness in and of themselves according to this definition. Happines,s is distinctively different from the common notion of contentment. 66 �Happiness is not a slate of being, rather it is a process. As Mortimer Adler slates it. “Happiness names something desired for its own sake and not for the sake of anything else. It is impossible for anyone to complete the sentence, ‘I want happiness because...” Oliverotto has become a “pathological deviant” by completing that sentence with power and fame. My defense of justice was completed. The points made were simple yet profound. I proved that justice is the habit of giving someone their due. that justice ought to be practiced willingly, and that justice will lead to his happiness. As 1 began my inquiry of Oliverotto's thoughts, my body raced from time and space back to my living room couch. My dog sat next to me gleefully licking my hand. As I thought about the effectiveness of my case, I realized that no matter how effective my speech was Oliverotto would never have listened. The simple reasoning behind my argument was that he was a beast. Unfortunately, beasts often fail to rectify their will much less their intellect. I shrugged my shoulders and went on my merry way, for I knew that more forbearing beasts were ravaging my country side here at home. My value judgement for the day is, “I ought to be taming the beasts here first.” Thus begins my this tedious task on myself. 67 �125 College Drive Casper. Wyoming 62601 Spring 1994 � 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 1994 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. 1994 Description An account of the resource 1994 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_1994 Format The file format, physical medium, or dimensions of the resource PDF https://caspercollege.cvlcollections.org/files/original/9d53a8baf4fdafb86eb9582b98466644.pdf 1518a2cf64e60834b978de232cffa3d6 PDF Text Text CASPER .WYOMING, Chkllenbe �Challenge-In every academic discipline, to study, to think, to express clearly one's knowledge and understanding in suitable written forms. �Challenge I ix Published at Casper Community College Casper. Wyoming 82601 February 1995 Copyright by Casper Community College �Challenge: 1995 Table of Contents Assessment of Learning Styles To Die or Not to Die Book Report Laura Landen 11 Terry Selby Sandra J. Stille A School of Thought 5 14 Thomas Rogers 16 Last Will and Testament Terry Appleby 19 Response: Sculptural Idea Pamella Leatherman 22 Digital Sound Recording and Playback Lab Stack Test Parrish Shook Joel K. Southwick Woman and the Bible 32 Audrey L. Vanderford Women’s Clubs and Organizations 24 Kathy Goedicke 38 42 Fiber Optic Technology Pandora J. Hemsher 45 Intake Interview Memo Joelle Hadley 50 Memorandum of Law JeAnne Slough 55 Cover design executed by Eric Valdez �Introduction Casper College is pleased to present the ninth issue of Challenge, a magazine Io honor excellence. As a display medium for academic endeavor, Challenge solicits superior examples of student writing from all college disciplines; our purpose is to illustrate both the breadth and depth of course work on our campus. Instructors have selected representative writing from their courses, and, though we do not include pieces from writing classes, we encourage all forms: exams, reports, essays, term papers. The college Writing Across the Curriculum Committee serves as a jury to select articles to be published. This issue represents work submitted in response to the call for papers for two semesters, spring 1994 and fall 1994. Arlene Larson, editor Casper College Casper, Wyoming Spring, 1995 �Assessment of Learning Styles: High School Accounting Students By Laura Landen Course: Foundations of Learning (Educational Psychology) Instructor: Dr. Ruth Doyle Assignment: This class project is applied research based on one of the seven designs taught in educational psychology. ABSTRACT This descriptive study examined ihe learning styles of 18 students of a high school acctxinting class The null hy|MHhesis ..f nothing of significance regarding learning styles was rejected. Using a modified Oregon; asses-smeni, the study showed alinusi iwo ihints of ihc siudcnts is abstract random or concrete random learners. An assessment of students' visual, auditory, or kinesthetic sensory preferences showed that aJihtiugh more than one half of the students had relatively balanced sensory capabililies. six students, or 33% ot the cUs-s, shtwed significantly low auditory leaming ptcfeicta:e& Introduction the characteristics of individuals entering the accounting profession. This descriptive study assessed the learning styles of a high school accounting class during the fall, 1994, semester. The researcher used two instruments to assess the students' preferred learning styles. Assessment of leaming styles of accounting students can provide information to develop strategies for more effective teaching, as well as information about Statement of the Problem The problem of the study was to asses.s the leaming styles til high school accounting students. Rationale The accounting profession i.s changing and becoming increasingly complex. Enrollment in 5 �college accounting programs has declined in recent Limitations years. Accountants have expressed disappointment in 1. The study uses a modified version of the what they perceive as lack of skills of entry level Gergorc Style Delineator, which does not have accountants. In part because of these factors, the proven reliability or validity. profession has been re-examining accounting 2. The students may improperly score the education. assessment instrument, or may score themselves In February. 1988, the American Institute of as they would like the researcher to see them. Certified Public Accountants (AICPA) issued its 3. Events and conditions out of the researcher's report. "Education Requirements for Entry Into the control may influence the students' responses. Accounting Profession." which limited its discussion 4. The number of subjects is smalt; the study to courses of study that should be included in a results could be improved with a larger group of college level accounting program. In April. 1989, the subjects. eight largest CPA firms issued their own report, 5. Some students may be absent on the day of the "Perspectives on Education: Capabilities for Success assessment. in the Accounting Profession." In contrast to the Operational Definitions AICPA report, this report switched to an "outcomes" 1. Modified Gregorc learning style assessment based analysis of the educational process, and (MGLSA)--a version of Dr. Anthony F. identified general skills that entry level accountants Gregorc ’ s Style Delineator, A Self-Assessment should possess in order to be successful. As for Adults, as modified by Paula Franklin, that discussed in this report, historical accounting assesses an individual's preferred learning education has focused on "rulebased" knowledge. style(s). The report maintains that educational programs must 2. Sensory learning style assessment (SLSA) -a make significant improvements in creating or learning style preference form (author unknown) strengthening students' other capabilities, including that assesses an individual's preferred sensory communication and interpersonal skills, problem learning style(s). solving skills, and critical thinking skills. 3. Gregorc learning style - a person's natural means Although neither of these reports addressed the of taking in and processing information, based on influence of student and teacher learning styles on Dr. Gregorc’s four styles: Concrete Sequential the educational process, others in the profession have (CS), Abstract Sequential (AS), Abstract Random recognized and researched the importance of (AR), and Concrete Random (CR). learning styles (see Review of Literature section 4. Sensory learning style — a person's natural below.) means of taking in information through the The researcher maintains that no revamping of senses. The study used the three categories of accounting education will achieve the results visual, auditory, and kinesthetic. demanded by the profession unless learning styles Review of Literature are examined and taken into consideration by The researcher could locate no research using the teachers in the classroom. An examination of Gregorc learning styles or the sensory styles of learning styles can provide information about the visual, auditory, or kinesthetic specifically on characteristics of individuals entering the profession, as well as providing ideas to teachers about how to accounting or business students. The researcher teach most effectively. Towards these goals, this could also find no research regarding learning styles study examined learning styles of a high school of high school accounting or business students. The researcher summarizes below research focusing on accounting class. learning styles and personality types of college level Null Hypothesis accounting students. There is nothing of significance regarding the The importance of assessing learning styles was learning styles of high school accounting students. addressed by Soroko',who reviewed Gregorc’s 6 �learning styles, and offered suggestions as to how Gregorc’s model might be used by leathers in college accounting classes. She presented example lesson plans using a single approach and a multiple approach, based on Buller's suggestions^. Much of the research on learning styles of college accounting students has used the Kolb Experiential Learning ModeP , The Kolb Model uses two axes that combine to identify four learning types as follows: personality types using the Myers-Briggs Type indicator.** Of the 103 subjects in this study, 70% were classified a.s extroverts vs 30% introverts; 68% as sensing vs 32% iniuiiive, 50% thinking vs 50% feeling, and 94% judging vs only 6% perceptive. (This judging/perceplive finding is consistent with a study of 300 auditors that found 75% to be "judging."’) This study showed no significant difference.s in performance based on extroversion v.s introversion, on thinking vs feeling, or based on whether a student was classified as judging or perceptive. However, based on the information-collection approach (sensing/ intuitive), sensing students performed much better than intuitives. However the authors questioned whether thi.s type of student is the type desired by the profession, since the profession is changing and has a greater need for those who can be creative and can look for possibilities and relationships. These are the attributes of a "intuitive" individual, rather than the "sensing" individual that the study shows is achieving higher grades in accounting classes. The research discussed above doe.s not bear directly on the specific problem of this study, but it does emphasize that learning and personality styles are significant factors in the success of accounting students and professional accountants. Concrats 1*DC* h-rn—n<>tor I>lvar9*c Active IzpecljMittation Converter Reflactiv* Obaervetion Aealalletor Ah* race Coacaptualication Evidence in several studies supported the predominance of the "converger" as the preferred learning style among upper level college accounting students, and among accounting professionals.* The "converger" combines "active experimentation" and "abstract conceptualization," and tends towards technical tasks and practical solutions. Another study found that tendencies toward the "converger"style of the Kolb model correlated positively with college accounting students' performance on exams structured as multiple choice­ theory, open-ended theory, and open-ended quantitative, but did not differentiate performance on a multiple choice-quantitative exam.’ This study illustrates the importance of different testing formats to aid in distinguishing among student attributes that could influence career success. Il was interesting in this study to note that of the 49 college accounting students tested, approximately one half fell into Kolb's "assimilator" type, which shares the "abstract conceptualization" tendency with the "converger," but that lend.s more toward "reflective observation” (watchers) than "active experimentation" (doers). Only 8 students, or about 16% fell into the "converger" type. Another study focused not on learning styles, but Methods and Procedure.s The subjects of the study were the 19 students of a high school fall, 1994, accounting class. The researcher attended the class on Friday, October 21, 1994, and administered the MFLSA and the SLSA to the students. One student was absent. The researcher explained the concept of learning styles to the students prior to administering the assessments. The researcher collected the assessments, and tallied the students’ scores. The researcher determined each student's Gregorc learning style based on the MGLSA, and analyzed the sensory preference data based on the SLSA. The researcher also compiled for the accounting teacher a seating chart shtiwing each student’s preferred Gregorc and sensory learning styles. The assessments and scores were returned to the subjects along with additional 7 �written information about learning styles, including style descriptions and learning suggestions. Sensory Learning Styles As the SLSA portion of the table shows. 67% of the subjects preferred a visual learning style. Only 19% preferred auditory learning, and 14% preferred kinesthetic learning. Further analysis of the scores shows that ten of the subjects, or 55%, showed fairly balanced sensory learning capabilities (based on a six point or less spread between the high and low scores). However, six subjects, or 33%, showed relatively low auditory preference (differences between highest score and lowest auditory score of from 10 to 18 points). Results The researcher rejects the null hypothesis. Gregorc Learning Styles As shown in the MGSLA portion of the table on the following page, a significant number of the students. 64%. fell under only two of the Gregorc learning styles, AR and CR. This is significant in contrast to studies that have shown that among the general population only a combined 30% fall under these two categories. Table of Results of Learning Style Assesments SLSA Scores** VB AUD 34 28 34 20 28 32 38 30 26 32 36 22 28 34 28 26 34 24 32 30 26 26 32 16 30 14 28 22 32 26 28 28 26 34 32 14 PROOF: 180 42 39 52 Notes: XIN 30 BALANCED 28 LON AUOITONT 28 BALANCED 30 BALANCED 28 HIGH AUDITORY 28 LOW AUDITORY 36 BALANCED 24 BALANCED 30 LON AUDITORY 30 BALANCED 36 HIGH KINESTHETIC 26 LON AUDITORY 30 LON AUDITORY 22 BALANCED 28 BALANCED 24 BALANCED 30 HIGH AUDITORY 26 LOH AUDITORY 550 458 514 47 31 25 29 AVBRACB BALANCBOt HZGHBST AND LOWBST STTLSS WITHIN 6 POINTS NO. SUHHART OF STYLUS: STYLE « COMBINED * The MGSLA ennsisU of 10 seta of 4 sutementa eich. Questions I through 4 correspond to the CS. AS. AR. and CR styles respectively. 3 1 2 5 3 3 1 «««* 18 CS CSAS AS AR ARCR CR CRCS 16.76 5.66 11.16 27.66 16.76 16.76 5.66 ** eSGAS'S 366 The SLSA consists of 24 questions to svhich one of three armven arc selected. Answers are scored by point value <Usuatly=S. Sometimes=3. Seldomal) *** ARGCR’S 646 Each portion of the CRCS dual style was given 1/2 point value in calculating the combined percentages. The Study showed no significant relationships between the subjects’ cognitive learning styles and their preferred sensory learning styles. 1006 8 �Summary, Conclusions, Recommendations profession. Evidence also indicates that the "converger" style, as well a.s the Myers-Briggs "sensing" (vs intuitive) personality style, appear to perform better in college accounting classes. These two types seem to correspond iiu)re closely with the CS and AS Gregorc learning styles, than with the CR and AR styles. This might suggest that the AR and CR students in the study may not |)erform as well in college accounting courses, in which performance is judge by traditional grading methods. However, if the profession is indeed changing and requires accountants who are divergent thinkers, who can solve problems, and who iu-e more creative, these same AR and CR students may have the ptuential to be very successful in accounting careers. The traditional "rule-based" teaching methods do not reflect the current dynamic nature of the profession, and could actually be discouraging the very students who possess the skills needed by the profession. For future studies of this nature, the researcher would recommend including analysis of students' grades. Also, it may be desirable to use the original Gregorc Style Delineator instead of the modified version used in this study. Future researchers may also want to consider using additional (or alternative) assessment instruments (e.g. Kolb, Myers-Briggs). It would also be a recommendation to follow a group of students throughout their high school and college accounting education, and into their accounting careers, analyzing personality types, learning styles, and performance, and evaluating the effectiveness of various teaching methods the students encounter. Although over, half of ihe subjects exhibited fairly balanced sensory learning capabilities, there are several students with low auditory preference. The students can compensate for this deficiency using several techniques, including visual or kinesthetic “reinforcers" (like very graphic note taking), and sitting at the front of the room (which at the present only one of them does). The teacher can also assist by using visual and kinesthetic instruction methods. The large number of AR and CR learners in the accounting class has interesting implications not only for determining leaching strategies, but also for anticipating the students' future success in school and in accounting careers. AR learners are emotional, enjoy group activities, and are creative and visual. CR learners are inventive and individualized, like hands-on activities and role playing. The accounting instructor must use a variety of techniques Io most effectively teach these students, as well as the CS and AS students. Teaching focus may need to include more group activities, and problems with many possible solutions, vs problems that have just one right answer (and always balance at the end). Effective teaching is critical at this level not only to maximize learning, but also to keep students interested in pursuing an accounting career. As discussed above under the Review of Literature, there is some evidence of a prevalence of the Kolb "converger" learning style in the accounting 8 �Notes Soroko. M (I9KR> Studcnl loaming Styles--A Teaching Consideration in Principles of Accounting Cowses. Journal of Educaiifm for Bmneiu, March, pp 24R-25ft ’ Style and Ttachi/tg Style—In Tiuory and in Practice. Gabriel Systems, Inc. Buller, R (l9fM( Kolb, D A (19R5) t.eaming Style Inventory: Selfscoring Inventory and Interpretation BookleL Boston; McBer and Company. Baldwin, BA, & Reckers. P.M (1984). Exploring the Role of Learning Style Research in Accounting Educttion Policy. Journal of Accouming Education, Pall, pp. 63-76. Baker. R.E.. Sirrmn. J.R., & Baxeli, F.P. (1986). An Assessment of the Learning Style Preference of Accounting Majors, hstus in AccorMing Eduraiifin. Spring, pp. 1-12. Collins, J.H., &. Milliron, V.C. (1987). A Measure of Professional Accountants'Learning Style. Issues in Accounting Eiieeation, Fall.pp. 193-206. Togo. D.P.. & Baldwin. B.A. (1990), Learning Style; A Determinant of Student Performance for the Introductory Financial Accounting Course. Advances in Accounting. 8. pp. 189-199, ' Holley. J H. A Jenkins. E.R. (1993). The Relationship Between Student Learning Style and Performance on Varioui Test Question Pormata. PomMs of Educaiiimfor Bu.sine.ts, MayZJune, pp. ,301-308. • Nourayi, M.M A Cherry. A.A. (1993). Accounting Students' Performance and Personality Types. Jourrtal of Education for Business, November/December. pp. 111 -115. ’ Jacoby. P.F (1981). Psychological Types and Career Success in the Accounting Profession, ftesearch in PsycMogical Type, 4. pp. 34-37, 10 �To Die or Not to Die: The Right to Choose By Terry Selby Course: Introduction to Sociology Instructor: Dr. Barbara Mueller Assignment: The student is to discuss the various sides of a controversial sociaol issue using at least five professional sources and responding to a series of questions posed by the instructor. Should death be a personal choice? Or should society make this decision; whether one should be able to die at his or her own will, in an effort to save the family prolonged grief and perhaps hang on to the one thing a terminally ill person may have left— dignity?' And if a terminally ill patient is allowed to die al will, should the physician assist with this suicide or is euthanasia the answer. I will begin by examining the difference between assisted suicide and euthanasia. Assisted suicide differs trom euthanasia in the extent to which the physician participates in the process. In assisted suicide, the patient performs the life-ending act under the physician's guidance, while in euthanasia, the physician administers the death-causing agent or drug. According to the Journal of the American Medical Association, there appears to be an increasing acceptance of society to condone assisted suicide as well as euthanasia. For example, in the Netherlands, euthanasia under limited circumstances is practiced openly and commonly with the support of the Dutch Medical Association and court decisions. Euthanasia i.s allowed in the Netherlands when four conditions are satislled: I. There is intolerable sutfering with no prospect 11 �of improvement. The patient is mentally competent to choose euthanasia. 3. The patient requests euthanasia voluntarily, repeatedly, and consistently over a reasonable peritxJ of time. 4. Two physicians, one of whom has not participated in the patient's care, agree that euthanasia is appropriate. Under these guidelines, approximately 5.000 to 10,000 of the Dutch die by euthanasia each year (Orentlicher 1844). This Journal continues to state that in the United States, evidence suggests that assisted suicide i.s infrequently but increasingly being performed, particularly by patients with acquired immunodeficiency disease, or AIDS. Also, public opinion polls indicate that the majority of Americans believe that assisted suicide should be permitted (Orentlicher 1845). Information obtained from the New England Journal of Medicine claim,s that some of the practices that were controversial five years ago in the care of dying patients have become accepted and routine. "Do-nol-resuscitate (DNR) orders, non­ existent only a few years ago. are now commonplace" (Wanzer 846). The New England Journal goes on to say that many physicians now agree that there is little difference between intravenous feeding and other life-sustaining methods. They have concluded that it is in fact ethical Io withdraw nutrition and/or hydration from certain dying, hopelessly ill, or permanently unconscious patients. The public, as well as the courts, lend to agree. Therefore, there has been an increase in sensitivity to the wishes of dying patients on the part of the physician, other health profession­ als, and the public.This entire subject is now being discussed openly (Wanzer 847). On the other hand, many people oppose the idea of assisted suicide and euthanasia. An article in the American Journal of Sociology argues that doctors should not kill. That is the foremost rule of medicine. Healing is the doctor'.s priority because it allows patients to trust their d(Klors. "Physicians are always concerned by patients slipping back or not getting better. Once they think of death as a treatment option, then physicians simply give in to these weaknesses" (Shapiro 38). As proof, this article uses the Netherlands as an example. Physicians in the Netherlands are allowed to help patients die, and avoid prosecution as long as certain safeguards are followed. This system is very popular with the Dutch and a model for euthanasia supporters around the world. Unfortunately, there is a bleak side to the Dutch practice. In slightly more than half of these euthanasia cases, evidence suggests that doctors end the lives of their patients without their consent. This figure comes from the government's own pro-euthanasia report in 1991 which noted that: 2300 cases of doctors killing patients upon request in the preceding year, and an additional 400 in which doctors provided pills or other means of suicide. Another 1040 people were killed by doctors who acted on their own. without a request from the patient. Of these, seventy-two per cent had never indicated that they wanted their lives terminated. Furthermore, in 1800 deaths not reported as euthanasia, doctors deliberately gave overdose.s of drugs—not primarily to relieve pain, but to bring death. And 941 of these occurred without the patient's consent (Shapiro 38). This article also says that Dutch doctors defend their actions by stating that they did what they believed a patient or his family would have wanted. But unfortunately, in forty-five per cent of cases of involuntary euthanasia in hospitals, doctors didn't even consult the family members (Shapiro 39). According to Richard Fenigsen, a retired Dutch physician. "The euthanasia movement actually promised liberation by death from the power of medicine. Instead, the power of doctors increased immensely. Doctors determine how euthanasia is practiced, establish the diagnosis, inform the patient if they want, and then they decide whether to report it to the authorities and most cases are not reported" (Shapiro 37). It was reported in an issue of the National 2. 12 �Reference Center of Bioethics Literature that definite strict safeguards should be proposed regarding this issue. One commonly proposed safeguard is that a patient would qualify for suicide help only if he or she were in the last six months of life and in intractable pain. But no doctor can say with certainty when a patient has six months to live. And if a patient in pain is allowed to die, it could be considered immoral to deny the same right to some one in terrible pain who faces a life of torment. Plus, if competent people can seek death, it is impossible to offer the same option to terminally ill babies, adults in comas, or others who are unable to speak for themselves (McCarrick 12). This issue is obviously not a simple one. I feel a person who is terminally ill should have the opportunity to die at will, but I also feel it is extremely difficult to impose effective guidelines where assisted suicide or euthanasia is concerned. If I was terminally ill, I believe I would be more concerned about what my family would be going through than my own suffering, but I would want to make the decision to die on my own. 1 would definitely not wish my physician to make this decision without consulting me or my family. I am not sure what the answer is. It is very difficult to change society's attitude regarding controversial topics. If we allow assisted suicides and euthanasia, we could perhaps be creating a situation where one could legally get away with murder, claiming it was simply a case of assisted suicide. So where do we draw the line? Should terminally ill patients who do not wish to suffer any longer have the right to die? Suicide by the hopelessly ill may some day be sanctioned. However, much more thought needs to be given before involving physicians in the process and compromising their essential role as healers. Before having the opportunity to study sociology, my opinions regarding most social problems were strictly "for" or "against." I now find myself looking at issues from different viewpoints. 1 try to evaluate each issue from both a functional point of view, and a conflict point of view before expressing an opinion. Never before have 1 taken into consideration both sides on issues such as abortion, assisted suicide, using animals in medical research, the homeless, or the AIDS epidemic, just to name a few. I feel I can now look at these kinds of issues from both angles and see legitimacies on both sides. Even though I still may take a stand on each issue and defend it, I am a little more open-minded towards the other side of the issue and can look at each issue a little more objectively. Works Cited Oeatlictwr. (Mvid,'Physician ParTkipation in Assisted Suicide,' Journal (^ihe Americun Mettiial 262 l3Ocii>ber 6, 1991 pp IS44-|«45. McCatnck, Pat Milmoe, "Active Euthanasia and Assisted Siuade.'Nationat Re/eremefor Buieihirt Uteraiure March, 1992 pp 12. Shapiro. Joseph P.. "Death and Dying." The American Journal of Sociology. May 30. 1993 pp 36-42. Wanzer. Sidney, "The Physician’s Responsibility Toward Hopelessly III Patients." The New England Journal ofMcdi, ate 320 13 March 10 I9S9 ppS44-849. 13 �c Book Report By Sandra J. Stille Course: Foundations of Education Instructor: Charlene Davis Assignment: Choose a current book or a classical work on a topic pertaining to education. Write a brief paper in which you first summarize and explain the thesis of the book, and second, give your opinion of the book's content. The United States was built upon the principles of liberty, justice, and equality. Do these principles apply today? Is there equality and justice for all? Jonathan Kozol takes a startling and often heartbreaking look into the disparities of education in the United States in his book Savage Inequalities. When asked to describe the typical school neighborhood, most Americans picture quiet treelined streets, nice homes with lawns and flowers, and possibly a grassy park complete with a swing set and jungle gym. This ideal picture is far from the neighborhoods too many of our children grow up and attend-school in. Kozol introduces us to a neighborhood. East St. Louis, where raw sewage invades the streets, homes, and schools, a condition which could result in outbreaks of cholera, hepatitis, and typhoid. Due to a lack of revenue there is no money to correct this problem, or to pick up the mountains of trash piled in yards that harbor rats. Kozol describes Dead Creek, a dry creek bed where children ride their bikes, which has received notoriety for "instances of spontaneous combustion." The creek "smokes by day and glows on moonless nights” due to toxins embedded in the soil from sewage, chemical, and metal plants. Throughout the book Kozol introduces us to severely segregated ghettos with living conditions similar to East St. Louis. It has been said that the problems of society 14 �converge upon the public schools. Kozol gives a public schools." He also states that in East St. Louis startling account of the issues facing public schools "75 percent ol the population lives on welfare of serving these neighborhoods. Kozol describes some form." schools that have holes in the ceilings, broken These factors are more compelling when coupled windows, dysfunctional heating and cooling with the affluence that is often merely a district systems, unrepaired fire damage, and broken urinals away. Kozol describes adjacent districts offering and toilets. Kozol tells of one school. Pyne Point schools with Olympic sized pools, ample computers Junior High in Camden. New Jersey, where "the fire for each classroom, state-ol-ihe-art lab equipment, alarm has been dysfunctional for 20 years." Facility intense gifted programs. The author notes that many overcrowding is also an issue. Kozol sites Public individuals in these districts are prominent School 261 in the North Bronx which is housed in a adversaries of any redistribution plan that would former roller skating rink. This school's capacity is allow more equality in education. They argue that 900 students; however, it serves 1,300. The author money is not the answer. Kozol notes per pupil observes schools where overcrowding forces small spending of $2,100 in Illinois' poorest districts classes to be held in urinals and closets. compared to over $10,000 in the wealthiest. When However, dilapidated inadequate facilities are one examines these figures regarding the disparities not the only issues facing these schools. Kozol in per pupil spending, it becomes obvious that it is a describes these schools as having a nonwhite vast portion of the answer. population of 95 percent. He cites schools that do Although Kozol recognizes that bright, not have sufficient basic supplies: pencils, paper, motivated teachers do make a difference in some of crayons, textbooks. He describes Morris High the classrooms he observed, I found the descriptions School in New York City where 'blackboards are in this book to be both distressing and so badly cracked that teachers are afraid to let heartbreaking. 1 was distressed by the lack of students write on them for fear they'll cut concern and willingness to take concrete measures themselves." He continues with classrooms that do to equalize educational opportunity. Many not have a teacher and schools that have an individuals in wealthy districts fail to realize that insufficient number of counselors. this issue affects all of society. These children do The acculmulation of these issues contributes to not possess the necessary skills to become a the dropout figures generated by urban schools. productive members of society. They are caught in Kozol notes that the drop out rate for cities with a ruthless circle of illiteracy and welfare. Not only largely nonwhite populations is thought to be as are we as a nation failing to provide each child with high as 46 percent. He cites that children who begin an equal opportunity to quality education; we are their education at "Woodson Elementary School in destroying an innocence and trust found in every Chicago have a high school dropout rate of 86 child. When children are expected to attend scho«)l percent." How does this affect society? High under the conditions Kozol notes in the book, they dropout rates have a positive correlation to are learning that society places very little value on delinquency and economic dependence. Kozol cites them. It teaches them that the axiom of equality our that According to the New York Department of nation is built upon is meant only for the privileged Corrections, 90 percent of the male inmates of the few. city's prisons are the former dropouts of the city's 15 �c A School of Thought By Thomas Rogers Course: Introduction to Art Instructor: James L. Gaither Assignment: Casper College has received a donation of unlimited funds to purchase one art work to be displayed permanently on campus. This class has been asked by the administration to submit proposals as to which work shcHild be acquired. Write a proposal. (The student was asked to address certain questions within the proposal.) The importance of art to man can be surmised by the fact that every culture that has been able to progress past the point of pure survival has sought to express itself creatively. Accompanying this creative passion has been our great quest for knowledge. University campuses have been built with both knowledge and art in mind. Our school now has the opportunity to add a piece of artwork to our grounds. This is an opportunity to define what Casper College is about and what our ultimate goals are. With this in mind, it is my proposal that the school should purchase Auguste Rodin's The Thinker. The Thinker is a life-sized bronze, full figure, which is seated with face rested on fist. The man, naked, is completely engrossed with his thought. It was created in 1879- 1889, in France and now rests on Rodin and his wife Rose's grave in Meudon, France (Preble). Rodin was greatly criticized during his lifetime, 1840-1917, by the established academies for allegedly copying both Greek Classical and Renaissance period art; ironically, these are the periods those very academies evolved from (Frisch). Rodin kept to his vision and now is considered as the artist who returned sculpture to the status that it hadn't had since Michelangelo gave the world his visions, 400 years prior (Preble). A review of Rodin's life. The Thinker, and the ideals of our university, will demonstrate why The 16 �Thinker is lhe perfect work of an for our school. The history of education and the role universities play go hand-in-hand with lhe message that The Thinker conveys. It does not go unnoticed that lhe Greeks were founders of both higher education and classical sculpture. The basic concepts of universities, and our society and ideals in general, have been handed down from lhe Greek city-states. The Greek philosophers gave us the precepts of ideals and imponance for humans to constantly strive towards those ideals. Universities were founded as places where men would increase their knowledge. Truth, beauty, and justice were more than empty words to these ancients. They wanted an intimate relationship with their ideals. Their ideals were obvious in the artwork of the period as well. Sixteen hundred years after the Greeks ruled, the Renaissance came, and with it, the recognition that man and ideals were inextricably bound together. Again the school of thought was that to be "human" meant that man should succeed in the here and now, and not simply wait for the afterlife, echoing the thought that the unexamined life is not worth living. Today, this should still be society’s expectations for our schools of higher education. Yet. five hundred years later, our society is increasingly less human. Many would argue that a school like ours is nothing more than a diploma mill. College is seen less as a place where humans come to expand their intellectual abilities, and more as a necessary hoop one must jump through on the way to the job market. A sculpture like The Thinker would represent that Casper College is committed to more than diplomas and that our school values lhe essence of the eclectic thinking man. Rodin came from what would be considered a middle class family. At lhe age of fourteen, he wa.s enrolled at lhe School of Mathematics and Design in the hopes that he would learn a trade (Selz). Rodin possessed more ambition than to just take a job. so he decided to follow his heart into art. His respect for the Renaissance style and man as its primary subject was a natural extension of being human. Many attacked Rodin for trying to merely copy lhe styles before him, but closer examinations reveal a sensitivity and depth that goes far beyond simple mimicry. He learned from those before him and then extended that knowledge. This is precisely what our universities are supposed to do. The Thinker represents brute man developing his reasoning skills, an animal awakening to thought (Frisch). It was originally conceived as The Thinker based on Dante brooding over his vision of hell (Frisch). However, Rodin’s humanistic approach inspired his belief that man's reasoning abilities would deliver him to a higher plane while alive. This parallels lhe purpose of our universities. Rodin believed so strongly in this, and in this piece of work, that he included The Thinker in another sculpture known as The Gates of Hell which represented man’s hope.s and woes, through such excesses as greed and passion. The purpose of the placement of The Thinker in this "doorway" was to demonstrate "man rising to reason, which shall dominate the brute and free the spirit”!Frisch). Rodin felt man should be himself wholly at every moment, whether of ecstasy or anguish, and life would be enriched. This school’s purpose is to develop lhe minds of its students. To invoke thought and provide the reasoning skills that will help lead to answers ought to be lhe main role of education. As we approach the twenty-first century, this university can make a statement that inslitulion.s of higher learning ought to be concerned with lhe ability to examine our existence while we are living it. The Thinker would make such a statement. I am attending school not so much for the ability to simply get a job, but for lhe opportunity to become more of what I a.s a huntan can be. The Thinker is the quintessential work of art dealing with our ultimate questions of humanity. What student could sit next to The thinker and not ponder their existence, their reasons, their beliefs, and their future? This would truly define inspiring thought. These moments of quiet contemplation would be the greatest tribute to Rodin, the men of lhe Renaissance, the Greet philosophers and, undoubtedly, our university. 17 �Works Cited Prebk, Duane.Anfnnns. New York: Harper Collins College PuMishers. 1994. 394. Selz Jean Mixirm St ulnire. New York; George Braziller. Inc.. Copyright unknown. 93-117. Frisch. Vklor. artd Joseph T Shipley. XHgurfe Jfne/m. A SMgmpfly. New York: Frederick A. Stokes Company. 1939. 18 �c Last Will and Testament By Terry Appleby Course: Paralegalistn H Instructor: Mary Kubichek Assignment: Draw up a will for Susan Smith. I, Susan Smith, residing at 210 Main Street, Casper. Wyoming. 82601. County of Natrona, State of Wyoming, being of lawful age, and of sound mind and memory, and not acting under duress, menace, fraud or undue influence, do make, and declare this to be my LAST WILL and TEST?KMENT and do hereby revoke all previous Wills and Codicils made by me. SECOND: 1 declare that I am widowed, that 1 have two children: Kathryn Smith, who.se birthday is September 19, 1984. and Margaret Smith, whose birthday is January 10. 1980. THIRD: 1 appoint as Executor of my estate, without bond, my brother, Rob Deen, or if he predeceases me. or for any reason can not fulfill these duties, my brother. Kent Deen. I give my Executor full power to sell, convey, lease, or mortgage any real estate that 1 may own al the time of death, and as a part of any such transaction to execute, acknowledge and deliver all necessary deeds and other instruments required. FIRST: I direct that all my debts, including my funeral expenses and expenses of the administration, are to be paid by my named executor as soon as reasonably possible. These shall be paid out of the first monies available. $5,000 is to be paid to Rob Deen to repay money borrowed on December 1, 1989. FOURTH: I give, devise, and bequeath all of my 19 �cstale. real, personal or mixed to my children, KATHRYN SMITH, MARGARET SMITH, and any future children bom or adopted by me. share for share. 225 Main Street, Casper, Wyoming 82601. TWELVETH: Should any of my beneficiaries in this Will contest it in any manner, I revoke any gift to him or her, and direct that his or her share of any gift be disposed of as if he or she had predeceased me. FIFTH: If my youngest child has not reached the age of Twenty-five (25). I hereby establish a TRUST in the names of KATHRYN SMITH. MARGARET SMITH, and any future children bom or adopted by me. The TRUST will consist of my estate, including any and all real and personal property, tangible and intangible interests, benefit entitlements and any other monetary or property interests. IN WITNESS WHEREOF, I. SUSAN SMITH, sign my Last Will and Testament, in the presence of the attesting and subscribing witnesses whose names appear below, on this 1st day of April. 1994, having declared in the presence of said witnesses that this writing, consisting of 4 pages, is my Last Will and Testament. Each page of which is initialed by me and by each of the subscribing witnesses. SIXTH: I hereby appoint Rob Deen to serve as TRUSTEE. In the event that Rob Deen is unable to serve as TRUSTEE, then I designate and appoint Ken Deen as TRUSTEE. SUSAN SMITH SEVENTH: The powers of the TRUSTEE include usual and customary rights as laid out in both common and statutory law with the State of Wyoming and any amendments thereto. TRUSTEE shall pay out proceeds of the Trust those sums essential and necessary to the children's well-being and be certain that funds for further education are liberally distributed. The foregoing instrument, consisting of 4 pages, was on this 1st day of April, 1994, subscribed by SUSAN SMITH, the above named testator and by her signed, sealed and published and declared to be her Last Will and Testament, signed in her presence by: EIGHTH: The said TRUST shall be terminated upon the Twenty-fifth birthday of the youngest child, whether it be KATHYRN SMITH. MARGARET SMITH, or any future or adopted children. WITNESS ADDRESS WITNESS ADDRESS I, SUSAN SMITH, Testator, sign my name to this instrument consisting of 4 pages, this 1st day of April, 1994, and being first duty sworn, declare to the undersigned authority and that I execute this, my Last Will and Testament, free and voluntarily, and that 1 am an adult person of sound mind, and under no constraint or undue influence. NINTH: I hereby appoint Rob and Kate Deen as LEGAL GUARDIANS with FULL CUSTODY for KATHRYN SMITH. MARGARET SMITH, and any future unborn or adopted children. In the event that Rob and Kate Deen are unable to serve as GUARDIANS. I designate and appoint Kent Deen as secondary LEGAL GUARDIAN with FULL CUSTODY of the persons and estate of my minor children. KATHRYN SMITH. MARGARET SMITH, and any future unborn or adopted children. SUSAN SMITH We. David White and Cheri Black, the witnesses, sign our names to this instrument, being first duly sworn, and do declare to the undersigned authority that the testator signs and executes this instrument as her Last Will and Testament, and that she signed it willingly: and that she executes it as her free and voluntary act for the purposes therein expressed, and that each of us, in the presence and hearing of the TENTH: In the event the beneficiaries of this will predecease me. leaving no heirs, 1 give my entire estate to the Girl’s Club of Casper, 8228 Second Street, Casper, Wyoming. 82601. ELEVENTH: 1 leave any and all property not otherwise disposed of in this will to Karen Jones, 20 �Testator hereby signs this Will as witnesses to the Testator's signature and (hat to the best of our knowledge, the Testator is an adult person, of sound mind and under no constraint or undue influence. WITNESS ADDRESS WITNESS ADDRESS STATE OF WYOMING COUNTY OF NATRONA ) SUBSCRIBED AND SWORN to before me by SUSAN SMITH, the Testator and subscribed and sworn to before me by David White and Cheri Black this 1st day of April, 1994. Notary Public ) )SS. 21 �c Response: Sculptural Idea By Pamelia Leatherman Course: Sculpture I Instructor: Linda L. Ryan Assignment: Give a one to two page written response to assigned chapter readings in .lame* Kelly’s book Sculptural Idea. In junior high school I was introduced to sculpture through an art class. Though this was a long lime ago. I remember that we did several projects that included working with clay and copper. As 1 grew older and had several opportunities to visit the Natural Museum of History in Denver, I was introduced to art works (hat I could not comprehend. Why on earth anyone would paint a picture of a disfigured form or slap together a bunch of junk was beyond my comprehension. I'hen 1 met a wonderful man who was from New York and had traveled throughout the world. It was through this man that I became aware of how NON twentieth century Wyoming is. By taking Sculpture, it is my hope to gather a better appreciation for the arts. I hope to be able to speak the proper language and know what is being said where certain arts are concerned. To aid in this learning process, I have carefully begun Io read The Sculptural Idea, by James J. Kelly. Through reading the preface, I was introduced to associations of sculpture that had never occurred to me. My opinion of sculpture or any form of art was someone’s talent constructed and then shared with others. My opinion of famous art was simply this, “It was old and hadn't deteriorated: therefore it 22 �must be popular.” To describe such a work, 1 would say that the Mona Lisa was a picture of a very homely lady. The purpose of that work was simply to share what that era was like, with regards to clothing and hair style. To say that I understood art would have been a complete lie. Then I read a definition that made a lot of sense to me. Kelly wrote, ... is a gathering in of ideas, concepts and directions and a general reevaluation of the past experimentation and the establishment of a viable vocabulary to carry over into the twenty-first century.” p. xi. Because I love to write, I compared what this said with my knowledge of writing and suddenly there was meaning behind these arts. What really drew in my interest was the definition Kelly used for content, “Content is the idea, message, or whatever one chooses to call that which is transmitted from the artist through the work to the audience.” p. xi. When I write a piece, I find it very important to make sure that the content is clear to the reader. By comparing this with art. I found another similarity that I could use to increase my understanding. As I concluded the preface. I ran across a line that baffled me. Kelly wrote. “Sculpture today, then, is its own reality.” p. xii. In some cases I could see where this may be true but surely not in all cases. I concluded that I need to learn more before I will truly understand this statement. In “The Ambivalence of Sculpture: The Artist, the Critic, the Consumer and the Consumed.” I read . we find primary structures and minimal art, kinetic, junk, assemblage, object, reductive, deductive, destructive, planal. spatial, hard edge, soft, structured, serial repetition, happenings, environments, multiples, monochrome, polychrome, funk, punk, pop, op, combined, technological and systems-oriented sculpture, plus 23 all the traditional lorms.” p. 1. Boy was my work cut out for me. Just in that line alone one could easily be scared away from ever learning anything about art. Even though 1 know some of those terms. I am no where close to knowing what I want and now I must tread a little harder. How in the world would I ever understand what Kelly was saying. As I continued to read. Kelly wrote, “The main concern is that each new approach, no matter how outrageous, be examined extensively by each viewer lor its basic significance and then be accepted or rejected accordingly.” p. 2. To me this means that one should not prejudge anything at first sight. I should approach any piece of work with an open mind, try looking into the artist’s reasoning. That was a concept that I can understand. As I continued to read through the chapter, 1 felt that some statements really bothered me. But the one that most caught my attention was where Kelly stales, “Fame and money are to the artist as alcoholic drinking is to automobile driving.” p. 5. Kelly goes through and explains that in this age, man’s attention is caught up by money and fame. Sometimes artists desire so much to get ahead that they do things that on the normal basis they wouldn’t even consider. I would wonder if they would loose sight of themselves and their convictions by stooping to such levels. Through the preface and the first chapter. I feel that I have been introduced brielly to the world of sculpture, I believe that if I take what 1 learn through Kelly’s writings and what I learn in class. 1 will have a clearer understanding of sculpture. I many not always agree with what is said, but in keeping an open mind I should clearly know the language and appreciate the art. 1 will also be able to identify those different arts mentioned earlier that threw me into a tailspin. �Digital Sound Recording and Playback Lab By Parrish Shook Course: Microprocessor Applications Instructor: Miles Hecker AsBignment: Objective: To provide the student with a working knowledge of the hardware and software required to 1. Use a small computer system to digitize and store audio signal level analog waveforms. 2. Playback the audio waveform though a simple amplifier. Parts List Procedure Description I - 386 AT clone with an 8255 PPI I- 40 pin parallel connector cable to a protoboard I-DAC0806 D/A 1- ADC 0820 A/D 2- LF351 op amps 1- LM386 low level amplifier 2- small speakers I - various resistors and pots 1- various caps I - signal generator with DC offset capabilities 1- Oscope 1. Construct the circuit in figure 1. Notice that this is essentially the same circuit as used in MODULE EX I with the addition of an LM386 amplifier driving a speaker. Also, filtering capacitors have been added. 2. Write a program to output a sine wave to the Digital to Analog Convertor (DAC) in much the same way a.s was accomplished in MODULE EX 1. You should notice a continuous pitch from the speaker. Vary this pitch by adding a time delay to the program. 24 �Conslrucl the circuit in Figure 2. Adjust the signal generator to produce a KXMlHz sine wave that varies from 0 to +5v. You will need to utilize the DC offset capabilities of the generator to achieve this. 4. Write a program that reads the Analog to Digital Convertor (ADC) at periodic intervals and stores the data in memory. Read a total of 60,000 values from the ADC over a lime span or approximately 4 seconds. Once 60,000 values have been read, send the 60,(X)0 values to the DAC and listen to them as they are reproduced though the speaker. See figure 3 for a flowchart of an example program. 5. Vary the frequency of the generator to obtain different tones though the speaker. 6. Disconnect the signal generator. Construct the circuit in Figure 4. With no signal input from the microphone, adjust Potentiometer R’ to obtain +2.5V at the output of the LF35I. while talking into the microphone, monitor the output for the LF351 with an Oscilloscope. You should see waveforms that vary approximately from 0 to +5V. Connect the output of the LF351 to the input of the ADC. 7. Use the program developed in Step 4 to digitize approximately 4 seconds of your voice and play it back though the speaker. 3. 9. MOV AL,0 JMP lOB (OUT DX,AL) This jumps to OUT DX,AL lo continue oulpiiiiing data lo port A, forever. MOV AX, DS ADD AX, 1000 MIV ES, AX This moves the ES address into the AX. This is done so that we can add 1000 lo it and store our recorded data away from our program and not trash our program. MOV AL, 91 MOV DX, 303 OUT DX, AL This configures the ports for output MOV AL, OB9 OUT21. AL MOV DI.(300] This turns off the real time clock. This is done so it doesn't interfere with the sound lo be recorded. This moves the contents of memory location 3(X) into the DI register. MOV BX,FFFF This moves FFFF into BX. This is our counter. Programs This moves 00 into AL. The reason for this is so we can increment and produce our sawtooth wave. This increments AL so we can gel the next piece of data. Program #2 Program # I This configures the ports for output. INC AL This ends the program. Exits lo DOS or DEBUG, dejx;nding upon the configuration. Program #1 is merely a lest program that tests the play back circuitry. Expand the program of step 4 to graph your voice signals on the computer's monitor. See the handout for details of video interrupt 10. Expand the program of step 4 to store the digitized data on a floppy disk. See the handout for detail of reading/writing a disk with interrupt 21. MOV AL,80 MOV DX,3O3 OUT DX.AL This sends the data out to port A. INT 20 Extra credit 8. MOV DX,30l OUT DX,AL 25 MOV AH,9 This is the control word for INT 21. MOV DX,2(X) This moves 20() into the DX register. This is where our print message is stored. INT 21 Thi,s prints our message "Press any key to start recording.” MOV AX,0 INT 16 This is the control word for INT 16. This reads the keyboard. MOV AL, 10 MOV DX, 302 OUT DX, AL MOV AL. 0 MOV DX,3O2 OUT DX, AL This strobes the read (RD) line high and low. �IN AL,DX This reads the port to get our audio signal. MOV AL.ES: ISIJ This moves our stored data from memory to AL. AND AL.I This checks to see if we have recorded for a full four seconds. OUT SX. AL This outputs our stored data to DX. where it is introduced to our circuit. JNZ 179 This jumps to 179 until AND AL produces a zero. The program then drops on through. MOV ES: |DI|. AH. This moves the data coming in from the port to the memory location we specified 1000 bytes away from our program. INC SI This moves 60 into Cx. This is a small delay loop. DEC!BX This decrements our counter. LOOP 184 This loops until our delay is done. JNZ IBC INC DI This increments DI so we can store the next sequential piece of data in the next sequential memory location. This jumps to allow us to retrieve the next sequential piece of data. MOV CX,60 MOV DX,300 MOV CX,60 S LOOP IC3 This move,s 300 into the DX register. IN AL.DX This moves the contents of the port into AL. MOV AH.AL This moves our data into AH so it doesn’t gel trashed. DECBX Thi.s decrements our counter. JNZ 16D This jumps to I6D to retrieve the next piece of data. MOV DX.300 This moves 300 into DX. This is our print message "Press any key to playback the sound you recorded.” INT21 This prints our message. MOV AX.O This is the control word for INT 16. INT 16 This reads the keyboard. MOV DX..3()t This moves 301 into DX. This jumps to our print statement "Press any key to play back the sound you recorded." This was done so you don't have to keep recording again to hear it again or having to reset the Instruction pointer to hear again what was recorded. MOV AL. 0B8 OUT 21. AL INT 20 This turns the real time clock back on. Analysis of Results Figure 3 contains the microphone and an amplifier which amplifies the signal from the microphone. This is where the whole process starts. Sound, your voice, entering the microphone is amplified by the microphone amplifier and sent to the 8-bit Analog to Digital Convertor (ADC). The ADC converts the signal from analog to digital by taking samples at specific intervals Fig 4. The samples are composed of eight binary bits because it is an 8-bit ADC. In the binary number system there are only two numbers: 0 and I. Thus the sample is composed of an eight digit number of Ts and O’s. These I's and O’s correspond to various voltage levels at various points along the analog wave Fig 4a. MOV BX.OFFFF This moves FELL into BX. This is our counter. This is the control word for INT 21. This increments SI so we can retrieve our next sequential piece of data and send it to our output circuitry. JMP IB4 Subroutine for playback This moves 300 into the SI. MOVSUtX) MOV AH.9 This is a short delay. 26 �This illustration makes it clear that the use of a higher sampling rale (more samples per time period) yields a more faithful reproduction of the input waveform.Another example of sampling is shown in Fig 9. Fig 9 shows how the squarewave and the sinewave are related in the conversion prtKcss. Fig 10 shows samples being taken al equally spaced intervals. Fig lOa shows the input waveform. Fig I Ob shows the samples and Fig 10c shows ihe wavefonn and the samples combined. These I's and O's are what make up the data that will create the squarewave Fig 4b. The resolution of the ACXZ and DAC determines the quality that the reproduced signal will have. The resolution is determined by the number of bits that the ADC and DAC has. For instance, if the DAC/AEXZ has 8-bits it will take eight samples per time period. If the DAC/ADC has 64-bits it will take 64 samples in the same time period. This results in a much higher resolution. Refer to Fig 5 and Fig 6 which show the difference in number of samples per time period. This illustrates a much more accurate representation of the sine wave with more samples (Fig 6) than less samples (Fig 5). The resolution provided by using an 8-bit DAC is lhe minimum acceptable for voice reproduction. This is true because voice frequencies generally don't exceed 3.3KHz. This means that lhe sampling frequency must be at least 7.3KHz. An 8-bit DAC/ACX? can handle that sampling rate. The sampling rale, the rate at which samples are taken, must always be no less than two times the highest frequency to be sampled. This means that there must be al least two samples for every frequency. Just as having a higher sampling rale increases the resolution, having a DAC and DAC that use more bits will increase the accuracy with which the wave is sampled and thus increase the fidelity of the output. Fig 2 contains the 8255. This is lhe chip that interfaces lhe computer with lhe DAC and ADC. The signal enters the ADC and is converted from an analog signal to a digital signal. It takes lhe input and manipulates lhe data into a formal lhe computer understands then outputs ii to the computer lo be stored. After approximately four seconds, lhe recording portion of lhe program is finished and a message Fig5 sampled in Fig 5 would look. Fig 8 shows how the waveform of Fig 6 would look when reproduced. 27 �irtrt 0 Fig 9 (c) T 7T3T4T«T6T7T«TtT FiglO appears on (he screen asking the user to "press any key (o play hack the sound you recorded." At this point the play back subroutine is accessed and executed. The data is retrieved from memory and enters the 8255, which interfaces the signal to the DAC. The DAC converts the signal from a digital form to an analog form by reversing the process described above for converting from Analog to Digital. The amplifier and speaker are the last components Io be used in this process. Now that the signal (your voice) has been converted from analog to digital, stored in the computer's memory and reconverted to analog, it is time to reproduce your voice and see how much it sounds like your voice. The amplifier amplifies the analog signal coming out of the DAC and the speaker plays the amplified signal. Thi.s circuit yielded a very surprisingly accurate replication of our voices that we recorded. It was at least as good as a tape recording; and the beauty of this form of recording is that there is no static, hiss or motor noise you often get when using a tape recorder to record voice. We found that building and testing the circuit in small pieces as the assignment recommend,s is a good idea It is also important to ensure that each section works properly before proceeding with building any more of the circuit. This saved us lime when we had to go back and troubleshoot the circuit. We also learned that chips can go bad while they are installed in the circuit. Thi.s can cause great heartache if you aren't aware of a bad chip and you are trying to fix a "faulty" program. We discovered this when we had the system partially working and a chip went bad. Things that had previously worked suddenly didn't work. This caused us to spend a lot of time trying to fix the program. We later discovered the bad chip. Upon replacing the bad chip with a good one we found that the program or software was correct. We did have a few problems with the software as well. Writing a program to perform this function is not easy. Other problems we encountered were having the Digital to Analog convertor (DAC) data lines connected wrongly. This resulted in much distortion upon playback. The reason for this is that with the lines connected incorrectly some of the information was going to the wrong place. We found that the quality of the recorded audio wa.s fairly good when we finally got all the bugs worked out of it and 28 �gol the DAC data lines connected correctly. It is also beneficial to follow the flow charts that are given for writing the programs. Il is also important that the data (your voice) that you store is stored in memory space that is well away from where your program is siored; olhefwise you will write the data right over your program and have no program left with which to play the sound back. 29 �30 �List of Definitions Analog Audio Digital Frequency slate.s or oscillates though a rotation of 360“. One cycle per second equals I Hertz (HZ). One thousand Hertz, equals I KHz because K is the symbol for Kilo which is the Systme International (SI) symbol for KXM). Sinewave A waveform that is repetitive and sinusoidal in form. See figure 4. Squarewave A waveform that is repetitive and square in fonn. See figure 5. Troubleshoot To examine something and detennine what is wrong with it and then fix it. Analog implies something that is similar; in this case, the signal is similar in that it is repetitive in form. Voice or music. For the purposes of this lab voice will be used. Simply put, it is either on or off. A one in digital represents an "on" condition a zero indicates an "off* state. The rate at which something occurs. In electronics frequency is the number of times per second that a signal changes Works Cited Thompkins, W.J. Webster J.G. Interfacing Seniors lo ihe IBM PC. Prentice Hall Englewoud Cliffs, New Jersey I98S. Intel. Peripherals Intel Corporation Literature Sales Ml. Pruspevt, 11 1990. Intel, Micmsysiem Companenis Huntibitok Microprinessors and Peripherals Volume 11 Intel Corpuraiiun Literature Sales Ml Pnwpeci, II I9K5 31 �Stack Test By Joel K. Southwick Course: Foundations of Learning (Educational Psychology) Instructor: Dr. Ruth Doyle Aasignment: This class project is applied research based on one of the seven designs taught in educational psychology. ABSTRACT This study found a correlation between gender at ages five through eleven regarding spatial-perception skills. Chtldren performed tests by duphvaiing stacks of colored bhx.-ks from nuxlels displayed by the researcher. The resulting time to build each slack was noted and averaged then compared. Test results iixJicaied a slightly higher proficiency for females. Introduction differences in gender could be a first step in defining spatial-perceptual advantages. Gender differences are a concern for most parents. They may question the advantage one gender might have over the other in the learning arena. One factor that might lead to an advantage would be the ability to perceive spatial differences. An edge could allow a child to learn Io write earlier, recognize solutions to spatial problems earlier, or provide enhancement in some sporting activities. Regardles.s of the area, most parents would readily promote perceptual advantages to give their child as much encouragement and promotion in academics as possible. Recognizing Problem Statement The problem of the research was to disclose gender differences solving spatial-perceptual problems, by recording times of children as they build block stacks from a model and averaging recorded times. Rationale The researcher theorizes that a child may suffer perceptual handicaps because of their gender. Previous evidence has suggested that males may 32 �1 have a higher spatial-perceptual proficiency, thus providing academic advantages. 4. Hypothesis 5. 1. 2. 3. Null: The researcher theorizes that gender does not pose a significant factor in the ability of a child to solve spatial-perceptual problems. The ability of a child to solve spatial-perceptual problems specifically measured by reproducing stacks of blocks is dependent on gender. Research question: If the gender of a child negatively or positively impacts a child's ability to solve spatial-perceptual problems, how can parents or educators promote the positive aspect and negate the negative aspect of this phenomenon? Stacks: Stacks of wood blocks arranged as mtxiels for children to copy. Symmetry; The reflection of like objects on two different sides, here referred to as two different sides of a particular stack. Methods and Procedures Subjects Twenty-four children from a local daycare were chosen for the study. They ranged in age from five to eleven years old and consisted of ten males and fourteen females. They represented a broad range of the socioeconomic spectrum, from lower income families to families in the middle class income range. Limitations Instrument 1. To measure the ability to solve problems of a spatial-perceptual nature the researcher designed what will hereafter be called “Stacks.” These stacks were wood blocks of various colors and geometric shape. They included simple squares to trapezoids and round peg shapes. The younger groups of children were presented with symmetrical stacks of 5 to 7 blocks for ages five and six, and stacks of 8 to 10 for ages seven to eight. The older children, aged nine to ten and eleven or older, were presented with stacks of no particular symmetry and an increased number of blocks. These gradations of stacks were expected to reflect the developmental differences in the different age groups. The children were shown a previously constructed stack and asked to immediately copy as accurately as possible. The children were prevented from viewing the stack before a signal to proceed, and then were timed with a digital stopwatch to the nearest second. Errors in duplication of stacks were counted and noted then averaged by child and gender to provide an idea of variance among groups. 2. 3. 4. Children perform differently due to diet, sleep, emotional state, etc. The results may be skewed due to an off day of a child, therefore affecting his/her testing. A child's ability to perform test may be impacted by his/her attitude or rapport with the tester. Convenient, quiet testing area was not always available; therefore a child's attention to task may have been distracted. Stacks of blocks were designed by a non-expert in the field of child psychological testing; therefore an accurate representation of ability may be diminished. Operational Definitions 1. 2. 3. Spatial- perceptual ability: The ability to recognize differences in shape, color, and orientation of an object in relation to other objects. Gender The sexual orientation of an individual, either male or female. Mean or average: The fixed number corresponding to a given group of numbers, found by dividing the arithmetic sum of the numbers by the quantity of numbers, in this case the times in seconds of the children to complete stacks of blocks divided by the number of models each child duplicated (3). Design This study reflected a quasi-cxperimental design, ie. the recorded times were found by separate experiments for each child and averaged according to gender, with no random sample. 33 �Results The researcher rejects the null hypothesis on the basis of statistical data gained. Furthermore, the researcher accepts the hypothesis that the ability to solve spatial perceptual problems may be influenced by gender. Note, accompanying chart lists recorded times first then error count for each model duplicated. Times may be averaged by adding scores across B,C, and D, then average is noted in block E. Errors were counted as 15 for a perfect stack then one point off for each error. Age group eleven and up - male is for one child only. The results reflected a 2.49 second faster averaged time for females at 45.27 seconds, with males averaged time at 47.76 seconds. Average time deviations were 12.12 for females and 18.44 for males The females averaged 98.87 percent accuracy, and the males averaged 97.36 percent accuracy. Stack Configurations #1 for 11 & up »2 for 11 & up *3 for 11 & up 34 �stack Configurations f2 FOR 5-6 nR #1 FOR 5-6 35 �Conclusions and Summary Recommendations The researcher found that there is slight evidence to suggest that females have an advantage solving spatial-perceptual tasks. This would imply that females have an edge in a behavior which requires the ability to recognize differences as spatial relationships. This behavior could be an advantage, particularly, in recognizing things that are mentally constructed, notably text, thereby promoting reading and writing skills. It must be noted, however, that the deviation reflected a much wider range for males than females. This is attributed principally to the fact that at least one male scored far outside the mean. Associated scores for females at this age group were 62 seconds faster. Error averages indicated a definite control as genders scored within 1.5% of each other. This error scoring suggests that females were more careful, thus reflecting even more of an advantage. To improve statistical evidence in replicating this study, consideration should be given to expanding the number of children tested. Also testing should be done at different times of the day and week to provide more control over extraneous variables. Regarding this evidence, the researcher suggests that educators and parents engage as much effort as possible to stimulate their childrens' spatialperceptual activities. These efforts could include playing with blocks at an early age. puzzles of all kinds, and enccniraging them to read and write. All parents want their children to enjoy as much success as possible in and out of school. By paying close attention to their spatial-perceptual skills and others such as speaking and social interaction, children can be encouraged to have as rewarding and productive a learning process as possible. 36 �B c D 1 Males 5-6 MODEL! MODEL 2 MODELS AVERAGE/ERRO 2 19 SEC/15 21 SEC./13 12 SEC/15 17.33SEC/14.53 3 32SEC./15 37 SEC714 24SEC715 31 SEC 14.66 4 30 SEC/1'5 43 SEC/15 23 SEC 15 32 SEC/15 A E S AVERAGE FOR GROUP 27.33 SEC/14.74 ERROR 6 FEMALE 5-6 40 SEC/15 31SEC/15 28 SEC/14 33 SEC 14.66 7 34 SEC /15 34 SEC/15 22SEC /15 30 SEC/15 8 37 SEC/15 32 SEC/15 23 SEC/15 30.66 SEC/15 9 39 SEC/ 15 33 SEC/15 22 SEC/ 15 31.33 SEC/15 10 36 SEC/15 27 SEC/15 21 SEC/15 28 SEC/15 1 1 AVERAGE FOR GROUP 3O.e SEC/14.S 3 ERROR 12 MALE 7-8 20 SEC/15 30 SEC/15 77 SEC/15 25.66 SEC/15 13 73 SEC/13 47 SEC/15 36 SEC/11 52 SEC/13 14 AVERAGE FOR GROUP 38.83 SEC./14 ERROR 1 5 FEMALES 7-8 64 SEC/15 36 SEC/15 40 SEC/15 46.66 SEC/15 16 63 SEC/15 44 SEC/15 53 SEC/15 53.33 SEC/15 17 53 SEC/15 53 SEC/15 50 SEC/15 53 SEC/15 16 31 SEC/15 34 SEC/15 25 SEC/15 30 SEC/15 19 AVERAGES FOf 20 9-10 GROUP 45.49 SECONDS/1S ERROR 3Q SEC/13 33 SEC/15 50 SEC/14 37.66 SEC/14 21 52 SEC/15 44 SEC/15 73 SEC/15 63 SEC/15 22 37 SEC/15 44 SEC/15 48 SEC/15 43 SEC/15 23 AVERAGES FOI^ GROUP 24 FEMALES 9-10 46 SECyiS 38 SEC715 67 SEC715 50.33SEC/15 25 39 SEC/15 37 SEC/14 47 SEC/14 41 SEC/14.33 26 38 SEC/14 41 SEC/15 55 SEC/15 44.66 SEC/14.3 47.88 SEC/14.66 ERROR 27 AVERAGE FOR GROUP 45.33 SEC. /14.55 ERROR 28 MALE 11 A UP 71 SEC/15 78 SEC/15 82 SEC/15 77.33 SEC/15 29 FEMALE n& UP 74 SEC/15 61 SEC/15 70 SEC/15 88.33 SEC/15 30 62 SEC/15 54 SEC/14 51 SEC/14.66 37 SEC/15 31 AVERAGE FOR GROUP 59.66 SEC /14.83 ERROR 37 �Woman and the Bible A Nineteenth Century View of Christianity from the Female Perspective By Audrey L. Vanderford Course: Nineteenth Century American Women Writers Instructor: Dr. Carolyn Logan Assignment: Each student chose a topic connected to nineteenth century women writers; topics could be anything from the style or content of a specific writer's work to the social context in which the writers worked. Each student wrote a formal paper and presented its contents to the class in an informal oral report. soapbox to voice their opinions. The subjugation of their sex by Christianity is also reflected in the writings of women in the nineteenth century. Marietta Holley and Rose Terry Cooke in particular. It all started with Eve, the first woman. The Bible clearly states that Adam was with her when the serpent offered the forbidden fruit, but she is the one denounced for (xiginal sin. As Samantha Allen puts it, “Now in that year one, when Adam and Eve eat that apple, jest as quick as Adam swallowed it— probable he most choked himself with the core, he was in such an awful HURRY to get his mouth clear. “Whether the Bible is used in the trial of Anne Hutchinson (1637) or in the Vatican statement against the ordination of women (1977). its function is the same, namely, the legitimization of societal and ecclesiastical patriarchy and of women's ‘divinely ordained place’ in it. From the outset of the women’s movement and even today, the Bible has played a key role in the argument against women’s emancipation.’' When the Seneca Falls Convention of 1848 was held in a Methodist chapel, it symbolized that women’s grievances were partly religious. However, women did not just use the 38 �so he would lay the blame onto Eve. ‘The woman did tempt me, and I did eat.”’ Although God punished both Eve and Adam, mankind only punishes woman. With this first man and first woman came the first marriage. It is portrayed as an equal relationship. Nineteenth century women saw marriage in a much different tight: “The institution of marriage makes a parasite of woman, an absolute dependent.«lt incapacitates her for life's struggle, annihilates her social consciousness, paralyzes her imagination, and then imposes its gracious protection, which is in reality a snare, a travesty on human character.’’’ Elizabeth Cady Stanton describes marriage in this way: “...I object to the teachings of the Church on this question [of marriagel . Its interpretation of the Bible, making man the head of the woman, and its form of marriage, by which she is given away as an article of merchandise, and made to vow obedience as a slave to a master, are all alike degrading to my sex....’’* However, as Betsey Bobbet puts it, marriage was “wimmen’s speah’’.’Girls were raised from birth that that was their duty. Male literature certainly reiterates this role of women, for rarely in their works-the Bible included-is a woman seen as any more than a wife. Rose Terry Cooke comments on this in “The Ring Fetter.’’ “Here by every law of custom ought my weary pen to fall flat and refuse its office, for it is here that the fate of every heroine culminates. For what are women bom but to be married? ...(AJnd though the custom brings a woman's legal existence to an end when she merges her independence in that of a man. and the (novel writer] curtails her historic existence at the same point, because the novelist’s catechism hath for its preface this creed “The chief end of woman is to get married.’** The role of women as wives is undoubtedly reinforced by the Bible. Indeed Proverbs 31:10-31 deal with ‘The Wife of Noble Character.’ No such description is giver* for husbands. Similarly, the advice in Ephesians is chauvinistic: “Wives, submit to your husbands as to the Lord. For die husband is the head of the wife as Christ is the head of the church....Husbands love your wives, just as Christ loved the church and gave himself up for her.” (Ephesians 5:22-25) Rose Terry Cooke’s short story “Mrs. Flint’s Married Experience’’ highlights the abuse of women possible within a patriarchal marriage. The Widow Gold, feeling unloved and unneeded, marries the Deacon Flint, a miserly bastard if there ever was one. In an attempt to usurp her property—this was not just the custom, but the law—Flint promises his wife ‘a living’. “You see, you don’t have no more’n your livin’ out of your’n now: that’s all we any of us get in this here world. ‘Hevin* food an raiment, let us therewith be content,’ as Scripter says.’’’ True to his word, Flint nearly starves his new wife to death— both from lack of food and lack of love. Forced to move out from under her husband’s roof—a crime against God!—to save her health. Mrs. Flint is excommunicated from the church, a deathblow to a New England Calvinist. Although there are some happy marriages, Cooke shows that women are the losers when there is no balance of ‘power’. Cooke creates a character even more evil than E)eacon Flint to show the need for divorce—Arthur Dimock. He is a brutally violent man and knows that his wife cannot leave him. “...Away from your husband! You fool! You can't get away from me! You're mine, soul and body,—this world and the next! Don’t you know that? Where's your promise, eh?-’for better for worse!’—and a’nt I worse, you cursed fool, you? You didn’t put on handcuffs for nothing; heaven and hell can’t get you away from me as long as you’ve got on that little, shiny fetter on your finger, don’t you know that?’** With this tragic story, Cooke shows the fault in the church’s insistence that only adultery can be grounds for divorce. In Samantha Rastles the Woman Question, Holley creates a conversation between Samantha and Victoria Woodhull, a famous feminist of the time, on the subject of divorce. As Victoria puts it, ‘“Those that God has joined together, no man can put asunder. Those who are really married heart and sole, would never separate; it would only correct abuses and separate those that man, and not God. had joined together.’’ ’ Although God created woman for Adam because he thought it wasn’t good for him to be alone, St. 39 �Paul believed otherwise. His advice to singles was “...Il is good for them to stay unmarried." (1 Corinthians 7:8) Celia Barnes, an old maid and central figure in “How Celia Changed Her Mind," at first disagrees with this Pauline teaching. Despising her situation, Celia marries the Deacon Everts, a character similar to Deacon Hint. Unlike Mrs. Flint, Celia survives her husband and inherits his life insurance policy. “'I earned it," she says, giving herself to promoting the life of celibacy. Just as Eve was the mother of mankind, it has been another role of women to bear children and to raise them as good Christians. One sees the impact on children and the mother-child relationship of a strict Calvinist upbringing. “‘Beware of idols!’ was the stem warning that had fallen on fThankfiil Blair} ’s first outburst of joy at the birth of one living child at last, and from that time the whole tenor of her husband's speech and prayer had been that they both might be saved from the awful sin of idolatry, and be enabled to bring up their child in the fear of the Lord.” “ The repression of emotion is a common theme in Cooke's short stories, particularly “Too Late," where a mother must deny her natural feelings for her child. Calvinist beliefs further harm children by the corporal punishment inflicted on them. Beatings are justified with the old saying ‘spare the rod, spoil the child’. For example, Hannah Blair raises her daughter with the strict convictions her father imposed on her. These lessons were reinforced with a switch. “Dolly was never punished for what she had not done, but always for what she did do, and services were exacted from her that made her childhood a painful memory to all her later Ufe.'^ For example, Sundays were one long,, grueling religious meeting after another, where the child was forced to sit perfectly still and to study (he Bible. However well Dolly behaved, that evening she was “soundly whipped for being restless.'^ This treatment of children was validated by the church. Through (heir works, nineteenth century women writers also commented on Gnostic views within Christianity, particularly the hatred of oneself and 40 one's body. Throughout the Bible, it is woman who is seen as the temptress, (he seductress, the adulteress: llie (Lord’s wisdom} will save you also from the adulteress, from the wayward wife with her seductive words. (Proverbs 2:16) For the lips of an adulteress drip honey and her speech is smoother than oil. (Proverbs 5:3) A wife of noble character is her husband’s crown, but a disgracefill wife is like decay in his bones. (Proverbs 12:4) Nowhere in the Bible does it mention outright a ‘wayward husband’ or ‘seductive man’, although stories like Abraham and Hagar show that they certainly existed. “Says [Samantha to Abraham} [Ishmael) is your child, and if it hadn’t been for you, Hagar would probably now be a doin’ housework round in Beersheba, a happy woman with no incumbrances."'* The words of Proverbs, along with the blame for the fall of man, led women to be restrained and self-conscious. For example, in "Too Late,” Hannah Blair believes that her feelings of love for Charley Mayhew are “...nothing less than a direct Satanic impulse.” Hannah’s religion teaches her to hate her body and detest pleasure and sexuality. This self-loathing is further augmented by lack of respect women get in the patriarchal system. Society’s values were those of men. This often left women with little or no self-respect. For example, in “Miss Beulah’s Bonnet,” Miss Beulah misses church because she has no bonnet to wear. Deacon Morse and Deacon Flint come to visit her to see why she has backslid. She explains herself, but they do not appreciate her reasoning. They do not understand the importance a woman places on a church hat—not so much a matter of vanity, but one of dignity. Therefore, Miss Beulah is ostracized from the community, until, ironically, a group of women band together to make her a new bonnet. It is more than jus( male values that the patriarchy impioses on society and women. Not only do men hold the monopoly on power, but also on language, for the Bible is certainly male gender specific. �Despite all their grievances with the Church, most nineteenth century women remained Christians. The writings of Marietta Holley and Rose Terry Cooke in particular show how their faith can be ameliorated with their belief in women’s rights. Perhaps Elizabeth Cady Stanton summed it up best when she said, “When women understand that governments and religions are human inventions, that Bibles, prayer books, catechisms, and encyclical letters are all emanations from the brain of man, they will no longer be oppressed by the injunction that come to them with the devine authority of ...This saith the Lord.”.” Samantha Allen tackled this subject with her usual wit: “‘I have got this to say, Josiah Allen. The Meetin' House haint a-actin* right about wimmin. The Founder of the Church wuz bom of woman. It wuz on a woman's heart that His head wuz pillowed first and last. While others slept she watched over His baby slumbers and His last sleep. A woman wuz His last thought and care. Before dawn she was af the door of the tomb, lookin' for His cornin'. So she has stood ever sense—waitin’, watchin’, hopin’, workin’ for the cornin' of Christ.”'* The gender of the language in the Bible is still today used to repress women, for example in preventing them from becoming ordained ministers. Notes 1. Finrenza. pg 7. 2. Holley, "On Winkin' st Men's Sins", pg, 139. 3. Goldman. "Marriage and Love", pg 77. 4. Stanton. Elizabeth Cady. "The Man Marriage". The Revolution, circa 1869. pg 76. 5. Holley. "A Song", pg 81- 6. Cooke, 'The Ring Fetter", pg 41 -42. 7. Cooke, "Mrs. Flint's Married Experience", pg 189. 8. Cooke, 'The Ring Fetter", pg 56. 9. Holley, "Interview with Theodore and Victory", pg 106. 10- Cooke. "How Celia Changed Her Mirxl". pg 149. 11. Cooke.'TooLate", pg 216. 12. Ibid,, pg 230. 13. Ibid., pg 231. 14. Holley. Th) Winkin'at Men's Sira", pg 140. 15. Cooke. Too Laie", pg 218. 16. Holley. “On Women aitd the Meetin' House", pg 178. 17. Stanton, Elizabeth C ady. Eighty Yean and Mon, 1896. pg 126. WorksCited Cooke, Roae Terry. "Hme Celia Changed Her MM" mid Selected Stories. Rutgers University Press. New Brunswick. 1986. Cooney. Robert. The Anver of rhe People: Active Nonviolence indie United States. New Society Publishers. Ptuladelphia. 1987. Ftorenza, Elisabeth Schussler. In Memory af Her: A Feminisi Theologicai Peconstmetion af Christian Origins, Crossroad Publishing Company, New York.1983. GoMtnan. Emma. “Astarchism" and Other Essays, Dover PuMicatiorK. Toronto. 1969. Holley. Marietta. Samantha Rasdes the Woman Question. University Of Illinois Press. Urbana. 1983. Kierkegaard's "Attack Upon 'Christendom'", translation by Walter Lowrie. Princeton University Press, Princeton, 1968. McPhee, Carol and Am Fitzgerald, Feminist Quotations: Voices ofRebels. Refisemers. and Wsiemiries, Thomas Y. Cromwell Publisher, New York. 1979. Perkin Joan. Women and Marriage in Nineteenth Century England, Lyceum Books, Chicago. 1989. Russell. Bertrand. Marriage and MoraLs, Bantam Books, New York. 1929. Student Bible, The, Zondervan Corporation. Grand Rapida, 1986. 41 �Women’s Clubs and Organizations An Historical Synopsis By Kathy Goedicke Course: Introduction to Wb/nen’s Studies Instructor: Arlene Larson Assignment: Research a topic relevant to women’s lives, one not usually presented in stamdard history books. Write a short paper to present your information. My personal experience wiih women's clubs comes from the fact that my father came from a small town in Alabama. While growing up I had many opportunities to visit his hometown on family vacations. My paternal grandmother was the total 'Southern woman.' I was always fascinated when she would go to her club meetings. She would dress up beautifully, right down to the white gloves. Although I never got to go with her, she would come back and 42 tell me about the meetings. By the way she talked, I figured out that it was a prestigious social club and all the fine women belonged. She would tell me about how the membership board had decided not to accept a particular woman because she just wasn't club material! I never quite figured out what club material was, but it was pretty obvious that you had to be part of the social elite to join. I had learned by personal experience that women's clubs were a place �and religious teachings. There was another form of clubs for women's education, however, and it was known as the study club. These groups usually met five criteria according to Theodora Penny Martin. These criteria were "(I) all the participants were women; (2 )they were women attempting to educate themselves; (3) the leader was as woman of strong personal characteristics; (4) the content was uplifting; and (5) the purpose widened over time" (Martin, 1987, p. 5). The topic of these early study clubs was usually based in theology and they would have a sermon to start the meetings but the issue would grow into the discussion of theology in general. One of the earlier organizers of a group for the purpose of study was Lucy Larcom. Lucy was a mill worker, as were many women of the time. She formed the Lowell system that provided free grammar schools and organized church "social circles," night schools and a lyceum in an effort to contribute to the intellectual and spiritual development of the mill girls and "nourish a belief in the dignity of labor. ” (Martin, 1987, p. 7) This is an interesting idea from someone who started in the mills in 1835 at the age of 11. Although these clubs were few in members at the beginning, these clubs grew to where they were very common and were known as "reading parties" (Martin, 1987, p. 7). Groups of women would get together and sell tickets to raise money to have a guest lecturer in. These reading clubs actually started out as groups of women who read good literary works together in gatherings of 10 or 12. These reading clubs spawned other groups, some of which were so well organized that they even had a "complete board of officers" (Martin, 1987, p. 57). Some of these study groups grew quite large and were organized by departments of study, such as science, travel, and philosophy. In researching this subject, I found that as these clubs grew and changed, they continued past being Just study clubs. They evolved into groups that not only met the needs of socialization and the desire for education, but they began to address the issues that concerned women. of socialization. Learning in this class that clubs were also a way that women educated themselves made me want to learn more about these clubs. Embarking on the research of women's clubs 1 have found that these clubs had many and varied functions. Among these functions were the socialization of women, educating women, spiritual growth and working for reform concerning women's issues. These clubs and organizations changed the face of America. Some examples of these changes are the Temperance movement that was organized to keep men from drinking in taverns, getting women the right to vote and the mandates of providing child care. The club movement has spanned many years from the early 1800's until today. The movement has involved literally hundreds of thousands of women and the changes these clubs have made are significant. One of the first references to socialization that I found relating to clubs was from the book A Harvest Yet to Reap (Rasmussen, Rasmussen, Savage, & Wheeler, 1976). It tells about a woman on a homestead who, after two years found herself a nervous wreck because of the isolation. Her health had gotten bad and she had spent a lot of money on doctors. She made the decision to join the W.G.G.A. (Women's Grain Growers Association) because she finds "that everything does not fall apart if she takes an afternoon off to attend the meetings" (Ramussen, et al 1976, pg 126). On the same page of this book another women tells of the founding of the Victorian Order of Nurses by women who would minister medical aid to families surrounding them on the frontier. When we change our focus to the ability of these clubs and organizations to educate women, the research becomes even more interesting. The writings of history have shown that formal schooling for women did not really start until the late 18th century. However, the informal education of women had been taking place for hundreds of years through social interaction and clubs. The quilting bee was one example of this type of organization. The women would get together for a common goal and while working on the quilts they would share ideas 43 �Some of the changes have come from such groups as the W.C.T.U.(Women's Christian Temperance Union), who "campaigned for kindergartens, police matrons, and child labor laws" (Smith. 1970, p. 256), Although the W.C.T.U. got a bad reputation for being axe wielding saloon crashers, they, in fact, may have been the most important group ever. "They were the most extensive agency of social reform in our history and one of the most enlightened" (Smith, 1970, p. 257). Many of these women’s clubs and organizations have changed things for the better and enabled women today to enjoy the advantages of their labors. In conclusion, I would like to say that I never would have undertaken this research on my own. I am glad that 1 did because I have learned a great deal. Enlightenment through education is the cornerstone of all things. Although I have the advantage of getting my education through formal channels, learning is still as important to me as it was to my foremothers. References Martin. P. (1987), The Sound Of Our Own Voices. BosUm: Beacon Press Rasmussen, Linda. Rasmussen. Loma, Savage, C., & Wheeler, A. (1976). A Harvest To Heap. Nebraska: Univereily of Nebraska Press Smith, P. (1970). Daughters Of The Promised Land. Boston: Little. Brown and Company 44 �Fiber Optic Technology By Pandora J. Hemsher Course: Independent Study: Fiber Optics Instructor: Dave Arndt Assignment; To research the topic rf fiber optics and write a report on the topic. The report must have documented references and use the APA format for these references. Introduction Using light for communications is not new. They date from Paul Revere s famous ride to lighthouses warning sailors of dangers. There was an optical telegraph built in France in the 1790's. Throu^ the years all over the world there were people experimenting and testing the idea of using light for different types of communications (Sterling, 1993; Lacy. 1982). Fiber optics is a method of carrying information from one point to another. An optical fiber is a thin strand of glass or plastic that serves as the transmission medium over which the information passes. The fiber carries light through it instead of electricity like the traditional copper wire. The basic fiber optic system is a link connecting two electronic circuits. There are four main parts of a link as follows 1. Transmiltcr-This part converts the electrical signal into a light signal. The light source is either an LED or a laser diode. 2. Fiber optic cable-This is the medium for carrying the light and includes the fiber and its protective covering. 3. Receiver-This accepts the light and converts it back into an electrical signal. The receiver is made up of two parts, the detector which converts, the light signal back into an electrical signal, and the output circuit to amplify the electrical signal. 4. ConnectorS’These connect the fibers to the source, detector, and other fibers (Sterling, 1993). With the movement into the information age and the 45 �need lo move information faster, more efficiently, characteristics like copper wires. Fiber optics come more reliably, and less expensively, the use of in very handy where there is a problems with EMI fiber optics has helped to fill all of these needs. (electromagnetic interference). EMI will not cause Fiber optics is exceptionally suited to the errors or distortion in transmission of data through requirements of digital telecommunications fiber optic cabling. You can also run fiber cable because it allows the transmission of large beside high voltage lines without creating problems amounts of data. It is immune to electrical noise with the transmitted data. This is possible because which has been a problem with conventional there is no crosstalk between parallel fibers and it has telephone wiring since the beginning. Fiber optics immunity to inductive interference (Sterling 1993; is less expensive than microwave transmission Lacy 1982; Meardon 1993). and it has started to challenge satellite Another advantage is weight; fiber is a lot lighter communications in some applications (Sterling, than copper wire. Fiber is also a lot smaller in 1993; Lacy, 1982), diameter than other transmission mediums. The There are quite a few advantages to using fiber difference in size and weight have made fiber very optics as a communications medium. First of all, appealing in aircraft and submarine technology, to fiber has a large bandwidth ranging from zero to the telephone companies, and in businesses where ITHz. Today's applications have not come close to there are mass amounts of computer or electronic using this bandwidth range, however, they arc using equipment. Fiber can deliver signals at a lower cost only about lOGHz of these transmission frequencies. because it has a longer life span, greater reliability, This bandwidth range significantly out performs and it is easier lo maintain than the other transmission conventional copper wiring and coaxial cabling. methods. It also has a high tolerance lo temperature Low losses in fiber are also very profound. When extremes as well as liquids and corrosive gases. talking about losses here, we are talking about Safely is another factor to take into consideration. getting all of the information from point A to point B Optical fiber is a dielectric and does not carry without losing its signal strength, data, or voltage electricity through it. It can not produce sparks or levels. This signal strength degradation is called cause fires and it is not attractive lo lightning. Fiber attenuation. In fiber, the attenuation is flat, which can’t be tapped into easily and doesn't radiate energy means the loss is the same at any frequency until you so in the area of security, fiber is far superior to hit the very high frequencies (above IGHz). In copper copper wire. You can easily expand a fiber system’s twisted pair and coaxial cable the attenuation transmission capability. A big concern in today's increases rapidly with the increase of the frequency world is to make use of common natural resources; going through the wire. To try to fix the problems of fiber optics does this through the use of silicate sand lost data, repeater stations are set up along the (Sterling, 1993; Lacy 1982; Meardon 1993). transmission’s path to boost the voltage signal so that There are a few disadvantages of using fiber optic the data will not get lost. cables. Some types of fiber cables are harder lo join, Fiber optics needs to use repeaters when especially if your method of joining is fusion transmitting long distances but they do not have to splicing. Splicing can be time consuming, which in place them as close together, unlike with the other turn increases the cost of installation of the cable. If transmission methods (Sterling, 1993; Lacy, 1982; an electrical communication link is needed at a Meardon 1993). remote site, then an additional conducting cable for Fiber also has electromagnetic immunity unlike voltage has to be added lo the cable's configuration. its counterpart copper. Optical fibers do not radiate This also requires two conveners, one to convert the or pick up electromagnetic radiation. This is due to fiber signal to an electrical signal and one to convert the fact that fiber optics have no antenna the electrical signal back lo a fiber optic signal. 46 �The physical characteristics of an optical fiber include the core, cladding, and jacket. The core is the inner mo.st section and it is the light carrying element. The cladding, the outer layer, provides the difference in refractive index that allows total internal reflection of light through the core plus adds some support to the fiber. The jacket or coating acts as a shock absorber and protects the fiber from moisture and abrasions (Sterling 1993; Lacy 1982; Meardon, 1993; Killen 1991). The core dimensions do have regulations set by the International Electrotechnical Commission. They are t. For graded-index multimode fibers, a core diameter of SO micrometers and a cladding diameter of 125 micrometers. 2. For step-index multi mode fibers, a core diameter of 200 micrometers but an unspecified cladding diameter (Sterling 1993). 3. For step-index single mode fiber, a core diameter of eight micrometers and a cladding diameter of 125 micrometers. There are tight tolerances because even slight variations in the dimensions can cause significant changes in optical characteristics. It is not uncommon to see core diameter tolerances specified as low as W2 micrometers. Fiber optics are classified in three ways (Sterling, 1993). First by their material makeup; Glass fibers have a glass core and cladding and is the most widely used. The glass used in fibers can be ultrapure, ultratransparent silicon dioxide or fused quartz. Plastic clad silica (PCS) fibers have a glass core and plastic cladding. This type of fiber ha.s a respectable performance rate but not as good as all glass fibers. Last there is plastic fibers which have both plastic core and cladding. These fibers are limited in loss and bandwidth but are also very low cost and easy to use. In some applications they are very attractive (Sterling. 1993). The second way fibers are classified is by their refractive index of the core and the modes of fiber propagation (Sterling, 1993). There arc three types of fibers classifications when looking at their refractive index profile. The first one, multimode step-index fiber, also called Water intrusion can cause the fiber to decay over a long period of time (Meardon, 1993). This means replacement of the cable; however, fiber cable will outlast copper wire where water intrusion is concerned. Optical Fiber "Light is electromagnetic energy, as are radio waves, radar, television, radio signals, x-rays, and electronic digital pulses. Electromagnetic energy is radiant energy that travels through free space at about 300,(X)0Km/s or 186,000 miles/s. An electromagnetic wave consists of oscillating electric and magnetic fields at right angles to each other and to the direction of propagation. The main distinction between different waves lies in their frequency or wavelength. Frequency defines the number of sine wave cycles per second and is expressed in hertz. Wavelength is the distance between the points on two consecutive waves. Wavelength and frequency are related. Wavelength (lambda) equals the velocity of the wave(v) divided by its frequency(f). Light has both wavelike and particlelike characteristics. It is parliclelike in its photoelectric effect, light striking the surface of certain solids causes them to emit electrons. It is wavelike because light beams can pass through one another without disturbing each othcr”(Lacy, 1982, Sterling, 1993). Light is refracted and/or reflected through the fiber. When light changes its direction of travel it is said to refract. Refraction is bad because it changes the speed of the light wave and causes distortion of the light wave. Different wavelengths of light travel at different speeds in the same material. This variation of velocity with wavelength plays an important role in fiber optics. There is a refractive index used in fiber optics to tell you how much the light will be refracted between the materials used. Reflection is where a small portion of the transmitted light reflects back into the fiber. In fiber optics these reflections are called Frensel reflections. Frensel reflections are desired because the light must stay in the cable to reach its destination with minimal signal dissipation. When discussing reflections you are mainly concerned with losses in dB's (Sterling, 1993; Lacy 1982; Meardon, 1993). 47 �step-index fiber, is the simplest type. It can be constructed from glass. PCS, and plastic. It has the most signal loss due to modal dispersion. This is where a pulse of light that began as a tight and precise defined shape has dispersed or spread out over time. This results from the varying path length of different modes in a fiber. This can cause problems in data being lost during transmission. Because of this, this fiber is used more for short transmissions (Sterling ,1993; Meardon, 1993). "In a step-index fiber, the refractive index is constant throughout the core” (Lacy. 1982). Next there is graded-index fiber. This fiber has numerous concentric layers of glass within its core. The layers, as they get farther from the axis, have a lower index of refraction. Light travels faster in a lower index of refraction. The light rays will tend to reach the end of the fiber at the same time and the modal dispersion problem is greatly decreased (Sterling, 1993; Meardon, 1993; Lacy 1982). Last there is a single mode fiber. Here you don't have any problems with modal dispersion since the fiber is only carrying one mode. 11 has a bandwidth potential of 50 to lOOGHz/ l2Km. In single mode fiber the optical energy also travels in the cladding unlike the others so the construction and size of the cladding has to be taken into consideration when using a single-mode fiber (Sterling 1993; Meardon, 1993, Lacy, 1982). The third type shows the relative index of refraction of the core and cladding for each type of fiber (Sterling, 1993). "This index is simply the ratio of the speed of light in air (c) to the speed of the light being considered (v)” (Lacy, 1982). When talking about light and its refraction understanding terms like normal, the angle of incidence and the angle of refraction are important. "Normal is an imaginary line perpendicular to the interface of the two materials. The angle of incidence is the angle between the incident ray and the normal, and the angle of refraction is the angle between the refracted ray and the normal” (Sterling, 1993). Knowing ihis information gives you an idea to how the light will pass through the fiber that is being worked with. Connectors In making the ST II connectors it is important to follow safety precautions associated with bare fiber. Wearing safety glasses is very important; if a piece of fiber would break and go up in the air, it could pierce an eye. NEVER look into a fiber, under a microscope, if it's hooked up to a laser or LED. ALWAYS make sure that it is not connected. Paying attention while using the epoxy is also a good idea;epoxy can cause skin and eye irritation. When using the heater to cure the epoxy to the connector make sure there aren't any combustible items near so a fire danger isn't created. It is also important to have something sticky like tape close to put broken or bad pieces of fiber on it to keep track of them. Assembling the connector is easy once the technique is understood. The most important thing to know, the type of fiber and connector that is being used and follow the procedures that go with those specific types. Manuals will give directions on the connectors and, depending on the type of fiber being used, give specific directions for the different types. Another important procedure to pay attention to is how much epoxy to use while assembling the connector. If too little epoxy is used, the fiber will not be secure within the connector. If loo much epoxy is used, the connector can be ruined because the fiber will not be able to transmit properly and hours to polish it off. Which brings up polishing. The directions specify that the polishing tool should be moved in a figure eight motion. The technician needs to be gentle so not to crack or break the fiber throughout the polishing process. The polishing stage is where the technician really needs to pay attention to the directions and know what type of fiber is being worked with, since the polishing procedures are different for different fibers. When polishing the ST 11 connector there are two types of polishing papers to use. First start with a course grit Io get the fiber where it is flat and there are not any sharp edges. Next, switch over to a fine paper to get the rest of the epoxy off the tip of the connector. During the process the lechnicain needs to be aware and careful not to crack the fiber. The ST 11 style connector is one of the most popular connectors 48 �in use. It is widely used in local area networks (LAN's), premises wiring, test equipment and other applications. The quick release bayonet locking mechanism is easy to use and with the built in key ensures the mating of the bushings are the same orientation which helps predicting losses. The ST II connector comes in various materials, including ceramic, stainless steel or plastic ferrule, in single mode and multimode versions and in epoxyless versions (Sterling, 1993). The Biconic connector is similarly assembled but like any connector, pay close attention to the directions. When injecting the epoxy into this connector the technicain needs to be very aware of what is being done. This connector takes a minimal amount of epoxy. The polishing requirements are also different. The biconic connector is used for data links and can be either used in single mode or multimode applications. There arc many more types and styles of connectors used in fiber optics. Another popular connector is the SC connector. It was used for both singlemode and multimode applications. The connector used a push-pull engagement for mating and was designed to be pull proof. The SC connector is easy to connect to multifiber connectors. The FDDI MIC connector is a duplex connector using two 2.5 ferrules. One feature is the fixed shroud that protects the ferrules from damage. Also it has a positive side-latch mechanism and keying capability make the connector easy to use. This connector can mate to another FDDI connector, two ST-style connectors or a transceiver. The SMA connectors were standardized by NATO, the US military and the lEC. They have a threaded coupling nut that is among the most mature and popular styles. There are two basic types 905 and 906 style. The 905 style uses a straight ferrule and the 906 style has a step down nose. Last there are plastic-fiber connectors. They arc very low cost and easy to apply. They have gained popularity in digital audio electronics (Sterling.1993). Splicing Fusion splicing uses an electric arc to weld two fibers together. Fusion splicing is very sophisticated. Using computer-controlled alignment of fibers, the losses routinely achieved can be a.s low as 0.05dB. Because the fiber is fused, return reflections are virtually eliminated. Its main drawback is the high cost of equipment and from my experience, getting used to the machine and cutting the fiber takes a lot of practice. When the lowest possible losses are needed, fusion splicing is considered the most a{^>ropriate (Sterling, 1993). Two fibers can be spliced together by mechanical and GTE Fastomeric splice sleeve. Mechanical splices have been devised in many forms. They are easy to make and have low losses. The GTE Fastomeric splices are also easy to make. This splice uses a elastomer sleeve. It is accomplished by inserting the two cut and cleaned fibers inside of the sleeve on a v-groove. This splice's losses are typically under 1.0 dB (Sterling, 1993; Meardon, 1993). The biggest advantage of splicing fiber together versus using connectors is with splicing there arc no mating problems, such as those associated with connectors. Conclusion Using light as a source of communication has been around for many years and I feel that we are just seeing its capabilities. There are many advantages to using fiber instead of the traditional copper wire. Not to say that copper wire does not have its place in the electronic field, but for some applications fiber optics will do the job better. When dealing with fiber optics there are many particulars to take into consideration. The type of fiber to be used, if you want to use connectors or splice the fibers, what application you are going to use the fiber for. Make sure you are aware of all of the specifications of the fiber you want to use. Works Cited Sterling. Donald J Jr., Tfchrticiaii'x Guide To Fiber Optics. Delmar Publishers Inc.. 1993. I.acy. Edward A.. Fiber Optics. PrerMkx-Hall Inc., I9S2. Meardon. S. L Wymer. The Elements of Fiber Optics. Regents/Prentice Hall. 1993. Killen. Hanihl B.. Fiber Optic Communications, Pientke Hall. 1991. 49 �c Intake Interview Memo By Joelle Hadley Course: Introduction to Paralegal Studies I Instructor: Ruth Garrett Assignment: Lectures and interviewing exercises are presented to familahze the student with a basic understanding of protocol. The student must find a person willing to be interviewed about a real legal problem. After conducting the interview, the student must draft the memo in accordance with a specified format. (Names are chAng^ ) Intake Memorandum PERSONAL DATA: RUTH GARRETT NAME OF CLIENT: JANE DOE FROM: JO HADLEY ADDRESS; DATE OF MEMO: NOVEMBER 2. 1994 CASE; JANE DOE FILE NO: 94-131 TO: *♦** E. 941h AVENUE CASPER. WY 82609 TELEPHONE: (307)235****(h) (307)265****(w) 41 TYPE CASE: FAM. LAW AGE: RE; DIVORCE MARITAL STATUS; MARRIED SSN: 642-23-9441 DATE OF INTER VIEW: OCTOBER 21. 1994 EMPLOYMENT: 50 EMPLOYED PART-TIME, HOMEMAKER �Mrs. Doe initially contacted our offices on October 18, 1994, requesting a divorce fee quote. After checking attorneys’ fees in the community, she selected this firm to represent her. Mrs. Doe intends to retain you fw representation in her divorce action. You asked that I meet with Mrs. Doe for an initial interview arxl information gathering session prior to your appointment with her at 10:00 A.M. on Friday, November 4, 1994.1 was unable to coordinate an in­ office appointment to conduct an intake interview with Mrs. Doe during our regular office hours due to her scheduling conflicts and child care needs. I conducted the intake interview at her residence during the evening hours of Friday, October 21, 1994. This is the Doe's first marriage. Mrs. Doe has not worked outside of the home since the marriage. She and her husband have two children. Jilt (bom 06-0983) and Jack (bom 08-26-85). There are no other children of the marriage (x previous children prior to the marriage for either Mrs. Doe or her husband. Mr. Doe left the marital home on August 19, 1994, and has not sought legal representation in this matter. He is currently residing with his parents at ***♦, Vista Circle, Allendale. WY 82714, (307) 577**** landslide into obscurity. Mr. Doc became employed with Acme Tool Company in 1985 as a salesman. His current gross monthly income is $3,675.00. He also receives monthly and annual sales bonuses. Marital Discord Mrs. Doe indicates that an escalating pattern of marital discord over the past two years, exacerbated by her husband's substance abuse and marital infidelities, has led to her decision to divorce her husband. She states the infidelities began about two years ago and that "everyone in the neighborhood" knew about it It seems that Mr. Doc would bring his girlfriend into the marital home for overnight visits when Mrs. Doe was out of town. Mrs. Doe related she attempted to engage her husband in not only marital but also substance abuse counseling over the past two years without success. She estimates she made at least a dozen appointments for marital counseling; however, she was the only one aside from the counselor who kept the appointments. Her husband’s substance abuse was manifested by physical evidence (she found cocaine in the bottom drawer in the bathroom) and dramatic personality changes. There were no apparent changes in his job performance. Mrs. Doe alleges he made numerous purchases for clothing, electronics, gifts, etc. with cash at a time in their marriage when they had a negative cash flow. She does not know anyone who can corroborate his substance abuse; his old friends will not talk with her. She suspects he was "dealing drugs" not only to support his substance abuse, but also to make these purchases. In August of this year. Mrs. Doe attempted to facilitate an intervention with substance abuse counselors on behalf of her husband. Mr. Doe refused all assistance offered, and, indeed, denied he even had a substance abuse problem. Shortly thereafter, he moved out of the marital home. Initial Summary Mr. and Mrs. Doe were married in a civil ceremony at the courthouse in Casper in the spring of 1980. Mrs. Doe is a 41 year old Oucasian, mother of 2 children who is a lifelong resident of the state of Wyoming. Mr. Doe is a 42 year old Caucasian who was bom in Red Cloud. Nebraska Mis. Doe attended grammar school and high school in Centennial, Wyoming. Mr. Doe was educated in Grand Island, Nebraska and has a high school education. During the early years of the marriage. Mr. Doe worked as an oilfield roughneck and his work required travel throughout the intermountain region. He followed the transient lifestyle of an oilfield worker and Mrs. Doc resided with her parents in Torrington. Mrs. Doe and her husband moved to Casper in 1984. shortly after the oil boom economy began its Welfare of Minor Children Mrs. E)oe relates her marital problems are having an adverse effect on the children. Jill’s grades in school are falling and Jack has evidenced behavior problems in the classroom. 51 �The school psychologist has recommended follow-up counseling for each of the children with Dr. Jones (a local child psychologist) on a bi-weekly basis. Mrs. Doe wants primary custody of the children with limited visitation by their father. Indeed, until Mr. Doe provides evidence of substance abuse counseling, she would prefer he have no unsupervised contact with their children. Mrs. Doe is seeking temporary full custody of the children. She indicates her husband is capable of providing child support in the amount of $500.00 a month. maintenance expenses at this time for which she holds Mr. Doe responsible. She is planning to share the lax exemptions for dependents on the federal income tax returns with her husband. She indicates the children are listed as beneficiaries on hers and her husband's term life insurance policies. She would like to separate the linking policies while maintaining the children as beneficiaries. Mrs. Doe is currently the beneficiary on her husband's 40l(k) account through his employer and is requesting a distribution of 65% of the account. She thinks the current 401(k) account balance is in the neighborhood of $67,000.00. After the distribution from this account, she wants the children to be named as account beneficiaries. The 401(k) account is the only investment income the Does have — there are no other income sources. Mrs. Doe describes the overall financial status of her marriage as without substantive liquid assets and with marital debt in the amount of approximately $12,000.00. The Does have moderate credit card debt, one automobile installment loan, a personal loan ($5,000.00) from his parents, and the mortgage on the house. She and her husband purchased their home with a non-qualifying WCDA loan ($73,000.00 was the initial contract amount). She estimates they currently hold $6,900.00 equity in the home. Aside from two automobiles, a 1990 Toyota 4-Runner and a 1972 Dodge 4X4, they have no other real property. Mrs. Doe asked me about the possibility of seeking spousal support from her husband for two years while she attends school to upgrade her employment skills. 1 indicated to Mrs. Doe that Wyoming is an equitable distribution state concerning marital assets and debts and that the spousal support issue was one that should be discussed with you. I reaffrmed to Mrs. I3oe that in my capacity as a paralegal, 1 am not able to advise her regarding divorce strategy or implications. I did suggest to Mrs. Doe that if she plans to attend school to upgrade employment skills perhaps it would be a good idea to have an estimate of the school's costs for an associate's degree program. I suggested she explore this issue further with you. Financial Status - Division of Marital Assets/Liabilities Mr. and Mrs. Doe have not yet discussed the division of the marital debts or division of personal property. Mr. Doe does not know that Mrs. Doe is planning to retain an attorney to represent her legal interests in this matter. Mrs. Doe would like to obtain a restraining order against her husband to prevent him from disposing of any of the real or personal property until an equitable division can be made. She indicates she will be unable to afford to stay in the marital home and is currently looking for a real estate company to represent her interests in the marketing of the home. She plans to move into an apartment the first of the month. Her parents have been subsidizing her living expenses since Mr. Doe left the marital home in August. Mr. E)oe has not contributed any funds toward the care and maintenance of the children or the home since August. Mrs. Doe has just taken a minimum wage job at a local fast-food restaurant. She estimates her minimum household expenses, with child care factored in, to be $1,300.00 per month. Mr. Doe's employment benefits include major medical insurance coverage and it is Mrs. Doe's contention that he should be responsible for continuing to provide insurance coverage for the children including dental and vision care. Additionally, Mrs. Doe wants Mr. Doe to contribute $50.00/month per child toward an education savings fund. Mrs. Doe has not identified any other child care or 52 �Mrs. Doe indicates she does not wish to have her maiden name restored. Conclusion Mrs. Doe is seeking legal representation for an uncontested divorce. There are few liquid marital a.ssets, minor real property holdings and marginal marital debts. Although this appears to be a fairly simple marital dissolution matter, the following issues may be pertinent and ultimately swing the momentum for temporary as well as permanent child and spousal support negotiation toward our client's advantage. Pertinent Issues 1. 2. 3. 4. 5. Mr. Doe's alleged marital infidelities and his refusal to participate in marital counseling; Mr. Doe's alleged substance abuse problem and his refusal to participate in substance abuse intervention; and Fiscal irresponsibility on the part of Mr. Doe since leaving the marital home, i.e., he has not contributed to the care and maintenance of the children nor provided any funds to maintain the home, according to Mrs. Doe. Mrs. Doe has not worked outside the home since her marriage to Mr. Doe. Her employment skills are substandard and she has had to take a minimum wage job to provide income for her family. She is continuing to rely upon subsistence funds from her family to assist with daily living expenses. Mr. Doe is gainfully employed and makes an above-average salary. Mrs. Doe's allegation that marital discord has had an adverse effect on the children is corroborated by the suggestion of the children's school psychologist for direct psychological intervention by Dr. Jones. 3. 4. Client Tasks I have asked Mrs. Doe to bring the following items to her interview with you: 1. Federal income tax returns for the past five years; 2. Property tax records for the past five years; 3. Profit sharing and 401 (k) income statements from Mr. Doe's place of employment; 4. Warranty deed and installment loan agreement on the marital home; appraisal and closing statement on the home; 5. An estimated breakdown of the current monthly expenditures to maintain the marital home and provide for the children; 6. Appraisals on the two family vehicles; 7. Bank statements for checking and savings; 8. An estimate of the costs associated with tuition and books for a two-year associate’s degree program at a community college; 9. A list of the real and personal property she would like to retain after the dissolution of the marriage; and 10. Documentation from the marital counselor and substance abuse counselors regarding marital mediation and the substance abuse intervention incident. Impression of the Client Mrs. Doe initially appeared reluctant to disclose the issues which have caused her to seek legal representation in the dissolution of her marriage. I explained to Mrs. Doe that I am your paralegal and all information communicated to me in the course of this interview or any subsequent communications will be handled in a sensitive confidential manner. Mrs. Doe communicated the significant events which have lead to the dissolution of her marriage in Next Steps 1. 2. minor children by Mrs. Doe with the right of limited supervised visitation by the father. Draft Motion for Temporary Child Support. Begin draft of Decree of Divorce, Separation and Property Settlement Agreement, and Income Withholding Order. Begin research into Acme Tools’ potocol for Qualified Domestic Relations Order. File a restraining order to prevent Mr. Doe from removing or disposing of any marital assets prior to an equitable distribution before the court. Draft a Summons. Acceptance of Service of Process and Complaint for Divorce; draft Motion for Temporary Full Custody of the 53 �a calm, matter-of-fact way without apparent exaggeration or emotional distortion. She seems concerned, however, that her husband will not be accountable for his financial responsibilities after the divorce. I explained that Wyoming Statutes are fairly rigid regarding divorce fiscal responsibility. I indicated to her this was an area that you would explore further with her during the course of your scheduled interview. She seemed amenable to performing the client tasks 1 have assigned her and indeed is eager to assist in whatever manner necessary to. in her words, "just get this thing over with as soon as possible." Interviewing Strengths I was able to place Mrs. Doe at her ease after her initial reluctance to discuss her marital problems with someone who is not an attorney. My questions were clear, concise and for the most part on point, although 1 had to redirect a few times. I elicited the information necessary to begin the drafting of the pleadings without placing an undue amount of additional stress on Mrs. Doe. Although the interview took place in Mrs. Doe's home, I think I controlled the direction and information flow of the interview well, with a minimum of distractions or repeated questions. Interviewing Weaknesses 1 have to admit that initially i had the "first-time interview” jitters. I would presume that this gets easier over the course of time and practice. I certainly hope so! 1 found I was distracted by my microrecorder - 1 kept checking it to ensure 1 had not run out of tape and that it was working properly. 1 would share with you ihiU given the nature of the problems Mrs. Doe related and my own recent marital history, it was at times difficult for me to maintain impartiality in the interview process. Additionally, 1 think if 1 had more closely reviewed the standard divorce checklist prior to the interview perhaps 1 would not have had to backtrack during the course of the interview to elicit additional information from the client. Prepared Questions This interview was tape-recorded with the permission of Mrs. Doe. The basis for these prepared questions was the divorce checklist currently utilized at the law office where 1 am employed. Additionally, 1 asked questions necessary to fill out the State of Wyoming divorce statistical analysis sheet. 54 �c Memorandum of Law By JeAnne Slough Course: Research II Instructor: Mary Kubichek Assignment: Pick any topic of law that interests you, make op a fact scenario, and research to find cases that would support your issue of law and cases that would not support your issue. Then write a memorandum c^law using those cases and discuss those positions. To: From: Date: Case: Re: causes for termination, have their job terminated without cause? Mary Kubichek JeAnne Slough November 18, 1994 Simmons v. Lucky Drilling Co. Wrongful Termination Facts Mr. Jack Simmons worked for Lucky Drilling Company for seven years. When he was hired he was told by Thomas Gelling, the owner of Lucky Drilling Company, that he had a job with him for as long as he wanted it. About three years ago John Gelling, Thomas’ son, took over the company. He issued each employee a handbook setting out the amount of hours of work, vacation time, health benefits, disciplinary acdons, and causes for termination but no disclaimer clause. On March 12, 1994, John Gelling called Jack Simmons into his office and fired him saying he was a disruptive influence on the other employees. He Assignment You have asked me to research cases and draft an interofTice memorandum of law to determine if Jack Simmons has a cause of action against Lucky Drilling Company for wrongful termination. Issue Can someone who has a contract, in the form of an employee handbook that contains a list of specific 55 �was given two weeks severance pay and told to leave. Jack Simmons then went and talked to Thomas, who told him that he backed whatever decisions his son made about the company. Jack Simmons says he was given no prior warnings about his conduct, nor was he ever reprimanded. He always thought he was doing a good job and that he got along with everyone. He even had people ask for him to do certain drilling jobs. He saw no problems with other employees, and had never been told he was not doing a good job. Jack believes he has a "wrongful termination" case against Lucky Drilling Company because of the employee handbook which states he can only be fired for cause. Discussion Wyoming has long been an "at will employee" state, meaning that a person is employed for no specific time period and that employment can be terminated at any time for any reason or for no reason at all, by either party. Allen v. Safeway Stores, Inc., 699 P.2d 277 (Wyo. 1985). But a contract, in the form of an employee handbook, can change the status of an at will employee to employment that can only be terminated for cause, depending on the language contained in that handbook. Mobil Coal Producing. Inc. v. Parks, 704 P.2d 702 (Wyo, 1985). 1 will discuss four cases where the Wyoming Supreme Court has determined that the language of the employee handbook makes termination possible only with cause. The fifth case also deals with an oral contract that was overridden by a memorandum of understanding. This case stated that the language of the memorandum questions the at will employee status. Jack Simmons will argue that he is a for cause employee but Lucky Drilling will claim that he is an at will employee and therefore subject to termination of employment at any time and for any reason. I will discuss three cases where the at will employment was upheld by the Wyoming Supreme Court. An employee can only be fired for cause. The Wyoming Supreme Court ruled that an employee was not at will and the evidence was sufficient to support finding that the employer had violated procedures in the employment handbook. This was the ruling in Mobil Coat Producing, Inc. v. Parks, 704 P,2d 702 (Wyo. 1985). Dale Parks was employed on March 15, 1982 as a mine technician at the coal mine in Campbell County. Six months later in September the employer distributed a handbook to all employees. This handbook set out disciplinary actions and causes for termination among other things. Over the next year Mr. Parks was disciplined in March of 1982 for negligent operation of equipment, in July for erratic work performance and in August 1983 for reporting late to work and again in August for being tardy to work. On August 22, 1983, Dale Parks was suspended and four days later was discharged. Dale Parks then brought a wrongful termination action against the coal mine. Mr. Parks based his case on the handbook which set out the procedure to be followed before a termination could occur. He argued his termination was contrary to the language of the handbook. The District court awarded Dale Parks damages for wrongful discharge but held that he was an at will employee. Mobil Coal appealed and the Supreme Court of Wyoming ruled that Dale Parks was not an at will employee and the procedures in his discharge were not in accordance with the handbook given by the employers. The facts in this case closely follow the facts in Jack Simmons case. Both had an employee handbook that set out steps to be taken for discipline and termination of employment. Both were Bred without thQse steps being followed and both were told they were at will employees. But these cases can be distinguished and Jack Simmons has a stronger argument than Dale Parks because Jack maintains he was never disciplined for any infractions nor did he ever report late for work He was always under the impression that his work was very good, whereas Mr. Parks had gone through some disciplinary actions. 56 �1 Since Mr. Parks was considered to have an implied contract in the form of the handbook so too should Jack Simmons be considered under contract and thus he should not have been fired without cause. In a similar case, the Wyoming Supreme Court ruled that the employee handbook section on causes for termination precluded the employee from being an at will employee and so cause must be shown before termination. This was the ruling in Alexander V. Phillips Oil Co., 701 P,2d 1385 (Wyo. 1985). Ronald Alexander was employed by Phillips Oil Company as a field supervisor over the Douglas Gathering System. Mr. Alexander was issued an employee handbook stating among other things disciplinary actions and causes for termination. Phillips terminated Mr. Alexarxler's employment by using the extreme method of placing him under surveillance and verifying his presence at bars during daytime hours to establish cause for that termination. Mr. Alexander maintained that he was not working nor conducting business during the hours he was at the bar and only went to the bar after he had finished his work for the day. Phillips failed to follow the steps set out in the handbook and went directly to terminating Mr. Alexander’s employment. Mr. Alexander brought suit against Phillips Oil Company for wrongful termination and the District Court entered Summary Judgement against him. The Supreme Court of Wyoming reversed and remanded the case because of the termination for cause clauses in the handbook. This is case is analogous to ours. In both cases the employee had a handbook stating specific causes for termination and the company had not followed the steps they had listed before they fired the employees. Phillips used the cause of drinking to fire Mr. Alexander without going through the disciplinary steps in their handbook. Mr. Simmons was fired because he allegedly was a disruptive influence and he had no disciplinary steps taken before he wa.s terminated. The Supreme Court of Wyoming again ruled that Mr. Alexander was not an at will employee and therefore the steps set out in the handbook should have been followed before the employee was fired. The Wyoming Supreme Court reversed another Summary Judgement and remanded to the District court the determination of the issue that an employee's handbook, with a disclaimer that was not conspicuous, "modified the employment relationship from one terminable at will to one terminable only for cause." McDonald v. Mobil Coal Producing, Inc., 820 P.2d 986 (Wyo. 1991). Mr. Craig McDonald was fired from his job with Mobil Coal Producing, Inc. He then brought a wrongful termination case against Mobil. Mr. McDonald stated that the terms of the employee handbook clearly stated steps to be taken which were not done before he was fired. Mobil contended they had a disclaimer saying employees are at will and can be fired for no cause. The District Court entered Summary Judgement for Mobil. The Supreme Court of Wyoming held that the disclaimer was not conspicuous and so the employee handbook was favorable to McDonald and Mobil was bound by what was in the handbook. Mobil had led McDonald to believe in the procedures outlined in the handbook and made "legally binding promises." McDonald at 991. Again the court held that an employee's handbook setting out steps for discipline and causes for termination was to be binding on the employer. Mobil could not terminate McDonald's employment without going through the steps of discipline and showing cause for termination of the employment and so too should Lucky Drilling Company be held to the terms of the harxlbook they distributed. Lucky Drilling Company's employee handbook contained no disclaimer and so they should not use that as a contention for Mr. Simmons being an at will employee as Mobil tried to prove that McDonald was. The Wyoming Supreme Court reversed a Summary Judgement against Marie Sanchez by holding that her employee handbook with its procedures to follow in disciplinary actions and causes for termination made her a "for cause employee" and not an "at will employee." Sanchez v. Life Care Centers of America, Inc., 855 P.2d 1256 (Wyo. 1993). Marie Sanchez was employed by Life Care Centers of America, Inc. (hereafter called Life Care) 57 �during 1990 and was issued an employee handbook which clearly stated disciplinary steps and causes for termination. The handbook also had a disclaimer that it was not a contract of employment. On July 20, 1990, Ms. Sanchez called into work saying she could not come in because of fatigue. She was infcMmed to "forget coming in" and that she was removed from the work schedule. Ms. Sanchez brought suit for wrongful termination and the District Court ruled a Summary Judgement for Life Care, stating the disclaimer was sufficient to make Ms. Sanchez an at will employee. Ms. Sanchez appealed. The Supreme Court of Wyoming reversed the Summary Judgement and found that the disclaimer was not conspicuous, which made the handbook fully in effect. This bound Life Care to the procedures set out in the handbook before they could terminate anyone's employment. Again an employee's handbook that specifically lists steps Io be taken in any disciplinary action and causes for termination binds the company who issues that handbook to uphold those elements by law. Ms. Sanchez was given no reason for being fired nor were any disciplinary actions taken before she was fired. In the same way Mr. Simmons was not disciplined for any infractions listed in the handbook nor was he, according to him, given a true cause for his termination of employment All he was told was that he was a disruptive influence on the other employees. He maintains that he was never told this before and had never had any complaints of that nature before he was fired. Because the courts have upheld the termination for cause from the employee's handbook in the Sanchez case it should also do so in Mr. Simmons case, as it too has a list to be followed for cause termination. An oral contract followed by a memorandum of understanding can question the at will status of an employee by its language. The Wyoming Supreme Court set aside a Summary Judgement against Mr. Wilder on the basis of the material facts in the form of an oral contract, followed by a memorandum of understanding, which changed Mr. Wilder's status as an at will employee to one of a "for cause employee." Wilder V. Cody Country Chamber of Cotnmerce 868 58 P.2d21l (Wyo. 1994). Rick Wilder was hired by Cody Country Chamber of Commerce, (hereafter called the Chamber), as executive director of the Chamber. He closed his real estate brokerage house to take the position. Mr. Wilder considered his employment with the Chamber to be for as long as he did the work that was required or permanent. His duties as director, among other duties, were to supervise the chamber's staff, including the budget manager. During 1987 and 1988 the budget manager failed to pay some taxes due the IRS. Mr. Wilder was notified by the IRS and did not inform the board of directors of the problem. News of the problem reached the board and they met with Wilder to discuss the problem. After the meeting the board president presented Mr. Wilder with a memorandum of understanding which placed limits on Mr. Wilder's non*employment activities and also placed him on probation until an audit was completed. A review of his performance would then be done and his continued employment discussed. Mr. Wilder signed and accepted the terms of the memorandum on April 4, 1989. No audit was done nor did anything happen when on Apnl 18, 1989 the board informed Mr. Wilder that he could resign or be fired. Mr. Wilder resigned. Mr. Wilder tried to find other employment but was always blocked by the Chamber. On October 10, 1991, Mr. Wilder filed a complaint against the Chamber. One of the claims on the complaint was wrongful termination. The District Court granted a Summary Judgement for the Chamber staling that Mr. Wilder was an at will employee and subject to dismissal at any time. Mr. Wilder appealed. The Wyoming Supreme Court found that the terms of the oral contract were in effect at the time both parties agreed to the memorandum of understanding. "The language of the memorandum was ambiguous, creating mixed questions of law and fact over the parties intentions." Wilder at 219. The Chamber promised to perform the audit prior to a decision on Mr. Wilder's future employment, and they failed to do so. This put the material facts into dispute and the court reversed the Summary Judgement. Again we have a case where a person relied upon �suit when he accepts worker’s compensation, and there was no evidence of intentional injury to Mr. Lankford by True Ranches. As to Mr. Lankford’s contention of wrongful termination, the courts held that there was no evidence of a contract of any kind and that made him an at will employee who is subject to termination at any time and for any reason or no reason at all. Mr. Lankford appealed and the Wyoming Supreme court affirmed the decision of the District Court. Jon Lankford was an employee at will. He had no contract of any kind and no handbook that could have been construed as a contract. Mr. Simmons on the other hand can argue that he is not an at will employee because of the handbook and the procedures listed in it. That handbook acts as a contract and binds the employer to its language. A Summary Judgement was entered for Safeway when the Allens failed to show that,they had a contract of any kind in a wrongful termination case. Allen V. Safeway Stores Inc., 699 P.2d 277 (Wyo. 1985). Both David Allen and his wife Barbara Allen were employees of Safeway. David was the manager of the Rock Springs Safeway store and Barbara Allen was acting manager of the Green River store. Mr. Urcsk, an employee for the Wyoming Department of Health and Social Services, was conducting an inspection with reference to the Special Supplemental Food Program for Women, Infants and Children (WIC). Mr. Uresk was inspecting the stores to find out if they were complying with the WIC requirements. Mr. Allen was complimented on his store’s compliance with the requirements when he made some comments about people who sat on their butts and did nothing. Mr. Uresk then went to the Green River store and found some violations of the WIC requirements. Mr. Uresk discussed these violations with Mrs. Allen and told her about the comments made by her husband. Mrs. Allen not only agreed with her husband but had several comments of her own to add. Mr. Uresk then wrote letters to the Allens immediate supervisor complaining about their attitudes and comments. The Alien's supervisor discharged the Allens from their a contract for his employment and his job was terminated as if he were an at will employee. In Mr. Wilder's case he had an oral contract that was modified by the memorandum of understanding. The memo stated he was on probation until there was an audit, and then he was fired before the audit ever took place. Mr. Simmons had an oral contract, but he also had an employee handbook stating the causey of employment termination. His employment was terminated without cause. The courts have consistently ruled that an employee handbook that has causes for termination listed bind the employer to those causes. Throughout these five cases the Wyoming Supreme Court has reversed Summary Judgements that held that employees were at will and so could be fired at any time and without cause. The Supreme court has repeatedly stated that an employee's handbook, which list causes for termination, binds an employer to those causes before they can fire anyone. This is an at will employee. The Wyoming Supreme Court upheld a Summary Judgement for True Ranches when they found Jon Lankford to be an at will employee, because there was no contract with definite terms of employment. Lanirford v. True Ranches. Inc., 822 P 2d 868 (Wyo. 1991) Jon Lankford was in (he employ of True Ranches as a general ranch hand. On September 9, 1986. Mr. Lankford was injured when he caught his hand in an auger machine. The auger severed three of his fingers and cut and incapacitated his left hand. Mr. Lankford recuperated for 18 months and his medical bills were paid by Worker's Compensation. When he reported to work at True Ranches he was told they no longer had a job for him. Mr. Lankford brought action against True Ranches for wrongful termination and for negligently injuring him. The District Court granted a Summary Judgement to True Ranches saying that the employer is immune from liability for injuries to employee during his employment under Wyoming’s Constitution, which states that an employee is barred from a negligence 59 �positions. The Allens then brought action against Safeway for breach of contract of employment, among other claims. The District Court granted Summary Judgement to Safeway saying that (he employment contract between Safeway and the Allens had no deHnite terms of employment. This left the Allens as at will employees subject to termination at any time and for any reason. The Wyoming Supreme Court affirmed the Summary Judgement. The Allens had based what they considered permanent employment on a vague promise to allow them to return to Salt Lake City, Utah to continue their employment with Safeway. The court ruled that this vague promise did not compromise permanent employment. The court ruled that the discharge of the Allens was because of their verbal attack on Safeway's customers, which could lead to loss of sales and not for any other reason. The Allens had an employment contract with Safeway stores but it was not a contract with definite terms, it had no specified causes for termination, and it was not an employee handbook with specific steps set out for termination. Mr. Simmons’ contract in the form of the employee handbook has definite terms and does set out specific causes for termination. The Allens were held to be at will employees but Mr. Simmons should not be considered an at will employee. The Alien’s jobs were terminated because of their verbal attack on a customer which could have led to Safeway losing money, and if they had had a contract with specific causes for termination, the verbal attack would have been sufficient cause for their jobs to be terminated. Mr. Simmons maintains he had never verbally abused anyone either in the company or any company they subcontracted work to. In this final case the Wyoming Supreme Court upheld a Summary Judgement for John Q. Hammons Hotels, Inc. when the appellant John Rompf failed to show any breach of the terms of the employee handbook when the hotel discharged him to ease economic problems. Rompf v. John Q. 60 Hammons Hotels, Inc., 685 P.2d 25 (Wyo. 1984). John Rompf quit his job as a general manager of a heating and air conditioning company to accept the job of chief engineer of (he Holiday Inn in Sheridan, Wyoming. The Holiday Inn was managed by John Q. Hammons Hotels. Inc. Mr. Rompf hoped for a better opportunity with more advancements with Holiday Inn. Mr. Rompf was issued an employee handbook that outlined benefits, probation period and all disciplinary measures along with other job related information. After six weeks working for Holiday Inn, Mr. Rompfs job was terminated. Mr. Rompf then brought action against John Q. Hammons, Inc. for breach of contract. The District Court granted a Summary Judgement for John Q. Hammons. Inc. Mr. Rompf appealed the judgement. Mr. Rompf contends that he was a permanent employee because he had left a job of long standing to accept the position at the Holiday Inn. He was given no assurances that his position was permanent and the courts found no proof that his employment was permanent. Mr. Rompf also claims that the employee handbook gave him a contract with the hotel. Again the court found that the handbook gave no guarantees of employment, nor had the management violated any provisions in the manual. The court also said that had the manual offered permanent employment it would not have saved his job which was terminated because of economic adveisity. In this case Mr. Rompf claimed to have both an oral contract and as an extension to the contract, the employee's handbook. Mr. Simmons also had an oral contract along with his employee handbook. The difference between this case and ours is that Mr. Rompfs job was terminated because of economic pressures, and Mr. Simmons was not. If Lucky Drilling Company had terminated Mr. Simmons job because of economic reasons, then the courts would probably rule for Lucky Drilling Company. Wyoming is an at will employment state and if the employee has no definite contract of one form or another then that employee is considered to be at �will and his job can be terminated at any time and for any reason. An employment contract that has no definite term of employment or that sets out causes for termination is not considered a binding contract and that too places the employee at will. Finally, even had there been a contract, economic conditions and pressures can negate the contract allowing a person’s job to be terminated. * Summary In the first four cases discussed, each person had an employee handbook which bound the employer to the provisions in the handbook just as with any other contract. Each handbook set out these specific provisions: 1. All steps to disciplinarian action for every infraction of the rules must be followed before job termination. 2. A list of causes for job termination. 3. No noticeable disclaimer, saying the employee continued to be at will even with the provisions of the handbook. In the fifth ca.se discussed the employee had an oral contract that was modified by a memorandum of understanding. The memo again set out a step to be followed before the employee's job could be terminated which was not followed. That step was as follows: I. An audit must be completed before a review of the employee’s continued employment was done. The last three cases discussed adhered to the premise that Wyoming is an at will employment state. 1. An employee with no contract of any kind is an at will employee, subject to job termination for any reason. 2. Some forms of employee contracts do not contain any definite terms of employment, which makes the employee an at will employee. 3. The Wyoming court has ruled that economic adversity can allow an employer to terminate the job of an employee even if he had a contract. Appendix I. MeMCoal Pmdtong. Iik. v. Paris. 704 P.2d 702 (Wjtq. I9SS). 1 AUmderv. PhiBipi Oil Co . TV! ?.2d 1385 (Wyo. 1985). 3. UcDoitaldv. Mobil Coal Pmditring. Znr.. 820 P.2d 986 (Wyo. 1991). 4. Stateltn *- Liff Can Crnters ofAmerica, Inc.. 855 P.2d 1256 (Wyo. 1993). 5. WWdprr. Cody Cotottry Chamber of Commerce. 868 P.2d 211 (Wyo. 1994), 6. Ladrfordv Trae Handles. Inc.. 822 P.2d 868 (Wyo. 1991). 7. AOen v. Si^nray Stores. Inc.. 699 P.2d 277 (Wyo. 1985). 8. Hamfif v. John Q. Hammons Hotels. Inc., 685 P.2d 25 (Wyo. 1984). Recommendations 1. Obtain Mr. Simmon's full employee handbook. 2. Check into (he icasom that Lucky Drilling Company terminated Mr. Simmon's employment 3. Endow if Lucky Drilling Company had any complaints about Mr. Simmon's work. 4. Find ow what Lucky Drilling Company meant when they said Mr. Simmons was a disruptive inftaence. 5. Check all of Mr. Simmon's past employment record from the time he began work. 6. Check out Mr. Simmon's work reputation from other companies he had dealt with. 61 �Copy of One Page from Employee Handbook Steps in Discipline When an employee knowingly or in ignorance commits an infraction of any rule the company has, these are the steps that will be followed. 1. The employee will be called in to the supervisor's crffice and informed of the infraction. 2. Depending on the infraction further action may be taken. 1. Warning 2. If infraction happens again, employee is pul on probation. 3. If infraction continues even after the probation then the employee's job is terminated. Other causes f<x employee's job being terminated. 1. Using alcohol or drugs on the job. 2. Failing a drug test. 3. Failure to practice all safety standards listed in handbook. 4. Causing an injury to a fellow employee through negligence. 5. Consistently being late for work or failing to show up for work. 6. Losing the company a job through the attitude or the worii performance of an employee. 62 �Casper, Wyoming 82601 Spring 1995 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Casper College Challenge Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> Description An account of the resource This digital collection contains issues of Challenge, a publication of Casper College student writing from across the curriculum but outside of writing-specific courses. Issues of the publication date from 1987 to 1991 and 1993 to 1996. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Identifier An unambiguous reference to the resource within a given context CCA 04.ii.1996.01_Challenge Format The file format, physical medium, or dimensions of the resource PDF Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print publication Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 1995 Challenge Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> Date Created Date of creation of the resource. 1995 Description An account of the resource 1995 issue of Challenge, a publication of Casper College student writing from across the curriculum but outside of writing-specific courses. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Casper College Challenge, CCA 04.ii.1996.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.1996.01_Challenge_1995 Format The file format, physical medium, or dimensions of the resource PDF https://caspercollege.cvlcollections.org/files/original/85e4028220254a9c7a1f2e8ab4e6d6fb.pdf 03d9f6cb774be8cb310791ad66d0e26e PDF Text Text CASPER XfAffCT CtLUBE WYOMING Chkllenee �Challenge-In every academic discipline, to study, to think, to express clearly one's knowledge and understanding in suitable written forms. I �Challenge i X Published al Casper Community College Caspe^. Wyxwning 82601 February 1996 Copyright by Casper Community College 2 �Challenge: 1996 Table of Contents The Puzzle of Altruism Douglas Milek 5 Antenuptial Agreement Jo Hadley 11 Addicted to a Dollar Interoffice Memorandium of Law Bacterial Organisms 17 Collette Cox Karen Moenkhaus Hal H. Hutchinson Interview with Zbignew Bzdak 28 31 Louie Kistler Sexuality, Sensuality and Repression Among the Bourgoisie The Culture of the Student Age of the Universe 21 Tillie McGee 41 Shawn Houck Susan Russell 46 Hypotheses on Infanticidal Behavior in Animals Motion for Third Party Complaint Symmetry and M.C. Escher Jessica Clifford Jo Hadley Sara Lilley Nursing Care: Opportunities and Trends Computer Assisted Instruction 34 Beverly Czerniak Tamiko Matney Cover design executed by Eric Valdez 3 51 bl 60 63 66 �Introduction Casper College is pleased to present the ninth 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. The college Writing Across the Curriculum Committee serves as a jury to select articles to be published. This issue represents work submitted in response to the call for papers for two semesters, spring 1995 and fall 1995. Arlene Larson, editor Casper College Casper, Wyoming Spring, 1996 4 �The Puzzle of Altruism By Douglas Milek Course: Animal Behavior Instructor: Dr. Will Robinson Assignment: Students were assigned a term paper on any aspect of animal behavior. They were encouraged to select an interesting behavior and discuss whether it was clearly adaptive or advantageous to the animal, and to discuss its possible evolution. ( This is a university course, but the student is a CC student.) Every so often a large piece is brought out that seems to describe the natural world quite well. Natural selection. In its context in the theory of evolution. Is such a piece. Darwin looked al the diversity in the organic world, and questioned the possible processes that could lead to such variation among individuals. He proposed that in the struggle to survive, each individual would succeed by the viable variations it possessed. "Variations, however slight and from whatever cause prtKeeding, if they be in any degree profitable to the individuals of a species, in their infinitely complex relations to other organic beings and to their physical conditions of life, will tend to the preservation of such individuals, and So act that (he rule on which thou actesl would admit of being adopted as a law by all rational beings. Immanuel Kant Introduction Science is an art of discovery and explanation, a system of supposed objectivity and precision that seeks to uncover the truth resting beneath the veils of the mysterious. The more science discovers, the more categories and labels are proposed, and the more pigeon-holes created. But how else could it be done? Understanding everything would be to see the puzzle completed, and as more information becomes available each piece will be placed where it best tits. 5 �The above definition of altruism appeared as the introductory statement of Robert L. Trivers article, “The Evolution of Reciprocal Altruism” (1971). This definition looks at altruism in its truest sense, where the behavior is directed toward individuals who are not closely related. However, it seems that such behavior may actually entail rewards to the altruist that would not be expected by witnessing only the apparent detriment. This aspect of altruistic behavior is called reciprocal altruism. The major premise of reciprocal altruism is "that under certain conditions natural selection favors these altruistic behaviors because in the long run they benefit the organism performing them" (Trivers 1971). Nowhere in the scope of altruistic behavior is Immanuel Kant's statement concerning his philosophy of categorical imperatives more applicable. For reciprocal altruism to endure in a population, all individuals must react altruistically toward one another, and each recipient of ar. altruistic act must 'return the favor'. Those that do not reciprocate are 'cheaters' (Trivers, 1971 ). One would initially assume that these 'cheaters’ would benefit by not performing any act detrimental to themselves, while still reaping the rewards of having others act altruistically toward them. However, we can observe the alarm calling in the Belding ground squirrels and see that this is not the case. Each Belding ground squirrel assumes the role of the alarmist if it sees a predator in the vicinity. However, if one chooses not to alarm the others, it is falling to reciprocate the behavior. The silent ground squirrel may likely escape this incident, but certainly other similar ones will follow where he may not be the first to detect a predator. In such a case, if an alarm is not given, he may suffer by not having ample lime to escape the predator. It can be seen then that if each individual 'expects' a net reproductive benefit, each member must cooperate and reciprocate the behavior. Trivers believes that under certain conditions this 'cheating' will eventually be selected against, and prove unadaptive. Why not cheat?...Selection will discriminate against the cheater if cheating has later adverse affects on his life which outweigh the benefit of will generally be inherited by the offspring" (Darwin. 1859). Following Darwin's logic of natural selection, most scientists view the behaviors and adaptations of organisms in such a light; each individual struggling for its own existence. In other words, natural selection works on individuals. The Puzzle of Altruism There are behaviors, however, where it appears that animals are sacrificing themselves, and thus their role in this struggle, to benefit others. For example, honeybees that sting intruders are sure to die because of a barbed stinger that pulls out the poison saccontaining viscera when the barb hooks into the skin of a vertebrate. Such behavior is called altruism. The fundamental question that must be addressed when exploring the nature of altruistic behavior is: Why, if natural selection resides at the level of the individual, would any organism sacrifice its own fitness to benefit another? "Altruistic behavior can be defined as behavior that benefits another organism, not closely related, while being apparently detrimental to the organism performing the behavior, benefit and detriment being defined in terms of contribution to Inclusive fitness" (Trivers, 1971 ). Besides the honeybees, altruism can be seen in alarm callers like the Belding ground squirrel (Alcock, 1993), and in humans where perhaps a man jumps Into a freezing river to rescue a drowning child. Although such examples may initially appear to be altruistic, research has shown that such behavior may not alway.s be so detrimental to the altruist. For example, in a community of Belding ground squirrels, an individual will let out an alarm call when it sees a predatory hawk. The individual calls while it is running for cover. The response of the other ground squirrels to the call i.s to also run for cover. The hawk is then confused by all of these running rodents, and may be less able to single out one to attack. Therefore, the alarm caller Is benefiting along with the rest of the community, and is apparently not inflicting any sort of detriment on itself. In contrast, squirrels that do not call and attempt to escape are likely to make themselves more obvious to the hawk by their movement. 6 �two individuals who risk their lives to save each other will be selected over those who face drowning on their own (Tri vers, 1971). Although it would be hard to imagine the entire population drowning at one time or another and being saved by each other, this instance of reciprocal altruism and its implications conjures up some interesting questions about society. The continuation of a trait is often explored al a genetic level as Trivers' work demonstrates, but I would like to briefly l(X)k at the social influences toward the perpetuation of such a behavior as altruism. 1 believe that in humans there is little conscious recognition of personal genetic survival in relation to altruistic deeds. As humans, we may award the hero with a plaque, or a parade down Main Street if he has survived his ordeal. We regard heroes with admiration because they have done something extraordinary. They have transcended the primary concerns for themselves, and manifested through action their allegiance to a higher purpose. We revere this because it represents an action that originates on (he outer limits of humanity's 'good' side. The potential is recognized, but few of us go there. In his book. The Power of Myth, Joseph Campbell (1988) explains that "If you realize what the real problem is—losing yourself, giving yourself to some higher end, or to another-you realize that this itself is the ultimate trial. When we quit thinking about ourselves and our own self-preservation, we undergo a truly heroic transformation of consciousness...The moral objective is that of saving people, or saving a person, or supporting an idea. The hero sacrifices himself for somelhing-lhafs the morality of it". Truly that is the morality of altruistic behavior in humansthat we have the intrinsic ability to go beyond the sphere of our own existence, and sacrifice ourselves to others, or to our ideals. This idea of humankind's morality is where we see a profound separation between our altruistic behavior and that demonstrated by other members of the animal kingdom. Because of our strong dependence on a social network, heroes are going to be rewarded for their attention to the good of society, or other members of it, over themselves. I believe that our struggle for existence is based on not reciprocating. This may happen if the altruist responds to the cheating by curtailing all future possible altruistic gestures to this individual. Assuming that the benel'its of these lost altruistic acts outweigh the costs involved in reciprocating, the cheater will be selected against relative to individuals who. because neither cheats, exchange many altruistic acts...In short, he can switch friends (Trivers 1971 ). Human Altruism The scope of altruistic behavior is perhaps more extensive in human beings than any other animal. As E.O. Wilson states, "conscious altruism is a transcendental quality that distinguishes human beings from animals" (Wilson, 1978). Building on the apparent distinguishing element of increased consciousness, the vast scope of human altruism may also be attributed ironically to the struggle between our intrinsic social nature and our perennial attempts to promote ourselves as individuals. Unlike the eusocial insects that will be discussed later, humans are typically unable to serve the 'greater good’ of society without some tangible reward or recognition. However, we are able to conform somewhat to a social contract within our own cultures that enables a degree of cooperation. One common example of reciprocal altruism in human.s is the rescue of a drowning man by another. Certain assumptions must be made concerning the fitness and survival of each individual relating to whether the drowning man is helped or ncX: (A)ssume that the energy costs involved in rescuing are trivial compared to the survival probabilities. Were this an isolated event, it is clear that the rescuer should not bother to save the drowning man. But if the drowning man reciprocates at some future time, and if the survival chances are then exactly reversed, it will have been to the benefit of each participant to have risked his life for the other. Each participant will have traded a one-half chance of dying for about a one-tenth chance. If we assume that the entire population is sooner or later exposed to the same risk of drowning, the 7 �the fear of losing consciousness. As a species we have invented countless numbers of religions that assure us of life after death. This is a strategy to comfort ourselves with (he thought that consciousness will never be extinguished. And while absolute faith paints wonderful images of heaven and hell, death is still the most frightening of human endeavors. A.s expressed by Dylan Thomas to his dying father, "Rage, rage against the dying of the light". 1 would recognize at least three influential factors determining the nature and frequency of altruistic behavior in humans which are adaptations to those proposed by Trivers (i.e. when there are many altruistic events in a lifetime, when an altruist repeatedly interacts with a small group of people, and that altruists are exposed to each other each benefiting equally at some point in their lives). My factors are as follows: 1. The nature of the relationship between the altruist and the beneficiary. Most of our lives are comprised of shared experiences with other people. Consequently strong bonds are formed with certain individuals. As a result, there is increased concern for the well-being of that person because harm done to them also affects those that are close to them. Therefore, the likelihood of acting altruistically toward another of close relation, whether a blood relative or close friend, is increased with the intimacy of the relationship. Extreme examples of this are demonstrated in war where individuals literally sacrifice themselves by covering grenades in order to save their comrades (Wilson, 1978). I would make the assertion that the frequency of such acts can be attributed to the closeness of relationships formed on the battlefield under such conditions of war. This example leads to the second influencing factor of altruistic behavior. 2. Previous experiences or exposure to forms of altruism. This factor is concerned with whether someone has acted altruistically toward you, or whether you have witnessed altruistic behavior in others (especially someone admired). People who rescue others from fires, automobile accidents, or drowning are all taking a potential risk of banning themselves in an attempt to help someone else’s chance of survival. Frequent and prevalent examples of such behavior are more likely to produce similar behavior. Conversely, if people are not exposed to altruism and instead are surrounded by selfish behavior, they will be less likely to act altruistically. 3. An increasing density of individuals in an area leads to less frequent displays of altruism. As an example of this. I turn to a psychological phrase — "diffusion of responsibility". Diffusion of responsibility is simply the decreased chance that an individual will offer help as the number of people present increases. For example, a stranded motorist may be more likely to receive help from a passerby on a nearly deserted dirt road than he or she would on a crowded highway. It is assumed that this behavior occurs because when only one person is present at the scene of such a situation there is no confusion as to who should act. On the other hand, with many people present, the responsibility 'diffuses' into the crowd (Dares, 1975). Three notable instances of diffusion of responsibility appear below: Kitty Genovese was raped, stabbed, and beaten to death over the course of a half hour at 3 a.m. in Kew Gardens in New York City. Her attack and death was watched by 38 of her neighbors, looking from their apartment windows. No one helped or even called the police. A I7-year-oId boy was slabbed in a Manhattan subway in the presence of 11 other riders. The attackers left unharmed, and the boy bled to death. No one helped. An Atlanta, Georgia, engineer was accosted by a pickpocket while waiting for a bus in plain daylight, in the presence of al least 10 other people. He grabbed back his wallet, and the pickpocket stabbed him. No one helped. The man finally got on a bus and went to the hospital by himself (Davis, 1978). Other researchers besides Trivers, such as William D. Hamilton, have proposed models that attempt with excruciating detail to explain the adaptive benefits gained by acting altruistically. As 1 have mentioned, the tendency to act altruistically toward close relations is very prevalent. Hamilton (1964) proposed a model to explain how altruism could spread through a population. In his introductory paragraph, he wrote, "If natural selection followed the classical models exclusively, species would not show any behavior 8 �more positively social than the coming together of the sexes and parental care." Hamilton knew, as his passage implies, that animals demonstrate behaviors that seem contradictory to the general premise that natural selection operates at the level of the individual. These behaviors apparently entail lessening or destroying one's own fitness to benefit another's. Hamilton's (1964) primary question, then, was if the altruist's genes are not passed on to the next generation, how can the altruistic allele persist in a population? To answer this question, he devised a model that would measure an individual's "inclusive fitness". He focused on an individual's tendency toward kin selection, and how this preference to act altruistically toward members of one's immediate family enhanced that individual's indirect fitness. Before proceeding further it is necessary to offer brief explanations of kin selection and fitness. First, kin selection refers to the "evolutionary effects of aid given to both descendant kin (offspring) and nondescendant kin (relatives other than offspring)" (Alcock, 1993). Direct fitness is simply the genes that are passed on to offspring by direct reproduction by an individual. Indirect fitness, which Hamilton championed, deals with the genes that are passed on to nondescendent offspring as a result of helping a relative reach reproduclivity. The importance of indirect fitness and kin selection is paramount in explaining the continuation of the altruistic trait in a species. Hamilton (1964) found that an organism acting altruistically toward close relatives would not sacrifice its fitness because of the genetic relatedness exhibited between the altruist and its relatives. For example, the genetic relatedness between two siblings is 0.5 because each offspring shares on the average 50 percent of its genotype with the other. Similarly, each parent of these offspring will also have a 0.5 relatedness with those offspring because they share half of their genes with them. An aunt or uncle will have a genetic relatedness of .25 with a niece or nephew (Alcock, 1993). As the relationships become more distant from the immediate family, the level of relatedness drops. Given that humans have lived in large extended families for most of our evolution, kin selection might be offered as an alternate explanation for altruism in human cultures. By spending so much of our evolution in cultures of cooperative existence, we are likely to still act in ways that benellt the tribe, and therefore ultimately ourselves. It is still In the interest of the altruist that the tribe should not suffer, because in the tribe, family members exist. And as seen in kin selection, the altruist's genes may be passed on through the reproduction of relatives. Haplodiploidy The final, and possibly most Interesting, example of altruism is found In the eustx:ial (caste-containing) insects (I.e., bees, termites, wasps, etc.). Various authorities believe that altruism in eusocial insects evolved a.s a consequence of haplodiploidy. Haplodiploidy Is a sex-determination system particular to hymenopierans —the ants, bees, and wasps (Wilson, 1975). Males develop from unfertilized eggs and remain haploid, while females are fertilized and thus become diploid. This unique system results in sisters that share 0.75 of their genotype with one another. The sisters' genetic relationship is higher than that shared with their mother (0.5), and significantly higher than with their brothers (0.25). How would the high degree of relatednes.s amongst sisters (0.75) affect tendencies toward altruistic behavior? Because sisters are so closely related, "A gene for altruism toward sisters will be propagated faster than a gene for altruism towards offspring. This will be true if the female's help increases the number of new queens her mother makes by at least two thirds the number of fertile offspring the worker could have produced herself" (Burk and Grief, 1984). Sisters' indirect fitness would thus be greater by helping their sisters' with reproductive and brooding responsibilities, than if they were to disperse and attempt to establish their own colonies. Termites also exhibit strong sociality, but are not hapkxliploid. Besides the Hymenoplera, the termites are the only other arthropods to have true sociality (Wilson, 1975). The termites are an example of social behavior similar to that of the Hymenopierans without being haplodiploid. 9 �humans. But even when looking at altruism in humans, it is difficult to understand. Organisms evolve for one great purpose—the passing of genes to offspring. Behaviors are adapted for efficiency. Altruism seems to be the opposite of everything an Individual might do to ensure the survival of its genes. Yet, when we look closer, altruism is not so selfless. As seen in kin selection and haplodiploidy, the individual is benefiting itself in the long run even though its behavior appears to be detrimental. The indirect propagation of genes can be a.s effective as direct reproduction (as seen in the Hymenopterans). Altruism may simply be an advantageous behavior when organism.s ‘choose’ to follow this path of indirect reproduction. Haplodiploidy, then, is looked at as a clue to the evolution of higher social evolution, but it is not necessary for true altruistic behavior in the eusocial insects. Conclusion Altruism is certainly a complex behavior, one that leads the observer into making many assumptions. It is difficult to dismiss the notion of implying group selection as an explanation for altruism; it would be the obvious and simple answer. However, natural selection shows us that genes are passed on by the individual and not the group. I suppose it is a tendency of humans to anthropomorphisize this behavior, and propose that other animals understand their behavior and are acting on the same premise as Works Cited AlciKk. J. 199,3. The Ecology of Social Behavior. In.: Animal Bfhtn ior. Sinauer A&sociates. Inc. Sunderland. Mass., p. 501-535. Burk, T. and J.W. Grier. 1992. Behavior in Social Groups. In; Binhigy Animat Behavior. Wm. C. Brown Publishers. Dubuque. Iowa. p. 449- 487. Campbell, f. 1988. Ute Pnwernf Myth. Isled. Bantam Doubleday Dell Publishing Group, Inc.. New York. N.Y.. 293 p. Darwin. C. 1859. The Origin of Spedex. Mentor. New York. N.Y., p. 495. Daves, W.R 1975. Social Psychology. In.- 4 Texthimk of General PxytMagy. Thomas Y. Crowell Company. New York. N. Y.. p. 566-602. Hamilton. W.D. 1964. The Ev/tluliim ofAltruiiiii Behavior American Naturalist 97; 357-356. Mathews, R.W. and J.R. Mathews. 1978. Iiiiet i Behavior. 1st ed. John Wiley and Sons, New York. N.Y.. 507 p. Trivers, R.L. 1971. The Eoluikxt of Reciprocal Altruism. Quarterly Review of Biology 46: 35-57. Wilson, E.O. 1975. Sm inhialagy. 7th cd. Harvard University Press. Cambridge. Mass.. 697 p. Wilson, EO. 1978. Oti Hiiiium Nature. 2nd cd. Harvard University Press. Cambridge. Mass.. 260 p. 10 �Antenuptial Agreement By Jo Hadley Course: Family Law Instructor: H. Steven Brown Assignment: Draft an antenuptial agreement between Jeff Brown and Patty Kent. Ms. Kent has considerable real property assets and Mr. Brown is divorced with children from a prior marriage for whom he is financially responsible. provide to the other or for the benefit of the other are fully compensated by this agreement. Antenuptial Agreement I. Recitals This Antenuptial Agreement is made this___ day of October. 1995 between Jeff Brown, residing at 4508 So. Canyon Drive, Casper, Natrona County, Wyoming, and Patty Kent, residing at 1355 Laurel Street, Casper, Natrona County, Wyoming in contemplation of their proposed marriage. The consideration for this Agreement consists of the contemplated marriage of the parties and the promises of each party to act as the companion and homemaker to the other. Furthermore, the parties agree that any services which either party may II. Effective Date This Agreement shall be effective a.s of the___ day of__ , 1995 and shall continue until either the dissolution of the marriage of the parties or the death of either party. III. Intent of the Parties Jeff Brown and Pally Kent have the intent and desire to define and set forth the respective rights of each in the property of the other after their marriage. 11 �The parties intend and desire that all property owned respectively by each of them at the time of their marriage and all property that may be acquired by each of them from any source during their marriage shall be respectively their separate property, except as otherwise provided in this Agreement. Kent by her grandmother. These accounts and properties are the sole and separate properties of Patty Kent. It I.S understood and agreed by the parties that all of the property and property rights that each of the parties now has, or which each may hereafter acquire, shall pass to the heirs at law, devisees or legatees of the parties in precisely the same manner and with the same effect as though a marriage was not consummated between the parties. Jeff Brown and Patty Kent shall make a will to give, bequeath, devise, dispose or grant any or all of the separate property each now holds or will acquire hereafter. At the time of death of either party, his or her properties, money or credits shall pass to his or her heirs as designated in his or her will. Jeff Brown shall not claim any part of the estate of Patty Kent except that share granted by will in full, in lieu of any marital property rights which Jeff Brown might otherwise be entitled to. Patty Kent shall not claim any part of the estate of Jeff Brown except that share granted by will in full, in lieu of any marital property rights which Patty Kent might otherwise be entitled to. IV. Disclosure JetT Brown and Patty Kent have each made a full disclosure to the other of all of his or her property and assets. This Agreement is entered into with a full knowledge on the part of Jeff Brown and Patty Kent regarding the extent and value of the e.state of each other, and of all the rights conferred by law on each in the e.state of the other by virtue of such proposed marriage. Jeff Brown estimates his net worth to be approximately $292,103.00 -- See Exhibit A, Financial Disclosure Sheet, which is attached hereto and incorporated by reference. Jeff Brown's gross income from all sources in 1994 was $50,000,(X). He anticipates that his net worth and gross income will increa.se in future years. Patty Kent estimates her net worth to be approximately $1,335,515.00 -- See Exhibit B, Financial Di.sclosure Sheet, which is attached hereto and incorporated by reference. Patty Kent's gross income from all sources in 1994 wa.s $40.000.(X). She anticipates her net worth and gross income will increase In future years. VI. Life Insurance Jeff Brown currently maintains a life insurance policy on his life in the amount of $125,000.00. His children from a previous marriage are the beneficiaries for this policy. Jeff Brown will obtain an additional life insurance p>olicy on his life for $250.(XX).00. Patty Kent will be named the full benePiciary of additional life insurance policy to receive the full amount of the policy benefits. Patty Kent accepts the benefits provided herein in full satisfaction of any marital property rights. Patty Kent currently maintains a life insurance policy on her life in the amount of $125,000.00. Her children from a previous marriage are the beneficiaries for this policy. Patty Kent will obtain an additional life Insurance policy on her life for $250,(XX).00. Jeff Brown will be named the full beneficiary of the additional life insurance policy to receive the full amount of the policy benefits. Jeff V. Waiver and Release of Marital Property Rights Each of the parties to this Antenuptial Agreement agrees to waive all and every right that he or she might have or acquire by law by the marriage in any and all property of every kind and character, real, personal or mixed, now owned or which may hereafter be acquired by the other party. Specifically Jeff Brown waives all and every right he might have or acquire by law in marriage to the Andrew Carrol trust account of which Patty Kent is the sole beneficiary. Additionally. Jeff Brown waives all and every right he might have or acquire by law in marriage to the real property bequeathed to Patty 12 �Pfpwn ^ppph fhp benefiis provided herein in fnll satisfaction of any marital property rights. VIL Community Property If at any time during the marital relationship the parties become residents of a state under the laws of which husband and wife acquire property interests commonly known as community property, or any other properly and interests different from the property interests of husband and wife under the laws of the Stale of Wyoming, their property interests shall nevertheless remain the same as they would have been under the terms of this agreement construed in accordance with the laws of the. Stale of Wyoming. The parties shall each, at any time during or after the termination of the marital relationship, execute and deliver any and all deeds and other instruments desirable or necessary lo transfer any right, title, or interest in any property or estate of the other which they may acquire by virtue of any so-called community property laws to the persons who would otherwise be entitled thereto by virtue of this agreement. VIII. Joint and Common Expenses While Jeff Brown and Patty Kent are living together as husband and wife and while there is no complaint for divorce or for legal separation on file by either of them, all general living expenses and ordinary needs for the maintenance of their household shall be shared equally and paid from their separate properly. The parlies agree that Jeff Brown shall pay fifty percent (50%) and Patty Kent shall pay fifty percent (50%) of their living expenses while they are living together. Jeff Brown shall deposit $ 1,500.00 monthly and Patty Kent shall deposit $1,500 monthly into a joint checking account on which either party may draw. Any property purchased from such account and any balance in this account shall be owned in the same percentages as contributions to the account. The parties contemplate that they will reside in the home now owned by Pally Kent as her separate property and specifically agree that payments on any mortgage for such residence made from joint funds while the parties reside in that home shall be in lieu ot rent and shall not give rise to a joint interest in the home or the land on which the home is located. IX. Responsibility for Debts Jeff Brown's spousal support obligations to Anita Brown (his ex-wife) will be paid from his separate property and will remain his separate obligation. Jeft Brown's child support obligations to his children will be paid from his separate properly and will remain his separate obligation. Jeff Brown's obligation to provide for the college education of his daughters shall be paid from his separate property and will remain his separate obligation. Any debts, obligations, or mortgages owed by either party at the date of their proposed marriage shall remain the sole and separate debt, obligation or mortgage of the party incurring the obligation. Jeff Brown and Patty Kent agree lo hold each other free and harmless and lo indemnify each other for any obligation incurred prior to this Agreement in the event either of them is forced to pay that obligation and/or incur legal fees or costs in defending a lawsuit on that obligation. X. Tax Returns and Tax Refunds Any lax refund arising out of joint federal and stale declarations of estimated lax and lax returns that Jeff Brown and Patty Kent file under this Agreement shall after the reimbursement for tax return preparation costs, be apportioned between them in the same ratio as their contributions to the lax payments. Jeff Brown and Patty Kent shall consult and cooperate fully in taking all necessary steps to obtain lax refunds to which they appear to be entitled. Jetf Brown and Patty Kent shall share the reasonable expenses of obtaining such refunds in the same ratio as their respective contributions to the lax payments under this Agreement. XI. Limitation of Rights The purpose of this Agreement is lo define and limit the claims and demands which each of the 13 �of this agreement, each party consulted with an attorney of his or her choice and the terms and legal significance of this Agreement and the effect which it ha,s upon any interest which each party might obtain in the property of the other was fully explained to each. Each party acknowledges that he or she fully understands the significance of this Agreement and its legal effect and that he or she shall sign the same freely and voluntarily and that neither has any reason to believe that the other party did not understand fully the terms and conditions of this Agreement nor that he or she did not freely and voluntarily execute this Agreement. IN WITNESS WHEREOF, the parties have executed this Antenuptial Agreement al Casper, Natrona County, Wyoming at the day and year first written above. parties shall have against the estate of the other. Should either party die during the pendency of this Agreement, or should the Agreement be terminated by legal prtKeedings. the claims stipulated herein and defined shall be the limit which either party may have against the other party or his or her estate. XII. Severability of Provisions If any of the provisions of this Agreement are deemed to be invalid or unenforceable, such provisions shall be deemed severable from the remainder of this Agreement and shall not cause the invalidity or unenforceability of the remainder of this Agreement. If any provision shall be deemed invalid due to its scope, this provision shall be deemed valid to the extent of the scope permitted by law. XIII. Entire Agreement and Binding Effect Patty Kent Jeff Brown This Agreement sets forth the entire agreement between the parties with regard to the subject matter hereof. All agreements, covenants, representations and warranties either express and implied, oral or written, of the parties with regard to their financial relationship, either past, present or future, commencing as of the dale of marriage and terminating if and when they either separate or one predeceases the other, are contained in this Agreement. This Agreement shall be binding upon and inure to the benefit of both parties and their respective heirs, administrators, personal repre.sentatives, successors and assigns. ) )ss. COUNTY OF NATRONA) STATE OF WYOMING SUBSCRIBED in my presence and sworn to before me by Jeff Brown this_ day of October, 1995. Witness my hand and official seal. Notary Public My Commission Expires: STATE OF WYOMING ) )ss. COUNTY OF NATRONA ) XIV. Escrow Jeff Brown and Patty Kent agree that the original of this Antenuptial Agreement shall be deposited in escrow at Hilltop Bank. Escrow Department, 301 Country Club. Casper. Wyoming, to be held by this institution until dissolution of the marriage or the death of either of the parties to the marriage. SUBSCRIBED in my presence and sworn to before me by Patty Kent this_ day of October, 1995. Witness my hand and official seal. XV. Consultation with Attorney Notary Public The parties acknowledge that prior to the signing My Commission Expires: 14 �Attorney’s Certification I, Jane Smith, certify that I am a licensed attorney, admitted to practice law in the State of Wyoming. I further certify that I have consulted with Jeff Brown, a party to the foregoing agreement, and have fully advised him of his property rights and the legal significance of the foregoing agreement. Jeff Brown has acknowledged his full and complete understanding of the legal consequences of the foregoing agreement and has freely and voluntarily executed the agreement In my presence. Attorney’s Certification I, John Doe, certify that 1 am a licensed attorney, admitted to practice law in the State of Wyoming, I further certify that 1 have consulted with Patty Kent, a party to the foregoing agreement, and have fully advised her of her property rights and the legal significance of the foregoing agreement. Patty Kent has acknowledged her fuJl-iand complete understanding of the legal consequences of the foregoing agreement and has freely and voluntarily executed the agreement in my presence. Jane Smith Attorney al Law 1451 W. Yellowstone, St. 32 Casper, WY 82689 (307) 555-1234 (307) 555-3333 fax John Doe Attorney at Law 252 N. Teton Avenue Casper. WY 82623 (307)555-1212 (307) 555-0000 fax 15 �Financial Disclosure Sheet for Jeff Brown Value Location Description Key Bank Savings account 300 SO. Wolcott $738 Casper, WY 82601 Financial Disclosure Sheet for Patty Kent Value Location Description $1,000,000 Andrew Carrol Hilltop Bank 301 Country Club Trust Casper, WY 82609 40IK account A'.C. Trust income (compounded quarterly) Hilltop Bank 301 Country Club Casper. WY 82609 $6,000 Summer cabin 16597 Casper Ml Rd. Casper. WY 82614 $43,700 Hou.se 1355 Laurel Casper, WY 82604 $78,000 Savings account Hillt(4> Bank 301 Country Club Casper. WY 82609 $11,600 401K account WMC 1223 E. I st Street Casper, WY 82601 $54,592 Checking account Hilltop Bank 301 Country Club Casper, WY 82609 $989 1988 Chevrolet 4x4 Pickup Truck 1355 Laurel Casper, WY 82609 $6,700 Household furnishings 1355 Laurel Casper. WY 82609 $8,934 Life Insurance Policy Hilltop Bank (safedeposit box) (children are beneficiaries) 301 Country Club Casper, WY 82609 $125,000 Checking account 1994 Buick Regal C.R. Motis 337 N. Wolcott Casper, WY 826ol Key Bank 300 So. Wolcott Casper. WY 82601 4508 S. Canyon Dr. Casper. WY 82614 $23,720 $1,015 $15,980 Household furnishings 4508 S. Canyon Dr. Casper. WY 82614 Life Insurance Policy (children are beneficiaries) Key Bank (safe deposit box) 300 So. Wolcott Casper, WY 82601 $250,000 total assets $292,103 $650 Exhibit A total assets $1,335,515 Exhibit B 16 �c Addicted to a Dollar By Collette Cox Course: United States and Wyoming Government Instructor: Everett Akkam Assignment: This essay was written as a speech to be delivered to a hypothetical audience. The assignment was a take-home mid term exam. Capitalism's Great Compromise". In a capitalist economy, such as ours, "the majority of workers do not work for themselves but are in the employ of someone else". As Holsworth and Wray point out, "there is an inherent conflict at the root of a capitalist economy. Because the workers do not have a compelling interest in the labor process itself, they will likely desire to restrict output. Because the capitalists have a keen interest in the labor process, they are likely to attempt to push output to a maximum". Frederick Winslow Taylor, "an earlytwentieth-cenlury psychologist of sorts" was interested in "pushing output to this maximum". He wanted to "eliminate excess activity of the worker and undertook a .series of time-and-motion studies to achieve this end". Since workers naturally wanted to Good evening ladies and gentlemen. I have been invited here to speak to you about an extremely important issue that faces all of us today­ consumerism and politics. In the book. American Politics and Everyday Life, by Robert D. Holsworth and J. Harry Wray, the two authors state that "few questions are more important to us than those pertaining to our personal identity. We need to know who we are." They add that "as industrialization spread, it became increasingly necessary to seek identity in a world that constantly called identity into question." Holsworth and Wray point out that there were "many responses to this dilemmma, including a number of positive ones." However, "one dominant response carries a great political significance: 17 �restrict output, he used these studies to force them to the past", they continue to have great political be as “efficient as the machines they tended”. In consequences today. Our self esteem and identity forcing the workers to be “as efficient as these suffered a great blow because of the "compromise" machines they tended”, this idea of "Taylorism” was and "Taylorism", and, in turn, as Holsworth and useful as a means of control. Workers were forced to Wray comment, "...work in the modern United give up their creativity and become “deskilled" in States is far less satisfying than it might realistically the name of increased productivity. They also gave be, that it damages people as much as it contribute-s up their pride in their work, individuality, control, to their self esteem..." As noted previously, and thinking and put them all in the hands of the deskilling was a trait associated with the notion of management. In return, workers received things like "Taylorism". Today, desRilling is useful in shorter work days, better working conditions, and "streamlining operations, decreasing the value of increased wages. This was “Capitalism's so-called labor, and thus increasing the profit potential". great compromise." It “attempted to solve the root However, even though decreasing the value of labor conflict between workers and owners by giving may decrease the prices of material goods, it also laborers more free time and by granting them more has a negative effect on something that should be buying power." According to Holsworth and Wray, considered of much greater importance. "If people "...the workers gains played a conservative role and gain a significant portion of their self esteem and helped to stabilize the economy. First, higher wages identity through work, then lowering the value of were a much less oppressive mechanism of social work also lowers the value of people". So many control than long working hours. Second, worker Americans work today, not because it gives then buying power aided the expansion of the economy pride or meaning, but because they feel they have to for laborers and provided a new market for in order to make enough money to obtain the things increased productive capacity. Finally, the economic in life that they think they will he able to find divisions helped to fragment the workforce, and this happiness and meaning in. Many people feel that gave solace to those who had previously feared the they have no other options available to them...They overthrow of the entire economic order". It is are"addicted to the dollar", as Doug Stone says in evident that this compromise was a "bad bargain". the following song. (Play Addicted to a Dollar, here-Firsl song side Workers traded control over their work, which goes one) hand in hand with self esteem and identity, for the As Doug Stone says in his song, "Addicted to a ability to be controlled through consumption. What Dollar", all the money that we make is usually spent a deal! The loss of identity and self esteem could before we even get it. We "pick up our paychecks never be replaced by material goods, but people and pass them on down the line". In our consumer tried a.s they may...and still do today. "Capitalism's society we are transformed into"consumer beings". great compromise ensured that many would respond Not only does our work "control" us by making us to this dilemma in material terms. Many people feel like the only way we can regain our identity is today try to seek their identity in the things they through purchasing goods, daily floods of acquire". Sadly, this becomes a never-ending cycle advertising also .serve as another political control that devastates many. We strive to earn the that ensures we will not stray from our consumer "almighty dollar" and then try to find happiness in life. As Holsworth and Wray state. "Instructions on consuming, which usually ends in debt and the need how to best spend our spare time are heaped on us to work harder, to make more money, to buy more daily. These instructions overwhelmingly encourage things, and on and on. us to purchase goods which the economy produces". Even though one may think that "Capitalism's great compromise" and "Taylorism" are "things of Advertisements entrench in our minds the notion 18 �that there is no belter possible way to spend our time than in "consumption" activities. Shopping is now a "form of recreation", and malls have been turned into "cultural events" centers. Everything from art shows to bake sales and craft fairs are now held al "the mall". Holsworth and Wray argue that "...the very fact that shopping centers have become the accepted locale for these activities indicates how traditional U.S. culture has been entwined with the consumer ethos. Furthermore, advertising not only tries to control how we spend our time, but also "how we evaluate our personalities". We are unremittingly told that we need whatever is for sale. "The consumer society encourages us to think of ourselves as bundles of needs which must be fulfilled." We are then further controlled by being given message after message about how to go about "fulfilling" these needs. We can satisfy "deep psychic and spiritual needs" by purchasing the "right" product. Moreover, we can achieve "selfworth and status" with product purchases, and "compassionship, affection, and love" can also be bought. Because our consumer and capitalistic society "generates" a "sense of loss" of the desires for compassion, affection, love, and selfworth, advertising can sell us an "image" of what we want as a "substitute for reality". Holsworth and Wray accurately point out that "It is ironic that the source of so much anxiety professes to be the cure". Perhaps the most frightening aspect of advertising, however, is the fact that it controls us by focusing our attention on what "Corporate America" wants instead of focusing on the real problem at hand. "Citizens are encouraged to think about politics only insofar as it affects their level of consumption." If society genuinely wants to change consumer society and "Corporate America", then it will have to show that our desires for dignity, human relationships, rewarding work, and an integrated self are not being met and cannot be met" by turning to more consumption and neglecting the real problems. As Holsworth and Wray state, "Those who wish to alter consumer society" need to focus their energies on "effective political action. And the first step to effective political action is to perceive their predicament clearly". Clearly, our predicament is a sad one, and perhaps we need to look into our hearts for what we need to find. The answer may be found through "higher" thinking. (Play song "Dream High" here--last song on side two) "If you’re gonna dream, dream high". Perhaps this is what we need to do in order to find the solution to our growing problem of consumerism. Dream of things that are "higher" in importance than wordly possessions. Instead of dreaming about how much money we want to have or the new bt)at we hope to have someday, we would be a lot better off to "look into our hearts" and honestly think about what is important in this life. The Biblical tradition offers a much-needed alternative to our consumer culture because as Holsworth and Wray slate, "it moves people to think about traditional concerns of human existence and to retied on matters of self worth, caring, community, and justice. Religion can be an effective antidote to the druglike propaganda that insiduously but relentlessly covers our society". Furthermore, the Biblical tradition is based on a "communal" notion of human'life. This slates that we should "see ourselves as members of a commnunily; individuals morally bound to each other". If stK'iety a,s a whole spent even a small amount of lime being concerned with one another as individuals and "equals", perhaps we would find some sense of identity and selfworth. Instead, we are so caught up in the notion of "self-inleresl" that we lose sight of everything else in life. Holsworth and Wray remark "Not only does the notion of self interest slight the connection that all individuals have to one another, it also narrows and restricts the range of options for the individual. Il speaks about the individual as if they only have needs for money and power. There is very little...that refers to self­ development and self-enhancement, and even less recognizes the contribution that community, compassion, and committment make to constructing a personality that is whole". Can we seriously remain under the delusion that money and power are 19 �the most important things in our lives? What if we obtain money and power? Does this mean we have anything of real value? And, if we do have money and power, how can we consciously feel good about ourselves when their is inequality and sufl'ering around us. I cannot believe that we can go on being so vain and ignorant and continue in our thoughts that each and every one of us, individually, is the most important thing alive. We need to take heed of the warning that almost all religions give: the damage to one’s soul that acccompanies devotion to material wealth". Nolsworth and Wray stale that in order to change people’s ideas of self interest and materialism, "would require a significant change in the operation of major political and economic institutions". People should perhaps be "skeptical of the claim made on behalf of the consumer society because they so frequently turn issues about one’s personal essence into questions of consumer possessions". When one realizes how conceited we are in our thinking that we, individually, are so complex and important, it seems very ironic that we could possibly be convinced that our "personal essence" i.s merely a "question of consumer possessions". We are blinded by our "addiction" and we, as a society, are definitly suffering from this "abnormal condition that has resulted from an excess of consuming". Karl Marx once noted that "religion was the opium of the masses". Perhaps we need to examine our ways more closely and change our "drug of choice". 20 �c Interoffice Memorandum of Law By Karen Moenkhaus Course: Legal Research and Writing II Instructor: Mary Kubichek Assignment: Students were to research a legal issue of their choice. The paper was to be in Blue Book form. The student had to include eight cases. Statement of the Assignment Interoffice Memorandum of Law You asked me to research cases to see how the courts have defined "reasonable accommodation" and how the courts have required employers to accommodate a person with a disability under the Americans With Disabilities Act (ADA). Because this is a fairly recent Act, I researched cases in all federal districts. TO; Mary Kubichek, Staff Attorney FROM; Karen Moenkhaus, Paralegal DATE: December 6. 1995 CASE NO. 95-0074 SUBJECT: Client. Ken Thompson, is filing a discrimination suit under the Americans With Disabilities Act against Holster & Bailey Law Firm because they terminated him without accommodating his mental disability. Statement of the Legal Issue Can Ken Thompson require Holster & Bailey Law Firm to accommodate his disability of depression, which prevents him from billing sixty hours per week, under the Americans With Disabilities Act? 21 �discrimination exists if an employer does not provide reasonable accommodation to the known physical or mental limitations of the otherwise qualified individual unless the accommodation would impose an undue hardship. Undue hardship constitutes "significant difficulty or expense." 42 U.S.C.A. § 121II(IO)(I995). In researching Mr. Thompson’s case, I examined case law where the courts defined "reasonable accommodation" and analyzed why the court.s found if the employer did or did not satisfactorily accommodate the employee's disability. The first proposition Is whether an employer meets the ADA requirement by providing some form of reasonable accommodation. The first four cases support this proposition in that the employers all provided some form of reasonable accommodation or else the court held that the accommodation created an undue hardship on the employer. The second proposition deals with violation of the ADA in that the employer did not provide reasonable accommodation for the disabled employee. The last four cases support this second proposition. Statement of the Facts Mr. Ken Thompson was employed with Holster & Bailey Law Firm as an as.sociate attorney since 1993. In this capacity, he wa.s required to bill sixty hours a week. After eight months of working these long stressful hours, he became severely depressed and was unable to function normally in his everyday life. He wa.s fatigued, suffered severe migraine headaches, experienced gastro-intestinal disorders, and had suicidal thoughts. He sought professional help and was put on medication for psychosomatic depression. After six months under a doctor's care, he was still unable to fulfill his responsibilities at work. At that point, the firm gave him an unpaid three-monlhs' leave of absence to resolve his medical problems. When he returned to work, he was expected to bill sixty hours as before. He performed adequately billing at a rate of forty hours per week. However, billing sixty hours caused his depressive symptoms to return. He advised the firm that he could not physically or mentally handle sixty billing hours per week; and, as a result, they terminated him. Mr. Thompson desires to bring a civil action against Holster and Bailey Law Firm for discrimination under the ADA because the firm violated this Act when it terminated him without accommodating his disability. He is seeking compensation for present and future medical expenses, loss of income, compensation for consor­ tium and enjoyment of life, and legal fees. ADA Not Violated Reasonable Accommodations Made Under the ADA, an employer must reasonably accommodate a disabled employee if the employee is able to perform the essential functions of his original job or to provide another position if that position is vacant within a reasonable time. Haysman v.Food Uon. Inc., 893 F. Supp. 1092 (S.D. Ga. 1995). Haysman filed suit against Food Lion for discrimination under ADA on the basis of his disability. Haysman injured his back and knee on the job. He also suffered from a pre-existing emotional disorder which wa.s aggravated by the accident. He was diagnosed with post traumatic stress disorder and depression, and he was impaired with regard to certain psychological functions including thinking, perception, judgment, affect and behavior. After approximately eighteen months, Haysman's doctor declared him totally disabled and unable to work at Food Lion because of his deteriorating mental and emotional state. Haysman argued that Food LioH failed to reasbHdbly accomnioddte Ulltl wheri they (B Discussion "Reasonable accommodation" under the ADA is defined as; (A) Making existing facilities used by employees readily accessible to and usable by individuals with disabilities; and (B) job restructuring, part-time or modified work schedules, reassignment to a vacant position, acquisition or nuxlification of equipment or devices, appropriate adjustment or modifications of examinations, training materials or policies, the provision of qualified readers or interpreters, and other similar accommodations for individuals with disabilities. 42 U.S.C.A. § 12111(9) (199.5). Oridef 42 U.S.C.A. § I2i i2(b)l:5)(l^95). 22 �refused to return him to his former position as assistant manager, (2) refused to transfer him to another full-time position which he could have performed, and (3) failed to reasonably accommodate him in a light-duty job. The court granted the defendant's motion for summary judgment. The court found that Food Lion did not violate the ADA by refusing to return Haysman to the assistant manager position or by refusing to transfer him to another fulltime permanent position. No permanent positions were available that Haysman could perform. The ADA does not require that an employer assign an individual to an already occupied position or create a new position. Haysman at 1105. Haysman missed a lot of work and frequently arrived late or left early. His current and former positions both required regular attendance and he could not perform that essential function. The court subsequently held that the employer could not "reasonably accommodate" Haysman’s disability. As in Haysman, Thompson also suffered from a mental illness. Thompson's mental condition prevented him from performing his job in regard to the requirement of billing sixty hours per week. The law firm never looked at the possibility of transferring Thompson to another position before terminating him. They never even tried to accommodate his disability by requiring fewer billing hours. Unlike Haysman, Thompson was otherwise able to perform his job if he did not have to put in more than forty billing hours. Based upon Haysman, our court might rule that forty billing hours would be a reasonable accommodation. A qualified employee must be able to perform all essential functions of a job, either with or without reasonable accommodation. Hogarth v. Thornburgh, 833 F. Supp. 1077 (S.D.N.Y. 1993). Hogarth was a communications operator for the FBI who was terminated for misconduct attributable to his mental illness. His physician documented that he suffered from a bipolar disorder causing him to experience manic moods which resulted in careles.s and reckless judgment and behavior. He was placed on half-days but his condition worsened. After being on proper medication for several months, his doctor believed he could perform the responsibility of his job with continued treatment. Another medical expert testified that it was likely that Mr. Hogarth would suffer relapses, and he did. Hogarth contended that there were two reasonable accommodations available that would have permitted him to perform the essential functions of his job satisfactorily. First, the FBI could have made arrangements for monitoring of his condition in compliance with medication; and. secondly, the FBI could have limited his access to confidential information. This would have reduced the risk of serious consequences if he would have had a relapse. Hogarth at 1087. The court held that the government carried its burden of showing that there were no feasible accommodations that would have allowed Mr. Hogarth to perform the dutie.s of his position with the FBI. Based on evidence presented, even if the FBI carefully monitored his condition, he was still going to have recurrences of careless and reckless behavior. Access to confidential information was also a critical part of his job. Therefore, the plaintiff could not prevail under the ADA. The United States District Court held that although the employee was discharged solely because of his handicap, he was not otherwise qualified for his position and the complaint was dismissed. Thompson can be distinguished from Hogarth in that Thompson could perform ail essential functions of his job except for the requirement of billing sixty hours. Hogarth's mental deficiencies were much more serious. He was not capable of performing his job duties at all, with or without accommodation. In Thompson's case, we could argue that if the law firm would reduce Thompson's billing hours requirement, Thompson would be able to perform his job. Because Thompson is otherwise qualified for his position, this reduction would constitute a reasonable accommodation A .reasonable accommodation consists of reassigning the handicapped employee or making changes in job requirements that do not create undue hardship for the employer. In Guice-Mills v. Derwinski, F.2d 794 (2d Cir. 1992), the plaintiff was a former nurse who brought a suit to recover for discrimination because of her disability of a depressive illness. Her medication regime interfered with her ability to arrive at work on time. The court 23 �ruled that she was not discriminated against by the Department of Veterans Administration Hospital because her medical condition rendered her not "otherwise qualified" to satisfy the justified requirements for a head nurse position. She could not make it to work on time. The hospital offered to reassign her to a staff nursing position that would be compatible with her medical condition and at no decrease in grade, salary, or benefits. The court ruled this offer was a reasonable accommodation. The plaintiff quit because she thought the other position wa.s a demotion, even though her salary, benefits, and grade did not change. The court dismissed the handicap discrimination claim holding that the offer of the staff nursing position was a reasonable accommodation. In our case. Mr. Thompson was not offered another position or modifications to meet his disability. In Guice-Mills, the employee was offered another suitable position. We could argue that no "reasonable accommodations" were made on the part of the employer. We may have to show that his billing forty hours instead of the sixty hours would not create an undue hardship on the employer. Voluntary relinquishment constitutes another reasonable accommodation under the ADA. Emrick v. Lihhey-Oweiis-Ford Co., 875 E Supp. 393 (E.D. Tex. 1995). Emrick, an employee with Libbey-Owens, was diagno.sed with multiple sclerosis but told the company he was able to continue in his present job. Later Libbey-Owens had to reduce their workforce, and they attempted to reassign Emrick. Emrick refused the offered position and informed the company at that lime of new medical restrictions on his physical activity. Because of these new restrictions. Libbey-Owens was unable to accommodate Emrick at the facility where he was presently liKated. Next they attempted to locale him in another position at one of their other facilities but none were available. Emrick then filed a discrimination suit under the ADA on the basis that Libbey-Owens failed to accommodate his disability. The defendant filed a motion for summary judgment and another motion for partial summary judgment. The motion for summary judgment was denied on the grounds that several employees volunteered to be reassigned so Emrick could have one of their positions. The court found that voluntary relinquishment was a reasonable accommodation. However, the employer did not have any positions available to reassign those employees who had volunteered to be reassigned. On the other hand, the court granted the defendant's partial summary judgment, ruling that the employer did not have to modify its operations to benefit only Emrick. The court held that the ADA wa.s "not intended to give persons with disabilities preferential treatment, but rather [wasj intended to provide them with the same opportunities as their nondisabled counterparts." Emrick at 397. In other words, the disabled person was not to receive special treatment, but equal treatment with nondisabled employees. The court found that Libbey-Owens was not required to offer Emrick a transfer to another facility as an attempt to rea.sonably accommodate his disability because this was not Libbey-Owen's regular practice. Although Emrick's disability was physical and Thompson's disability is mental, both constitute disabilities under the ADA and thus require reasonable accommodation. Based on Emrick, we could argue that if the law firm cannot modify Thompson’s job to accommodate his disability, the firm might have to look at offering him another position if there is one vacant that he is qualified to do and if it does not create an undue hardship. Of course if there is not another position available, the firm would not be required to create a position for Thompson. In analyzing the four ca.ses above, the employers all met the requirement of providing reasonable accommodations to meet the employee’s disability. The courts held that reasonable accommodation constituted the option of restructuring the job duties in order for the qualified individual to perform his job. If modifications were not possible, the employer had to reassign the disabled person to another position if there was a vacancy. However, the employer did not have to create a new position or replace another person for the benefit of accommodating the disabled employee. If any of these accommodations created an 24 �undue hardship on the employer, the courts held that the employer was not obligated to comply with the accommodation. ADA Violated Reasonable Accommodations Were Not Made Transferring the disabled employee to another available position would constitute a reasonable accommodation if the accommodation did not impose an undue hardship on the employer. In Stradley v. Lafourche Communications. Inc., 869 E Supp. 442 (E.D. La. 1994), the issue was whether the defendant violated the ADA in terminating the plaintiff. The defendant filed a motion for summary judgment. The court denied this motion because Stradley did qualify as disabled under the ADA. He suffered from depression and acute anxiety caused by stress from his supervisory position. Consequently, Stradley missed lots of work. Regular attendance was an essential function of his job. Without accommodation Stradley was unable to perform this essential function of his job. Stradley argued that Lafourche should have accommodated his condition or transferred him to a less stressful position he was capable of performing. Lafourche contended that to accommodate Stradley would have imposed an undue hardship on them due to extended leave expenses. The court found that other positions were available al the time Stradley was terminated in which he was capable of performing. The court held that transferring Stradley to one of those available positions would have been reasonable and would not have imposed an undue hardship on Lafourche. Stradley is analogous with our case in that Thompson was also terminated for not being able to perform his job requirements without accommodation. If Thomp.son's current position cannot be accommodated by reducing his hours because this would cause an undue hardship on the law firm, the employer would need to reassign him to another available position that Thompson could perform as another means of reasonable accommodation. The law firm would have to show that the accommodation would create an undue hardship on them. Under the ADA, reasonable modifications in policies or procedures must be made to avoid discrimination unless these modifications "fundamentally" change the nature of the employer's service or activity, and the modifications cannot create an undue financial or administrative burden for the employer. Dees v. Austin Travis County Menial Health & Mental Retardation, 860 F. Supp. 1186 (W.D. Tex. 1994). Dees was a mental patient and also an advocate for the rights of the mentally ill. She participated in many community activities for the mentally ill and liked to attend the board meetings of the Austin Travis County Mental Heath and Mental Retardation Center. She brought action against the board of trustees alleging that the trustees held meetings at times inaccessible to individuals suffering from certain types of mental illnesses. Dees was on a prescribed psychotropic medication that had a sedative side effect. Because of this sedative side effect, she was unable to function in the morning hours before 10:00 a.m. The court ruled that the board of trustees violated the ADA by holding meetings ttx) early in the morning which prevented the attendance of patients who suffered drowsiness from effects of medication for mental illness. Dees al 1186. The board failed to prove that changing the time of its meetings would have fundamentally altered the board and the services that it provided or created an undue administrative or financial burden. The court held that moving the meeting times to later in the morning constituted reasonable accommodation under the ADA to avoid discrimination against individuals with mental disabilities. Both public and private entities are covered under the ADA. 42 U.S.C.A. § 12111(2) (1995). Public entities are defined under 42 U.S.C.A. § 12131 (I(B)(1995) as "any department, agency, .. of a Slate or States or local government." Although Dees dealt with a public entity, we can apply Dees to our case in lhe fact that both appellants needed accommodation. Thompson needed his billing hours changed in order for him to function in his job as well a,s his life. Dees also needed an accommodation that would allow her to attend the meetings. To meet the ADA requirements of accommodation, lhe firm should accommtxlate Thompson by letting him bill 25 �only forty hours per week instead of the required sixty because they know that he can perform his job with less billing hours. We would have to show that letting Thompson bill fewer hours would not create an undue financial or administrative burden for the law firm. The ADA requires employers to consider, as a reasonable accommtxlation, reassignment of the disabled employee to a job which that individual can perform or restructure hi.s present position. Pedigo v. P.A.M. Truiisporls. Inc., 891 F. Supp. 482 (W.D. Ark. 1994). Pedigo was an over the road truck driver for P.A.M. Transport. He held this position for eleven years until he sutTered a heart attack. He was on medical leave until his termination. The lower court awarded damages to Pedigo based on the finding that the employer violated the ADA in failing to consider reassignment to a vacant position in which the employee was able to perform. P.A.M. Transport moved for judgment as a matter of law. The appellant court denied the motion. The court recognized that one reasonable accommodation under the ADA was to require an employer to reassign an employee to a vacant position for which he was qualified if other forms of accommodation had failed. The Act did not intend for the employer to create a new job for the disabled employee. "'Bumping' another employee out of a position to create a vacancy (was) not required." Pedigo al 487. In Pedigo, the employer did not attempt to accommodate Pedigo in any manner. Pedigo is similar to Thompson's case in that the law firm did not offer any accommodations to Thompson. They let him have three months off to get "his life in order." and then expected him to meet the sixty hour billing requirement when he relumed to work. We could argue that the law firm did discriminate against Thompson's disability by not olTering any accommodations. "Reasonable" must be both practical and proportional to costs in the analysis of claims to accommodate disabilities. In Vande Zoitde v. Stale of Wisconsin Department ofAdministration, 44 E3d 538 (7th Cir. 1995). the plaintiff was paralyzed from the waist down. Because of her paralysis, she developed 26 pressure ulcers which required her to stay at home for several weeks periodically. Zande wanted to work al home during these periods and requested a desk-lop computer for home, even though she already had a laptop. Her supervisor refused. The employer argued that they did not have to reasonably accommodate her pressure ulcers because the ulcers did not fit the statutory definition of a disability. The court, however, "held that Zande's pressure ulcers (werel a part of her disability, and therefore a part of what the State of Wisconsin had a duty to accommodatereasonably." Zande al 544. The jury, nevertheless, concluded that the plaintiffs request stretched the concept of "reasonable accommodation." The court held that an employer was not required to accommodate a disability by allowing the disabled worker to work al home without supervision. The jury determined that the request wa.s an "unreasonable” accommodation and that the employer had already made a significant number of reasonable accommodations for this individual. The plaintiff had also requested that the employer lower sinks and counter tops on all floors from 36" to 34" to accommodate persons in wheelchairs. The employer lowered the counter on the floor where the plaintiff was located and said she could use the bathroom sink which was already 34". The court agreed that to comply with her full request would be an undue hardship on the employer because of the cost. "The duty to reasonably accommodate is satisfied when the employer does what is necessary to enable the disabled worker to work in reasonable comfort." Zande at 546. In Zande, the employee wanted preferential treatment instead of equal treatment. The court held that Zande’,s requests to work at home and lower all the sinks and counters were unreasonable accommodations. In Thompson’s case the jury will have to consider "reasonableness" on his request for a reduction in billing hours a.s in the Zande case. According to the definition of "reasonable" held in Zande, we could argue that Thompson's request would be a reasonable accommodation and not an undue hardship because the law finn would not lo.se that much money in reducing Thompson's hours. We would have to determine an approximate figure. However, this �definition is subjective and the court has great discretion in applying their definition of “reasonableness.” In summary under the above analysis, Thompson would have a strong case against the law firm. All the employers in the above four cases violated the ADA because they did not make reasonable accommodations for their employee's disability. Thompson was capable of performing his duties as an associate attorney except for the requirement of billing sixty hours. Before terminating Thompson, the firm did not attempt to accommodate him under any of the method.s that the courts held to be “reasonable accommodations.” The courts held that “reasonable accommodations” included: 1. Restructuring or modifying the job to meet the employee's disability, or 2. reassignment to a vacant position that the disabled person can perform, and 3. these accommodations cannot cause undue hardship on the employer. APPENDIX 1. Dees V. Austin Travis County Mental Health & Mental Retardation, 860 F. Supp. 1186 (W.D. Tex. 1994). 2. Emrick v. Lihhev-Owens-Ford Co.. 875 F. Supp. 393 (E.D. Tex. 1995). 3. Guice-Mills v, Derwinski, 967 F.2d 794 (2d Cir. 1992). 4. Havsman v. Food Lion, Inc., 893 F. Supp. 1092 (S.D. Ga.l995). 5. Hogarth v. Thornburgh. 833 F. Supp. 1077 (S.D.N.Y. 1993). 6. Pedigo V. P.A.M. Transport, Inc., 891 F. Supp. 482 (W.D. Ark. 1994). 7. Stradley v. Lafourche Communications. Inc.. 869 F. Supp. 442 (E.D. La. 1994), Recommendations 1. Obtain a copy of Holster & Bailey's employee handbook if they have one. 2. Investigate the reasons for Mr. Thompson's termination. 3. Obtain copies of Mr. Thompson's performance evaluations. 4. Check Mr. Thompson's past employment record. 5. Obtain copies of his medical history. 6. Establish what the firm earns at forty billing hours versus sixty billing hours. Calculate what the firm would monetarily lose in reducing Thompson's billing hours from sixty to forty based on his billing rate, collected billings, the firm's overhead, and the firm's profit margin. 7. Determine what the difference in the firm’s profit would be if they changed Thompson’s • billing method from actual billing hours to value billing (or fixed rates). 8. Vande 2ande v. State of Wisconsin Department of Administration, 44 F.3d 538 (7th Cir. 1995). 27 �Bacterial Organisms By Hal H Hutchinson Course: Microbiology Instructor: Mary K. Katherman Assignment: The student was to write an essay to introduce a microorganism to a general audience. He could choose the microorganism. environments known. Bacterial life inhabit bleak ocean depths surrounding subterranean sea floor vents emanating scalding water from deep within the earth’s crust. They inhabit the far ends of the planet, from icy polar region to the steamy tropics. Bacteria also inhabit the most local addresses, such as on food in our refrigerators, in municipal wastewater treatment systems, and even in our bodies themselves. Actually there are numerous bacteria in the human body that sustain and enhance bodily functions. The bacterial life form has evolved over billions of years, and, although so tiny that they have to be magnified many times for us to observe them, the evidence of their presence is often quite obvious. Complete Title: Bacterial Organisms: Opportunistic and Creative Means of Sustaining Life The wide and varied species of bacterial life (Kingdom: Procaryotae) present a most interesting topic for study. Contrasting this most basic life form with the lifestyles of ’’higher" organisms, including human life, may lead one to question which life form indeed is the more complex and adaptable in an environment of constant change. The adaptability of bacterial life is nothing less than incredible. Bacteria are known to inhabit practically every corner of the earth, including the most inhospitable 28 �Perhaps most incredible to the neophyte student of humans can reap from a more complete bacterial physiology is that these tiny objects are understanding of these "primitive" life forms. indeed live, viable organisms. Any doubt of this is Applications of this information are now being quickly dispelled upon initial inspection under a sought to advance health care, industry, agriculture, microscope. Certain bacterial species • exhibit and other endeavors so beneficial to society. A major emphasis in developing beneficial uses vigorous motility, thus providing convincing evidence the organisms are indeed alive and viable. of bacteria is the field of genetic recombinant In today's society terms such as "downsizing" technology, otherwise known as genetic and "survival of the fittest" are used to define an engineering. Recombinant technology involves environment where the work force is expected to isolating desired bacterial genetic characteristics. In meet the challenges of shrinking resources and an the form of chromosomal genes contained in the ever growing population. Bacteria have been deoxyribonucleic acid (DNA) of the bacterial cells, struggling, and thriving, under these very and introducing those desired characteristics into conditions for time immemorial. Bacteria are the the bacterial species desired. The bacterial life form is known to possess a myriad of genes for unique master opportunists. Their efficiency is uncanny. enzymes, or metabolic catalysts, that allow tor the An interesting example of bacterial adaptability bacteria to be so successful and adaptable in a wide highlights the development of resistance to anti­ range of habitats. Recombinant technology seeks to bacterial drugs. Whereas in the not too distant past isolate these genes responsible for these desirable medical science considered absolute control of characteristics, and to duplicate those bacterial pathogens possible, that option is now characteristics for the benefit of mankind. known to be practically unachievable. Much of the past emphasis In genetic Although the species of pathogenic bacteria is engineering has been in the health care field. quite small in relation to the aggregate bacterial However, the growing trend is toward applied species, pathogenic bacterial species do exist and technology and goods for the marketplace. cause a great many problems. Antibacterial drugs Entrepreneurs now realize fine profits can be reaped are developed to control the bacteria causing these from bacterial applications. Accordingly, problems. The current observation is that bacteria significant funding is being appropriated to develop develop resistance to antibacterial drugs almost as genetically engineered applications. For example, quickly as the antibacterials are introduced. The applications are being developed lor enhancing opportunistic bacteria develop this resistance by virtue of their amazing abilities to evolve rapidly. In gold mining methods. Bacteria with an affinity for fact, most bacterial species reproduce over one gold are used to "mine" gold deposits. Likewise, hundred times faster than other life forms. This rale applications are being developed to hasten cleanup of proliferation provides for the rapid development and lessen the effects of oil spills in critical marine of bacteria with resistant strains to antibacterials. environments. Bacterial species with an affinity for Thus a continual effort is necessary to develop the crude oil hydrocarbons are used to lessen the effective antibacterial drugs that can stay one step harmful ecological damage and associated monetary liabilities most often associated with oil ahead of the bacterial resistance. Volumes of information has been learned about spills. Currently numerous other beneficial bacteria species in the past 200 or so years, since applications of bacteria are being developed in the invention of reliable microscopy. However, only laboratories around the world. Obviously bacteria are truly an amazing life in the last 50 or so years have we come to recognize the intricacy of this life form. We now are form. Current study reveals a multitude of beginning to understand the enormous benefits we applications for taking advantage of the many 29 �desirable characterislics of these organisms. We admire the versatility of bacteria, and the efficient and opportunistic means of their sustaining life. We now realize the special niche bacteria reserve in the realm of life. It is ironic that until recently the bacteria have been considered primitive life forms. We now understand the bacteria are quite complex, and through their evolution perhaps more intricate than the commonly accepted higher organisms, even human life. Further investigation is necessary to unlock the many benefits bacterial life- can provide. 30 �c Interview with 21>i^ew Bzdak By Louie Kistler Course: Cultural Anthropology Instructor: Dr. Barbara Mueller Assignment: Using an assigned outline, the student was to interview a person from another country and make comparisons with the United States culture. Zbignew Bzdak is forty years old and is from Radamsko, Poland, a city about the size of Casper. He left Poland in 1979 on an adventure expedition to South America with a group of Polish kayakers from the University. The government in Poland at the time was Pre-Solidarity and Zbignew's group had departed one week before the Pope visited Poland, which Zbignew indicated was the catalyst for the Solidarity Movement. This was unprecedented travel for common Poles, but they were able to put the trip together through the Universily'.s contacts in the government. Zbignew traveled for two years, extending his trip several times since he knew that once he returned to Poland he would not have been able to leave again. December 13, 1981, Poland's government declared martial law; I could tell by the emphasis in his voice over the phone that this date held particular importance to Zbignew. I don't believe it was because it marked the beginning of his self-exile from Poland and eventual American citizenship, but rather a Polish national pride as a marker for the beginning of their independence and the dismantling of the Soviet Union. Zbignew was to have returned to Poland on December 20, 1981; however, with martial law instituted, the news and information blackout from Poland left him with no means to discover what was happening in his country. With only a week to make his decision whether to return to Poland or remain in Lima, Peru, Zbignew and his companions turned to a 31 �television station in Peru and did interviews about their concern of the lack of information coming out of Poland. The Polish government, through the Polish embassy in Lima, advised their group that the government in Poland was very displeased with their interviews. They learned that "the Polish government was waiting for them to return and would like to interview them for an extended peritxi of time.’’ The adventurers' response was more organized protests in Lima against the communist Polish government. He then entered the United States requesting and obtaining political asylum. He now holds United States citizenship and lives in Chicago. The language of Poland is Polish, which is a Slavic language. He said it is similar to Czechoslovakian, Yugoslavian, Bulgarian, and Ukrainian. I inquired if Russian was also a Slavic language, and he said that Russian had very few similarities with the Polish language. The tone of his voice revealed a reluctance to be ass(x.'iatcd with Russia in any way. I asked if there were other nationalities that the Polish people made fun of or joked about, and he told me only the Germans, the Austrian-Hungrians, and the Russians. Interestingly, it is these three peoples who have historically subjugated the Polish people. Potatoes are Poland's staple food. Zbignew said that Poles eat a great deal of bread and pork, but very little beef, as the cows are primarily used for milk. A classic dish is pirogi which is like ravioli only bigger and is stulTed with cheese and potato. On special occasions, the piroge would be stuffed with meal, cabbage or blue berries. A typical daily set of meals would be: Breakfast: lea, thin sliced rye bread and ham about 7:00 A.M. 2nd Breakfast; coffee, tea, thin sliced rye bread and ham, or a kaiser roll called bulka about 11:00 AM. Dinner: potato soup, potatoes and pork, cabbage, salad, and tea about 2:00 P.M. Io 3:00 P.M. Supper; light meal of ham or sausage and bread with tea about 7:00 P.M. Housing in Radomsko and other cities was a planned community of apartment complexes called blocks. Each block of apartment complexes had different architecture so there was variety In the landscape of the city. Where people worked, shopped, and sent their children to school was all within walking distance of about a mile from where people lived. Apartments were owned by the government and there was a waiting list of eight to fifteen years for an apartment. In the rural areas, private ownership of land was the rule and people lived on their land. Clothing for the Polish people was very similar to our own and the utensils for eating were like those used in Western Europe with simitar rules of etiquette. He said the rules of etiquette were very organized and there was an unified accepted manner for using the utensils. These rules were followed by everyone and the method for punishment if one stepped outside these rules of etiquette was public humiliation or social ostracism. Weapons were very similar to those used in Western Europe. However private ownership of guns was illegal. As for arts, he said that the music wa.s like Western European music with everything from rock-n-roll to classical. Musical instruments were similar to ours with the most common instrument being the accordion. There was a cultural emphasis on plays, and poetry was the venue for the people to express their feelings without being censored by the government. By the use of the metaphorical language of poetry, the people had a pathway for self­ expression and for sharing their opinions. Plays and poetry were also a UkiI for the Polish language to survive when they were ruled by other cultures. Zbignew told me that dance was very important to the Poles; in fact, one of the things he misses most in this country are the dances. The polonez is a traditional dance for which Chopin composed a great deal of music. This is a patriarchal form of dance where the wedding party would enter the church dancing for the marriage. The games and sports the Polish people play were similar to ours with an emphasis on soccer. The social significance of the outcome of the games and the social status involved wa.s like ours. The family was an extended family of up to three generations living in the same apartment with the father as the head of the family. However, there was equality of the sexes in the workplace. Within the 32 �family, the roles of father and mother followed ours tn this country. There was daycare for the children so both parents could work and the government provided family services within walking distance of the apartment complexes. Divorce was more accepted in the society than I imagined. Zbignew said this was because the Catholic church had no real competition, and the Church did not enforce the Church doctrines in a black, and white manner. The reasons for divorce were like those in the United States, with no social stigma. His own sister was divorced and she was a professional in the field of environmental engineering. Sexual mores were like those of other Western European countries. If there was a death of a young spouse, a non­ working woman might go back to her birth family and live with them. However, this would de^nd upon the size of the birth family’s apartment, the size of the extended family living there, and whether or not she had her own apartment. Since the waiting period for an apartment was so long, if she had acquired an apartment she would most likely stay in the apartment rather than move in with her birth family. As mentioned earlier, land ownership in the rural areas was private and land was owned by the father and passed to his sons as in other European countries. Land ownership in the cities was by the government, a.s were.the apartment complexes. Social control outside the family was controlled by the Communist government and the Catholic Church, with the government controlling where people lived and worked. Poland's religious views were those of the Roman Catholic Church. Zbignew said the greatest difference he noticed between the United States and Poland wa.s in the "ton.s of excess” of the United States. He said that money didn’t hold any significance for him in Poland, unlike money here in the United States. This was due to the extreme inflation in Poland where the value of the money wasn't stable and fluctuated daily, which resulted in the saving of money a.s pointless. The Polish economy was stabilized by the communist government, but there was not enough material goods for the consumption desired. Material goods distribution was controlled by the government, which was in turn controlled by money and influence. So in some places the material goixJs matched the desired consumption, but only for the powerful. Due to the housing shortages, the extended family in Poland was necessary. wherea.s here, with plenty of housing, the nuclear family prevails. His knowledge of the world was obtained by "learning how to read between the lines." He told me that the "wealth of America is overwhelming." In Poland the government offered economic security, but the price was an oppressive political climate. This oppressive political atmosphere helped adhere the people to each other, and with each other, they found ways to express their anger and disappointment and their joy and achievements of their lives. Expression among friends becante an important part of Polish life; where here in the United States. Zbignew says we have the freedom of public expression and don't treasure the closeness that can occur among friends. Zbignew loved South America, as its people seem to him most like the Polish people. The South American people "like to talk a lot. are open and cordial, and make friends quick." He pointed out to me that Americans don't openly express their emotions like "joy and sadness"; and that if he goes k) an American home, there is "no singing and dancing" unlike what he experienced in Poland and South America. He said in America "you play the game" to succeed and fit into society. 1 asked him what he meant and he told me that we have a country of strict conduct governed by rules and laws, and if you follow the rules and laws, it is easy to fit in here. Every action or anything one wants to do in this country has a rule or law to say how you are supposed to do it. I had never thought that we had rules and laws for everything, but we do. His pointed reference to the lack of Americans expressing their emotions of the moment I think is a difference in cultural values. I think individuality, which is a major part of what our culture is based upon, has come to be seen as a need to close one's self off from others to protect the individuality. It is as if one's individuality would be contaminated by the sharing of one’s emotional life through conversation, laughter, tears, dances, songs, and close physical contact. 33 �Sexuality, Sensuality and Repression Among the Bourgoisie By Tillie McGee Course: Western Civilization II Instructor: Dr. James O’Neill Assignment: Students were asked to write a research paper on a topic of their choosing, emphasizing secondary sources and synthezing a sizeable body of material. The student could choose any topic related to the subject matter of the course and approved by the instructor. (EJd. note: This paper was originally much longer than it appears here. We have cut many excellent examples so that we might print it in our limited space. These cuts also account for discrepancies in the footnoting.) Eighteenth and nineteenth-century European sexuality consisted of a variety of attitudes among the bourgeoisie toward eroticism and sexual repression. The strictest religious doctrine held that sexual intercourse should be viewed as necessary only for procreational purposes, and that sexual‘pleasure was 34 sinful. Other religious groups believed that marital sex was most ideal if it was moderately pleasurable, avoiding excess. Pleasure and attraction were thought to provide incentive for procreation and to prevent a woman from seeking sexual gratiTication through adultery. The most popular view of the medical �profession was that too much sex was unhealthy while a few doctors preached that too little sex would result in various physical maladies. Another widely accepted notion of medical experts was feminine frigidity. Very few in the eighteenth and nineteenth centuries accepted the possibility that women possessed the physical capacity for experiencing arousal or sexual pleasure. The common stereotype of Victorian sexuality holds that most people believed sexuality to be vulgar and obscene and the act of procreation to be an embarrassing necessity of marriage. Evidence found in documentation and personal correspondences among the bourgeoisie of the eighteenth and nineteenth centuries, us well as popular art and literature, suggests drastic differences between common theory and common practice of sexuality in British society. Literature In eighteenth-century Britain, altitudes among the middle-classes toward sexual behavior were expressed in many forms of literature, including newspapers, pornography, and novels. Politicians were insulted in newspapers with sexual commentary such as the referral to Pitt the Younger a.s "The Bottomless Pitt...stiff to everyone but a lady." Newspapers commonly included advertisements for male prostitutes, abortion pills, remedies for sexually transmitted diseases and various aphrodisiacs. According to Lawrence Stone, author of The Family, Sex and Marriage in England, 15(X)-1800, "the three most common subjects in the advertisement columns of eighteenth-century periodicals were cures for venereal disease, cosmetics and books—in that order." Some of Slone's examples from 1785 are The Morning Chronicle and The Whitehall Evening Post, which advertised "Leake's Genuine Pills," "The Specific." "Lisbon Diet Drink," "Dr. Solander's Vegetable Juice." and "Dr. Keyser's Pills." all cures for venereal disease. Pornography also emerged in the 1770s, with The Covenl Garden Magazine or Amorous Repository, which included sex stories and advertisements for brothels and prostitutes. In Education of the Senses, Peter Gay remarks on the extensive availability of pornographic "prints and books to satisfy the most avid demand." The tremendous supply and demand for obscene materials existed in blatant disregard for government censorship against '"indecent materials," despite the belief of legislators that their efforts to rid bookstores of pornography were highly successful. According to Gay, banned materials would either be moved to new shops or the owners of the old shops would find belter methods of hiding them.' Paul Gabriel-Bouce's anthology. Sexuality in Eighteenth-Century Britain, includes a piece by Peter Wagner involving a form of pornography in eighteenth-century divorce court. Trial reports concerning rape, adultery, incest, and sexual crimes committed by priests were published and made available to the general public. Divorce trials were among these reports and included explicit details of sexual exploits in marriages. Also in Gabriel-Bouce, John Valdimir Price writes on "Patterns of Sexual Behaviour in some EighteenthCentury Novels." He cites Clarissa as the first novel in English fiction to present a heroine who perceives sex "as involving reciprocal pleasure, and she endows sex with values and emotional associations that her fictional predecessors did not." Clanssa is placed in a position of either marrying and having sex with a man she does not love or running away with a well-known promiscuous bachelor’ Price mentions Joseph Andrews as a novel that dispels the myth that a man is always ready to have sex. and will never turn down any offers. . Art Nudity in art was generally perceived as an acceptable expression of eroticism, provided sexual connotations were left to the viewer’s imagination. According to Gay. nudes were probably the most popular art form in the nineteenth century. Sculptures were on display inside and outside public buildings. Paintings adorned roofs and ceilings." Some other examples of nude sculptures that Gay offers in The Tender Passion include Death of Able. 1877, Antonin-Jean-Paul Caries, depicting Abel lying in a prone position; The Bicycle, ca. 1895-1900, Felix 35 �activity, the simple rule still remains that eroticism is only acceptable as long as it is directed toward procreation in marriage. Stone says that in "general theology...intercourse was forbidden during period.s when there could be no conception, which at that time were believed to be limited to the nine months of pregnancy.”''" One critic of Catholic sexual ideology was John Cotton, a Puritan who appreciated the "joys" of marriage and "ridiculed the Catholic cult of virginity." Oskar Pfister, in a letter to Sigmund Freud, wrote, "the Reformation is fundamentally nothing other than an analysis of Catholic sexual repression.”” Chaipentier, a girl on a bicycle: Magnetism, ca. 1884, Per Hasselberg, a man reaching for a women across a framed, nude painting in the center. In The Dark Angel, Fraser Hardson furnishes some prints of Philip Wilson Steer and Frederic Leighton. Steer, who began painting in the late nineteenth­ century. portrayed feminine sexuality in his most popular artworks. A Summers Evening illustrates three adolescent girls, naked on a beach, dressing in preparation to return home as dusk sets in.'- In Steer's Sleep, a naked woman lies sleeping on a sofa, one leg draped over the edge, fondling her breast. Leighton's paintings are portrayals of Venus and Psyche. In Venus Disrobing for the Bath, 1867, Venus, looking down at her feet, is holding such an unnatural pose that is cleady meant to serve as erotic. The Bath of Psyche, 1890. is a view of Psyche disrobing before entering a pool. Philosophes and Romantics In England, the Philosophes began to think of sexuality as being a necessary component of nature in providing happiness, and something to be examined more closely.-'" Enlightened groups attacked the Christian faiths for their practice of sexual repression and denial.-' Taking a very liberal stand on "free sex," Hume said that he doubted that a monogamous marriage was the correct remedy for "individual desires with social needs."’’ Outside the religious sphere, clearly eighteenth-century sexuality no longer carried taboos for public discussion. Foreshadowing Freudian theory, philosophical humanists believed that sensuality was the underlying catalyst of all human motivation. Diderot said that while sexual arousal could be dangerous to one's ability to reason rationally, "There is a bit of testicle at the bottom of our most sublime sentiments and most refined tenderness."-' Researchers also began to form opinions on the power of the human sex drive. Toward the end of the nineteenth century. Dr. Benjamin Ball, University of Paris medical professor, agreed that sexual instinct probably played the largest role in influencing behavior among individuals.-* Although romantics tended to form a general consensus with philosophers on the subject of erotic adventure, advocates of Romanticism criticized Philosophes for treating sensuality as a purely physical act, dismissing the emotions of love and affection. Romance novels combined love with eroticism, and fanned the flames with extensive Theological Repression Religious views of sexuality were no more relaxed in the eighteenth and nineteenth centuries than they are in the twentieth century. Peter Gay, in The Tender Passion, suggests that a classic example of Catholic denial of human sexuality was Pope Pius' pronunciation of the Immaculate Conception in 1854. If Christ was bom without sin, and sex has been accepted a.s a shameful, sinful act, then Mary could not have had sex. Devout Catholics accepted this unnatural possibility from Pius, while secular Catholics felt somewhat embarrassed by his bold creativity. Gay offers many examples of the Catholic notoriety for preaching sexual repression and teaching sexual guilt. St. Augustine convinced many Christians that, before the Fall, sex was without sin. Lust became a creation of consequence resulting from Eve's fateful mistake. St. Jerome i.s famous for his assertion that "all ardent love for one's own wife is adultery," eliminating the legitimacy of a man's sexual attraction for his own wife. The conflicting secular view of Capellanus held that one had to be "capable of doing the work of Venus" to be able to love.'' While Christian doctrine may have been unsuccessful in completely obliterating sexual 36 �imagination and fantasy. Romantics spent less time talking specifically about criticisms of sexual repression, or their thoughts on sexual freedom, and more time just practicing their beliefs.* They showed a tendency to view sex as having a causal relationship with love. Medical Views Masturbation became an explosive topic in the eighteenth-century beginning with the 1710 publication of Ononia or the heinous sin of Self­ pollution, and all its frightful Consequences in both Sexes considered, written by an anonymous clergyman. The fact that the book sold so many copies, (38,000 in nineteen editions by 1760), reveals an apparent social ‘anxiety’ about the act and its consequences. According to Dr. Tissot, a famous Swiss physician, those consequences were "lassitude, epilepsy, convulsions, boils, disorders of the digestive, respiratory or nervous systems, and even death." He offered suggestions for remedying the ill effects of masturbation, but believed the habit itself to be “incurable."* Dr. Henry Maudsley, an avid believer that masturbation caused insanity, originally suggested that it was possibly an inherited disease that might disappear once one was removed from one's family. Maudsley changed his theory on masturbation many times, finally concluding that there was no possible cure.* The closest Stone could come to finding medically distributed sex manuals in eighteenth-century Europe was a pamphlet that offered advice on sexual positions, written in 1716. The author, French Dr. Venette of La Rochelle, agreed with clergy that any positions that involved sitting or standing, or giving the woman the dominant lop position should be avoided. He did, however, feel that since sex from the rear wis a normal occurrence among animals, it could therefore be seen as an acceptable position for humans, who are a part of the natural environment. Venette said this position would likely increase the probability of conception, and that it was safer during pregnancy.” In the nineteenth century. Dr. Anton Nystrom, a Swedish physician, belonged to the minority of those experts who recognized the difference between a woman's biological nature and her societal restraints. Nystrom wrote In woman, as well as in man. it is undoubtedly the sexual instinct, and not the problemmical desire of propagation, which attracts the one to the opposite sex. The sexual instinct belongs to the female organization just a-s much as to that of the male, even if ascetic principles and social conditions to a great extent suppress them. Many have proclaimed that the sexual instinct plays no important role whatever in woman, and if it is strong in some individuals it is a sign of moral degeneration or improper voluptuousness. Nystrom blamed sexual repression on Christianity, claiming that religion "has forced woman to suppress her sexual instinct." In his study of the effects of sexual abstinence, Dr. Nystrom interviewed several women who spoke openly about their sexuality, revealing little-known facts about the female libido. Nystrom was also among those who believed that irregularity in intercourse or masturbation would lead to "insomnia, headaches and hallucinations."” Dr. Frederich Siebert, a skin specialist and sexologist in Munich was another physician who acknowledged sexual desire and the potential for women to feel erotic pleasure. Siebert suggested that probable reasoning behind the notion that women did not enjoy sex as enthusiastically as men could be that most men were “clumsy" during sex. gratifying their needs kx) quickly for women to be satisfied.*' Dr. Auguste Debay, a retired army surgeon embellished on Siebert's reasoning, advising men to lake intercourse more slowly, giving women more lime to experience sexual pleasure through mild genital contact.*’ Dr. James Foster Scott admitted woman's “erotic desire,” but passed it off as Insignificant, merely a servant to her ultimate destiny for maternal obligation." In contrast to Nyslrom's theory, those medical advisors who accepted moderation as a healthy alternative adopted Aristotle's concept of semenal conservation. Dr. Venette claimed /hat "sexual excess shortens life," as Aristotle regarded semen to be 37 �"essential to good mental and physical health," leading to the assumption that semen should therefore be preserved for longer life expectancy. Dr. Tissot claimed that one ounce of semen wa,s equal to forty ounces of blood, therefore one ejaculation would be more life-threatening than forty blood-lettings. A second reason for moderation was the popular belief that the “consititutional characteristics” of a child reflected the physical condition of its parents at the time of conception. Fathers who spent loo much sexual energy and mothers who were sexually mistreated would conceive sickly children with a small chance of survival.'" Marriage and Adultery Marital happiness was extremely dependent upon sexual compatibility and mutual attraction between husband and wife. People had affairs when their desire for their partner began to disappear. People expected marriage to be "sexually satisfying," and if it was not, they often looked for sexual satisfaction elsewhere, and women were not excluded from this practice. Physical qualities as criteria for choosing a marriage partner is something quite new in the eighteenth century. In the previous century, economics had the most control over marital union. Stone offers a more cynical view of Christian marriage as a "double standard" among the upper classes "for most of the early modem period (15001800)." Marriage in the church granted a man “full monopoly rights over the sexual services of his wife.” A wife's virginity was expected to be preserved for her wedding night, while "on the other hand, the man was expected to have gained some sexual experience before marriage, and any infidelities after marriage were treated as venial sins which the sensible wife was advised to overlook." He suggests that adultery and fornication were acceptable in men’s behavior and punishable for women of upper class ranks."* There seems to be overwhelming evidence of these differences in moral expectations for men and women. There are some remarkable differences between marriages of the eighteenth century and Victorian 38 marriages. First, in the Victorian era. marriages were less often arranged then in the earlier century. Women and man began to marry for love. As a result, they began to feel more genuine affection and physical attraction for each other. In the eighteenth century, there is more reference to men insisting on their “conjugal right.” In the nineteenth century, more women seem to be documented for having extra­ marital affairs. In the eighteenth century, women were having more babies to make up for the children they were likely to lose in childbirth or from disea.se. Victorian women were seeking methods of birth control to limit the number of children in their families. Contraception Although condoms were introduced in the seventeenth century, they were not widely used until the early eighteenth century. The primary intention for condom use was to prevent the spread of venereal disease, which made them scarcely available as a contraceptive. A London merchant referred to condoms as “implements of safely which secure the health of my customers.” In 1825 Richard Carlisle suggested that the aristocracy had used the vaginal sponge and condoms in the eighteenth century as forms of birth control, but Slone concludes that "there is no positive evidence that these methods were indeed in common use among upper-class married couples in the eighteenth century." However, in the nineteenth century, one doctor admitted that he wa.s distributing condoms strictly for the purpose of marital contraception, but insisted that this practice wa.s not a condonation of extra-marital sex."’ Annie Besanfs experience inspired her to seek public awareness for the need of pre-marital sexual education of young women, including information about birth control. In 1878, with the help of Charles Bradlaugh, Besanl was successful in campaigning for new legislation concerning the distribution of contraceptive information. "They delivered innumerable lectures, issued a monthly journal, and distributed and sold huge quantities of books and pamphlets.” Although Besant's birth control information was primarily directed toward the �working class, middle-class women were the first to utilize contraceptives. Hamson states that between 1871 and 1900, the average size of bourgeoisie families dropped from “seven or eight to two or three children?'* Conclusion A question one might ask is how do all of these accounts of Bourgeois attitudes toward sexuality merge to form one specific societal distinction? Cleady they do not lend themselves to conformity under one singular standard. As noted earlier, the religious factors do not offer any unanticipated details of practiced repression. Nor do there seem to be any radical universal changes in contemporary Christian doctrine concerning sexual practices in the twentieth century. Sexual activity continues to be restricted to marriage, for the purpose of fulfilling the procreative obligation. Indeed, St. Jerome still has influence over the beliefs of some Christians today in that "All ardent love for one's own wife is adultery." The Catholic Church ha.s not been pressured by the modern practices of the majority of . its lay community: Contraception has not officially been an accepted practice, masturbation is still a venial sin, fornication and infidelity are mortal sins, and the Immaculate Conception is still held as legitimate even though papal infallibility is not. The information presented from a medical point of view is somewhat astonishing in that it provides some insight into the ignorance of the biological basis for sexual activity in the eighteenth century and most of the nineteenth century. Medical practice embodied more of a primitive religious ideology rather than scientific reasoning. Although many reputable physicians did exist, a surprising number of published "experts" were self pronounced doctors who proclaimed their wisdom concerning sexual matters under the umbrella of their particular theological associations. Many theories such as physical maladies resulting from either excessive or insufficient sexual activity could not have been the products of careful scientific observation. A possible explanation for some irresponsible theorizing could be the increased tension and animosity between theology and science during this period. Where religion and medicine fail to contradict the Victorian myth, literature, art, and the private practices of the bourgeoisie (within and outside marriage) succeed in breaking down the stereotype. While eroticism is not an unknown art form, common knowledge of the origins of pornography is probably not widely held today. Another astonishing reality is the lenient censorship placed on newspapers: advertisements for brothels, male prostitutes, abortion pills, aphrodisiacs, and cures and preventative concoctions for venereal disease; lewd sexual insults directed toward politicians; the media race to be the first to publish the details of court testimony on cases of rape, incest and adultery. The newspapers of two hundred years ago were very liberal in printing what might be considered today as offensive material. The ease with which Mabel Loomis and David Todd reported their erotic encounters with each other and their lovers was certainly not representative of Victorian virtue. Also unexpected was Mabel's ability to hold her standing among the bourgeois community after Austin Dickinson's death. Her intense mourning for him betrayed their relationship to her circle of acquaintances. Of equal interest was the preference of Stone's Bourgeois Gentlemen of receiving sexual gratification from several different mistresse.s and prostitutes. Given the risks taken by Byrd and Boswell against sexually transmitted disease, it would seem more logical that they would choose to practice their infidelities with a tighter circle of women within their own class. It is evident that cultural views of sexuality in the past share unexpected similarities as well as unexpected differences with contemporary western society. Apparently, it would be incorrect to assume what those differences and similarities might be without examining the evidence. It would be equally incorrect to assume that the whole of eighteenth­ century and Victorian society fell under one specific school of thought regarding norms for sexual behavior. 39. �Endnotes 2. Ray Poner "Mixed Feelings’ The Enlightenment and Sexuality in Eighteenth-Century Britain." Sexuality iit Eighteenth- Century Britain, ed. Paul Gabriel-Bouce (New Jersey: Barnes and Noble Books. 1982) 8. 3. Lawrence Stone. The Fainilv. Sex and Marriage in Englund. I5(X)-18OO (New Yori: and London: Harper and Row, 1977) 600. 4. Poner, "Enlightenment and Sexuality.' page 8. 5. Peter Gay, The Bourgeois Experience. Victaria Freud: Educatitni of the Sen.xex, vol. I (New York: Oxford University. 1984) 358-59. 7. John Valdimir Price. "Patterns of Sexual Behaviour in Some Eighteenth Century Novels,' Gabriel-Bouce, page 164. 9. Peter Gay. Education of the Sen.xe.x. page 380. 12. Fraser Harrison, The Dark Angel: As/tecis ofViciiorian Sexuality (New York:Universe Books. 1977) Pages 136-37, 144-45. 15. Peter Gay. The Bourgeois Experience, Victoria Io Freud.: The Tender Passion, vol 2 (New York: Oxford University Press, 1986) page 49. 16. Stone. Family, Sex, and Marriage, pages 499-500. 17. Gay. The Tender Passion, page 50. 20. Porter. "Enlightenment and Sexuality," page 8. 21. Gay, Passion, page 51. 22. Ibid., page 53. 23. Ibid., page 62. 24. Ibid., page 258. 26. Porter, "Enlightenment and Sexuality," page 20. 28. Stone. Family. Sex and Marriage, pages 514-15. 29. Gay. Senses, pages 298-99. 33. Ibid, page 494. 34. Gay, Senses, page 152. 35. Ibid., page 146. 36. Ibid., pages 150-51. 37. Ibid., page 146. 38. Stone. Family, Sex. and Marriage, page 495. 46. Stone, Familv, Sex. and Marriage . page 501, 47. Ibid., pages 422-23. 47. Harrison, The Dark Angel, page 67. Bibliography < Anderson, Bonnie S. and Judith P. Zinsser. A History of their Own: Women in Europe from Prehistory to the Pre.senl. Vol 2. New York: Harper and Row, 1988. Boswell, James. BoswelT.s London Journal: 1762-1763. Frederick A, Pottie, ed. New York, Toronto. London: McGraw-Hill, 1950. Boswell. James. Bitswell on the Grand Tour: Germany and Switzerland. /764.Frederick A. Pottle, ed. New York, Toronto, London: McGraw-Hill. 1928. Boxer. Marilyn J. And Jean H. (Juataerl. Connecting Spheres: Women in the Western World. 1500 to the Present. New York: Oxford University Press, 1987, Gabriel-Bouce, Paul. Sexuality in Eighteenth Century Britain. New Jersey:Bames and Noble Books, 1982. Gay, Peter. The Bourgeoi.s Experience. Victoria to Freud: Education of the Senses. Vol. I. New York: Oxford University Press, 1984. Gay, Peter. The Bourgeois Experience. Victoria to Freud: The Tender Passion.VoX. 2- New York: Oxford University Press, 1986. Gillis. John R. For Better. For Worse: British Marriages. 1600 to the Present.fievj York: Oxford University Press, 1985. Harrison, Fraser. The Dark Angel: Aspects of Victorian Sexuality. New York: Universe Books. 1977. Lerner, Gerda, Women and History: The Creation of Feminist Consciousness.Vo\. 2. New York: Oxford University Press, 1993. MacFarlane, Alan. Marriage and Love in England. 1300-1840. New York: Oxford University Press, 1986. Stone, Lawrence. The Family, Sex, and Marriage in England 1500-1800.. New York and London: Harper and Row, 1977. 40 �The Culture of the Student as Reflected in Student Publications By Shawn Houck Course: Educational Psychology Instructor: Dr. Ruth Doyle Assignment; The class project is applied research based on one of the seven designs taught in educational psychology. The following is a descriptive research design. Abstract The culture of (he sluJenl ix in conslani flux. Nowhere is this nxire visible than in student publicalions. which are produced by and for the student body. It is intportani for pntspeciive insirxtctors to understand the ever-changing aspects of student culture in order to bcconK clfective teachers. In the following study, the researcher evaluated thirty years' of a high school student newspaper. The study shows (hat although (he bask focus of the student newspaper does not eonsistantly favtx sports, features or activities, the issues that cotKcni students change with the times. Much can be learned about (he development of student culture al a high school by evaluating (he articles, adveniseinenis and attitudes which appear in back issues of the student newspaper. the.se changing student attitudes. By evaluating student publications from the last thirty years, it is possible to gauge any changes that have occurred in the culture of the student. Many teachers may be unaware of these changes and may believe that students' culture has and will always remain the same. Teachers who lag behind in their understanding of student culture often fail to connect with their students and are ineffective teachers. Introduction The culture of the student is constantly changing. Television, movies, books, media and activities can change the face of student culture almost overnight. These changes can be observed in students' appearance, language and attitudes. The student newspaper, produced by and for the student population, provides a comprehensive reflection of 41 �A. Statement of Problem: The problem of the research was for teachers to understand the differences and changes in student culture from generation to generation as depicted in a scl.ool newspaper. B. Rationale: When instructors understand and appreciate the rapidly changing culture of the student, they may adjust their leaching methods in order to more effectively reach students. Since most cultures build upon their predecessors, it is also important for teachers to have some knowledge of past cultural influences on the present student cultural landscape. C. Null Hypothesis; Student culture, as reflected in student publications, has not changed significantly in the last thirty years in a given high school newspaper. D. Limitations: 1. Instrumentation - The student newspaper may not provide a comprehensive view of student culture. In addition, the newspaper used in this study is from one particular high school in one single city. Therefore, the study will not reflect the universal culture of the student. Also, the stories and advertisement.s contained in student newspapers are often subject to approval and editing by faculty and administration. This may mean that the stories do not represent the most accurate view of everyday life. 2. Selection bias-. Due to time restraints, not every issue of the student newspaper from the last thirty years can be meticulously evaluated. Important data may be overlooked in issue.s that are not carefully evaluated for this study. 3. Value criteria- Observations concerning "proper" and "politically correct" attitudes are ba.sed on the researcher's own interpretations of "proper" and "politically correct." 4. History- Acceptable standards of "right" and "wron^" change from time to lime (and place to place). E. Operational Definitions: Activities- Designation for articles that pertain to 42 clubs, community organizations and non-alhletic activities and events which appear in the newspaper. Criteria- Particular characteristics used to gauge and evaluate the culture of the student. Features- Designation for articles that pertain to people, places, awards, news, current events or issues which appear in the newspaper. The Newspaper-The student newspaper at produced by and for the student population since 1965. Politically correct- A system of values or beliefs which stresses identification of individuals, issues and groups in positive terms. In part the PC movement has been influenced by religious, minority and women's groups who seek positive public identification of their ideals and themselves. Sports- Designation for articles that pertain to sporting events, athletes or scoreboards which appear in the newspaper. Student culture- Diversity created by variety; defined and shaped by the beliefs, guidelines, behavior, appearance and activities of students at a high school between 1965 and 1994. Review of Relevant Literature The literature used in this study includes issues of a high school newspaper from the years 1965-1995. Each issue is evaluated according to specific criteria and provides the necessary information for determining the content of the typical student’s cultural landscape throughout the last thirty years. Considering the nature of the objective, the newspaper is the most relevant literature available for this study. Methods and Procedures A. Subjects: Basically, subjects include all students, faculty, coaches and administration who influenced student culture at the highs school in the past thirty years. Since the study deals with student culture, though, the subjects are primarily the students and student journalists who are represented in hundreds of back issues of the high school newspaper. B. Instrumentation: A basic set of criteria is the instrument used in this �1967 1968 1969 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 Average: study. The researcher evaluated back issues comparing coverage of sports, activities and features. This instrument also allowed the researcher to note changes in the kinds of sports, activities, features, advertisements and issues which were typically present in each edition. C. Treatment: For each year, from 1965 to 1994, the October or November issue was reviewed. The researcher calculated the average amount of coverage given to three main categories: sports, activities and features. The purpose of this was to see if the focus of the students shifted in any one direction from year to year. The remainder of each year’s papers was evaluated for general content. The researcher kept track of prevalent issues which were recurring and reflected the social atmosphere and cultural content of the time. The researcher also examined each issue for articles and advertisements which would be considered controversial or in poor taste (politically incorrect) if published today. D. Design: Thi.s study shows evidence of trends in social problems and issues in student culture. The project, therefore, falls under two different design designations. The project is primarily historical, because it studies behavior over a long period of time. But the study might also be considered casual comparative, because it evaluates and compares pertinent social problems from the student's point of view over the last thirty years. Perhaps a combination of the two designations -- historical-casual comparative - would best describe this study. 25% 39% 29% 42% 31% 28% ' 20% 35% 46% 38% 34% 50% 49% 25% 48% 38% 30% 25% 56% 38% 46% 42% 25% 31% 35% 23% 36% 31% 35% 29% 30% 42% 33% 38% 44% 53% 5% 16% 43% 34% 28% 25% 55% 21% 35% 52% 57% 39% 38% 29% 30% 48% 41% 60% 50% 39% 58% 38% 46% 31% 29% 25% 31% 28% 27% 60% 38% 19% 32% 22% 26% 20% 31% 27% 18% 18% 5% 24% 25% 28% 27% 28% 5% 22% 25% 11% 27% The average figures would seem to indicate that little change occurred in student culture over the last thirty years. However, fiuctuations are present and do indicate that the focus of students changed sporadically over the years. For instance, in 1979, about half of the newspaper was devoted to sports. But the following year, only one quarter of the paper consisted of sports coverage. Other findings further support a gradual change in student culture from year to year. The content of each issue reflected the attitude.s and beliefs of each particular generation. For instance, in the 6O's. feature stories typically dealt with new teachers, college plans, architectural changes, student council decisions and student awards. In the 7O’s. articles focussing on gender issues, drugs, mainstreaming. Results The researcher found that a definite focus on either sports, features or activities does not occur over the thirty year span. Though the numbers seem to fluctuate, the main focus in the late 7O’s and most of the 8O's is sports, while feature stories play a strong role throughout: Year Sports Features Activitie (coverage devoted to each) 1965 24% 35% 41% 1966 38% 24% 38% 43 �Iplpvisjjpn sthopl spirit were prevalent- In the 8O's gnd poqtinuing into the 9O's, student reporters tackled issues such as crime, apathy, gender equality, sexual altitudes, pregnancy, child abuse, capital punishment, eating disorders, homosexuality, AIDS, outcomes based education, the gulf war and parenting. Also, there was a marked change in the types of advertising and the products advertised over the course of the thirty years which would provide further insight into ever-changing culture of the student. The researcher also discovered many items in past issues of the newspaper, which, if printed today, would be considered "in poor taste." Most of these items were printed in the 6O's and 7O's and dealt with gender issues. For example, the rese;u’cher discovered three fairly lengthy articles profiling women in shop classes. The headline of one article boldly proclaims "SHOP CLASS OFFERED TO GIRLS," The article discusses the items that girls will make in shop classes -- jewelry, ashtrays, rings and bracelets. The topic of another article is a boy who won a cooking award. He responded to the award by saying, "I'm not sure it's an honor, cause anyone with any sense could run a home. Homemakers need no intelligence. My winning has proved that." Still another example of political incorrectness comes in an article from the May 12th, 1977. issue of the newspaper The article discusses the popularity of the television mini-series R(X)ts. According to the article, students were so affected by the show that they chanted "Kunta Kinte, Kunta Kinte" every time a black basketball player touched a ball. Conclusions The researcher rejected the null hypothesis. The culture of the student most definitely changes from year to year, and this is particularly evident in student publications from the last thirty years, Though the focus on sports, features and activities is fairly consistent throughout the years, topics and issues that concern students change each year. These issues grow more and more liberal as lime goes on. It is unlikely that one would find an article about child abuse in this 196O's student newspaper. But in the l990’s. social ills are frequent topics of numerous feature stories. The content of student publications usually reflects 44 the change and progress in the culture of the student. By evaluating student publications from the last thirty years, It is possible to determine very specific information concerning student culture. For Instance, in the l970's, the newspaper documented an increase In drug use among students. Drugs were apparently a very big part of the culture, with a large portion of each issue devoted to articles about drugs. The newspapers also demonstrate that students are becoming increa.singly aware and concerned about the world around them, as students tackle issues such as AIDS, deforestation and capital punishment. In addition, it is interesting to watch the progression of gender Issues over the last thirty years. Students' opinions of the opposite sex are well documented from year to year. As the 199O's gel underway. It is apparent that students are more sensitive to the world around them. Perhaps a better way to put it would be to say that students have become more "politically correct.” Today, one would not find an article about women in shop class or crowds chanting "Kunta Kinte, Kunta Kinte." Even advertising in the student newspaper indicates many things about the student culture of the time. Advertising consistently reflects changes in fashion, interests and behavior of each era's students. In the 196O's, students saw advertisements for businesses such a.s banks, restaurants, clothing stores and portrait studios. Later, these ads continued to appear in the newspaper, but were joined by ads that promoted record stores, bead shops, fast food establishments, car dealerships, comic book stores, crystal shops and tanning salons. One of the most striking differences in advertising reveals how quickly student culture can change. In April of 1981, a large ad for Catholic Social Service,s of Wyoming olTered adoption services and counseling for single parents and unplanned pregnancies. In the l990's, however, the Catholic Social Services advertisements disappeared, and were replaced by Planned Parenthood ads. These ads offered students of the 9O's "Confidential. Affordable Health Care," and "Birth Control Services & Supplies." In the span of ten years, advertising indicates that students' attitudes toward sex and pregnancy changed drastically. Studying advertisements, articles and issues �should demonstrate conclusively that the culture of the student changes frequently. The results of this study imply that the culture of the student will be forever changing. Should this study be reproduced in the future, the researcher recommends that another school newspaper also be evaluated in order to document the difference between students at different high schools. Perhaps one rea.son for the results concerning ratios of sports, feature and activity coverage is the fact that the same teacher has taught journalism al this high school for several years. By including one or more different schools and instructors, the researcher could measure the effect each teacher has on the representation of student culture in student publications. The study could also be improved with a more rigid and definite set of criteria which could be used to evaluate each newspaper. Simply pul, more diversity could make this project an even more comprehensive study of the changing culture of the student. 45 �Age of the Universe By Susan Russell Course: Introduction to Astronomy Instructor: Paul Marquard Assignment: An extra credit report on any topic in astronomy. Hawking, when lecturing at a conference in the Vatican, was told that it was permissible to study the changes in the universe after the Big Bang, but not the Big Bang itself, as that was the moment of Crealion.’ However, with the advent of a slightly more enlightened intellectual community and better instruments, we now spend a great deal of time and effort trying to figure out just how old the universe and our earth really is. Astronomers build on theories that have been formulated by fellow scientists, and then accepted according to what we know about the universe. Whether or not the particular scientist is working on the age of the universe, their theories and work help another to progress on their own theories. Physicists, while not working strictly on cosmological theories, seem to have a great deal of For most of recorded history, speculating about the age of the universe was not encouraged at all. The Church, which was all-powerful, said that the universe and everything in it was 6000+ years old, which the Bible supported. Arguing with this theory was not profitable. A French scholar, Bernard Pallisy, was burned al the stake in 1589 for postulating that the Earth was somewhat older than accepted age.' He refused to accept the idea that ail the changes were caused by a large flood. Copernicus waited until he was on his deathbed before publishing his thoughts that the entire universe might not revolve around the Earth, and that, by extension, mankind was not the center of the universe. An intellectual climate of this order discouraged speculation about generally accepted dogma. Even in this century, Stephen 46 �influence on lhe theories used for space. Advances in chemistry would contribute a great deal to the analysts of spectral lines. Albert Einstein, in forming the general theory of relativity, thought that space was static, and that the universe could not change in size.' He added a "cosmological constant", a kind of antigravity force, more or less a fudge factor to force the universe to conform to the general theory of relativity. He later rejected this idea, calling it one of the largest blunders of his life. Einstein thought that space-time had a tendency to expand, but that lhe attraction of lhe matter tn the universe would balance lhe expansion. He also thought that there would be gravity waves in lhe universe, but they would be so weak as to be undetectable. He felt that a universal antigravity force would make the the universe look younger than it really is. At this point, some scientists are studying the theory again to find out if Einstein was really right the first time around, for reasons that he did not consider al the lime. In 1922, Alexander Friedman, a Russian physicist, predicted that the universe was nonstatic, and that in fact there would be other galaxies. In 1927 the Belgian astronomer Georges Edouard Lemaitre suggested the theory of an original massive unit, and the violent explosion. George Gamow. the RussianAmerican astronomer, is the first person to call this lhe "Big Bang." Some astronomers go on to theorize that the universe, at some point having expanded to maximum size, will then collapse in a "Big Crunch." It was not until 1924 that any astronomer was able to demonstrate that ours was not the only galaxy. Edwin Hubble, who before becoming an astronomer was a teacher, a Rhodes scholar, and a graduate of law school, proved that there were many other galaxies, with space between them, making the universe a great deal larger than first believed. At the lime, the spiral objects seen were thought to be nebulae. Hubble discovered a Cepheid variable in Andromeda, and with the distance he measured, proved that it was another galaxy. He made lhe astonishing discovery that the additional galaxies he saw seemed to be moving away from our solar system. Hubble combined the measurements of the distances and the WbUbH bf lhe galaxies lb flHll thdt ihls gdldxlfc,^ die HbVIHg div ay flbH US: dilti ihdl lhe hlHher away from us they are. the faster away they are moving. However, lhe earth, our solar system, or even our galaxy is not expanding; it is the other galaxies that are moving away from us. Edwin Hubble figured out lhe distances to other galaxies by measuring the stars of a certain type in our galaxy, and arguing that if a distant galaxy had the same type of star, it would also have the same luminosity. This method can be used to calculate lhe distance to that galaxy, if done for several stars in that distant galaxy. Edwin Hubble worked out the distance to nine different galaxies. Now we know that there are some hundred thousand million galaxies that can be seen using modem telescopes. The calculations for this are not simple, as we are by no means sure that the universe ha.s been expanding at the same rale all the time, and it is difficult to know just how far we are from any particular galaxy. Hubble hrst felt that the Big Bang was around two billion years ago. but met with resistance from both biologists and geologists, who felt the Earth was a great deal older than that. The Big Bang theory starts with the idea that at a point in time the universe was a very dense solid mass, and that a huge explosion blew it apart, forming the galaxies that we now have. The theory reaches back to ideas developed between 1927 and 1933. but was not that widely accepted until 1964, when two American radio astronomers detected very taint afterglow radiation. This afterglow is known a.s cosmic background radiation.'* According to Edwin Hubble, the universe is still expanding. The main question for those who accept the Big Bang theory is the rale of the expansion. After all, it we know lhe current size of the universe, and can find lhe rate ot expansion, it would be fairly simple to calculate the age of lhe universe, or at least the time back to the Big Bang. The rate of expansion is referred to as the Hubble Constant. This calculatidn is arrived at by dividing lhe velocity of a galaxy (determined by lhe spectra of light from that galaxy) by its distance from earth.' Teams of researchers have spent lhe last forty years, if not longer, in attempting to assign a value to this number, and to prove lhe age of lhe universe. 11 is also possible that another way may be found to HiedsUh: the dgfe of the universe U-ilhritll Usirig the Hubble CbHsklHl.* Currently there is HO etltUpletely �changed that to a 67, when adjusting for the brightness variation." All of the measurements and estimates have a variance factor that would horrify a statistician. Most other estimates are done using measurements of Cepheids. Dr. Freedman's calculations show the Hubble Constant to be around 80, which is a significant difference. Researchers, including Dr. Freedman herself, point out that the precise location of the MlOO star used for the calculations is unknown. Finding a distance, even if not totally precise, to the Virgo cluster is certainly a milestone in astronomy. The team plans to use other stars over the next three years to pinpoint their findings. The additional calculations may well change the value found by the team for the constant. The other factor for the constant is that the universe seems to contain much less matter than originally thought, though cosmologists are not sure how our universe could have evolved from a low mass Big Bang.'* Even once the various teams agree on a value for the Hubble Constant, and by extension, the age of the universe, the groups all agree that a large percentage-somewhere in the neighborhood of 99%-of the matter that should make up the universe is unaccounted for. Dr. Sandage feels that there was some bias in the selection of the targets for the distance measurements. In 1995, Dr. Sandage and his associates were to use the HST to observe two supernovas to check his work. He certainly isn't conceding that he is wrong about the rate of expansion and the age of the universe. In fact, his current work still points toward an older universe. " There have been eight different methods used that all come up with the older universe, and Dr. Sandage feels that Dr. Freedman is not taking these into account with her findings. The problem is going to be to gel everyone to agree at some point in time on the value for the Hubble Constant, and to have a generally accepted view of the age of the universe, and what has been happening since the Big Bang. As views of a single part of a theory change, views of other interlocking pieces also have to change to make the pieces fit with the newly accepted ideas. Right now there are several camps of researchers who are finding different values for different ages, and theorizing as to how the pieces reliable way of measuring distances to the objects used in determining the constant. A small discrepancy in the distance would end up making a great deal of difference in the answer. Dr. Robert Kirshner and a team at the HarvardSmithsonian Center for Astrophysics in Cambridge, MA. have developed a method of measuring the age of the universe by estimating the light emitted by the supernova 1987A when it exploded. By using the color of the gas, the temperature can be estimated. By measuring the amount of energy received at the earth, the distance to the supernova can be measured. After using this method on a "nearby" supernova, where the distance is otherwise known, the method can then by extension be used to arrive at the distance to further supernovas. When combined with the red shift of the galaxies in which the supernova exploded, Dr. Kirshner arrived at an estimate of the age of the universe of 12 to 16 billion years.’ A great many teams are working to try and discover the rate of expansion. Dr. Allen Sandage of the Carnegie Observatories in Santa Barbara, CA, learned astronomy from Edwin Hubble, and has spent his career trying to find the Hubble Constant. He has consistently come up with a low number, meaning that the universe would be from ten to twenty billion years old. However, in 1994, Dr. Wendy Freedman, using the Hubble Space Telescope, came up with a much lower figure, and came to the conclusion that the universe was eight to twelve billion years old, which makes it younger than some of its stars. Dr. Freedman's team used the galaxy MlOO in Virgo for these findings. She does caution that other measurements to many more galaxies will need to be made before the puzzle of the Hubble Constant can be considered solved, and the measurements to these other distant bodies may well give yet another value. Another group of astronomers, led by Dr. Michael J. Pierce of Indiana, have come up with an age of seven to eleven billion years, using the distance to the Virgo cluster of galaxies. Dr. Robert Kirshner of Harvard has judged the universe to be nine to fourteen billion years old, using the Cerro Tololo Inter-American Observatory in Chile to measure the atmospheres of some large exploding supernovas. Dr. Kirshner came up with a value of 55 for the Hubble Constant, but 48 �fit together. However, it's an interesting time, as brilliant minds search around for ways to explain how the pieces might fit into someone clse's theory, should it prove to be correct. The actual age of the universe is going to be very difficult to pinpoint. After all, since none of us was here, it's an educated guess using the resources we have at any given time to make that guess. The guesses and resources build upon what scientists have discovered in prior years, and may hinge upon concepts not yet proved or even thought about. We do not have proof that the universe i.s expanding at a constant rate, or that it has always been the same rate. We do not have any idea how much matter was in the original mass, which would make a difference in the calculations of the movement. There is also the possibility, raised by George Smoot, that there are "wrinkles in time", i.e., in space, that change the fabric of space. Cosmologists feel that the universe cannot be younger than the oldest stars, but some day we may find a reason for older matter-perhaps an earlier "Big Bang." There are dozens of theorists who try to dream up what happened, either using data already available, or trying to predict what new observation,s will show. There are a great many questions still to be answered, or theories to be formulated to fit with new and different data. The National Aeronautics and Space Administration launched a satellite three years ago, called COBE (Cosmic Background Explorer Satellite) to measure the cosmic background radiation. The results being returned from this satellite may change some ideas of the early universe.'The advances of technology will be a huge factor in the mapping of the age and the size of the universe. After the repair work on the Hubble Space Telescope, it has transmitted an incredible amount of information and pictures never before seen back to the earth. We may find even more advanced uses for the telescope. and more detailed ways in which to interpret the data that is being received. When more advanced instruments are built and used, there may be a great many changes in the way we perceive the universe. The universe may be shown to be older, or even a great deal younger than we now think. After all. it's not been all that long ago that it was an accepted theory that the universe was a "steady state", that it did not move al all. The ancients based their theories on what was "perfect" or most elegant, such as the sphere, without taking into account that there are a great many limes that nature is neither perfect nor very elegant. The Hubble Constant may not be the entire answer to the age of the universe. Some of the other questions, such as what happened to the rest of the matter from the Big Bang, since the galaxies do not seem to account for what is thought to be the entire amount, may shed some light on the age ol the universe. Though right now the various groups of astronomers measuring the constant are getting a great deal of publicity, the final answer to the question of the age of the universe may well hinge on other findings. As answers are found and possibly discarded to the various questions, our knowledge of the size, age, and composition of our universe is going to change dramatically. Though the current investigation into the Hubble Constant will expand our knowledge of the universe, it may also raise other questions about the origin, age. and fate of the universe. Though new theories are formulated for the answers to these questions, the theories need to jibe with the other known facts about the universe. If the answer to the age of the universe seems to be around 12 billion years, current astrophysicists could adjust current theory and retain the foundations of their theories. But If the answer turns out to be one of the lower figures, such a.s S billion years, it may force science to give up the Big Bang theory. ” 49 �Footnotes 1. 2. Isaat Asimov. GLIDETO EARTH AND SPACE. (Fawceil, 1991), p.27 Siephen W. Hawking. A BRIEF HISTORY OF TIME. (New York. Bantam, 1988), p.ll6 3. Siephen W. Hawking, p, 40 4. George Siixxil and Keay Davidson. WRINKLES IN TIME, (New York, William Morrow and Company. 1993) p. 9 5. Ron Cowen. Searching for Cosmology's Holy Grail. Science Newt. October 8. 1994 6. John Noble Witford. Big Bang's Defenders Weigh Fudge Factor. A Blunder of Einstein's, as Fix for New Crisis The New Tart Timex, November I. 1994 7. Roben Kirshner. The Earth's Elements (Supernova I987A and the Age of the Universe). Scienlific American. October, 1994 8. 9. Wilford, John Noble. Astronomers Debate Conflicting Answers for the Age of the Universe. The New Yitris Timex, December 27. 1994 Michael D. Lemonick, Oops...Wrong Answer, Time. November 7, 1994 p. 69 10. Kathy Sawyer, Universal Truths, Kix/iifix/ofi Piixi Naiiimal Weekly Eiliiioa. <Wa.shington, DC) IL 12. Kathy Sawyer, Universal Truths. W'o.vJitti.t'Zon Piixi Naiiimal Weekly Edition. (Washington, DC) September 11-17. 1995 p. 7 Antonio Regalado, COBE seeks Universe’s First Blush, Scr'erne, (May 19, 1995) pg. 975 1.3. Michael D. Lemonick. Oops..Wrong Answer, Time, November 7, 1994 p. 69 Bibliography Books Asimov, Isaac Guide to Earth and Space. New York Fawcett Crest, 1991 Goldsmith. Donald The Axinmtmerx. New York, St. Marlin's Press, 1991 Hawking. Stephen W. A Brief History of Time; From the Big Bang lo Blwn Holes New York, Bantam Books. 1988 Mitore, Patrick Fireside Astronomy. New York, John Wiley & Sons, 1992 Moore, Patrick Teach Yourself Astronomy. Chicago, NTC Publishing Group. 1995 Smooi. George and Davidson, Keay Wrinkles in Time, New York, William Morrow & Company. 1993 Periodicals Begley. Sharon; The Cosmic Dating Game, Newsweek, (November 7. 1994) Cowen. Ron: Searching for Cosmology's Holy Grail, Science News. (October 8. 1994) pg. 232 Cowen, Ron: The Little Bang. Science News. (June 24, 1995), pg. 392 Editorial Page: Editorial Page; Universal Care. The New Yorker, {November 14. 1994), pg. 45 Editorial Page;Age-Old Quesiions, Maclean's (November 7, 1994) pg. 41 Kirshner. Robert P.: The Earth's Elements. Scienlific American (October 1994), pg 59-65 Lemonick. Michael D: Oops...Wrong Answer, Time, (November 7, 1994), pg. 69 Lemonick, Michael D.: Cosmic Close-Ups, Time. (November 2(1. 1995) pg. 90-99 Regalado. Antonio: COBE Seeks Universes First Blush, Science. (May 19. 1995) pg. 975-6 Sawyer, Kathy: Universal Truths, The Washington Post National Weekly Edition. (September 11-17, 1995) pages 6-7 Wilford, John Noble: Astronomers Debate Conflicting Answers for the Age of the Universe, The New York Times, (December 24, 1994) Wilford. John Nitble: Big Bang's Defenders Weigh Fudge Factor, a Blunder of Einstein's, a.s Fix For New Crisis. The New York Times, (November I. 1994) Wilford, John Noble: Finding on Universe's Age Poses New Cosmic Puzzle. The New York Times, (October 27, 1994) Wilford, John Noble: New Puzzle Arises on Universe's Age, The New York Times. (October 4, 1994) Wilford, John Noble: New Data: Stars Still Seem Too Old, The New York Times. (September 12, 1995) Wilford, John Noble; New Measurements on Age of Universe. The New York Times, (January 10, 1995) 50 �Hypotheses on Infanticidal Behavior in Animals By Jessica Clifford Course: Animal Behavior Instructor: Dr. Will Robinson Assignment: Students were assigned a term paper on any aspect of animal behavior. They were encouraged to select an interesting behavior and discuss whether it was clearly adaptive or advantageous to the animal, and discuss its possible evolution. (This is a university course, but the student is a Casper College student.) example of scientific controversy. While there seems to be little doubt concerning infanticidal behavior's adaptive value, the issues surrounding its ultimate and proximate causes continue to arouse a multitude of varying explanations. Sexual Selection Hypothesis The most popular and best documented proposal attempting to explain infanticide is known as the Sexual Selection hypothesis. This hypothesis supposes .that adult males engage in infanticide to gain increased access to breeding opportunities. Introduction For centuries, scientists have explored new ideas, postulated new predictions, and tested new hypotheses. Scientists are infamous for their habitual distrust of each others interpretations. It is for this reason that with each forthcoming scientific theory, progress evolves from resulting investigations and explanations. Infanticide, a behavior appalling by most human standards, involves the direct and intentional termination of an infant belonging to the same species as the perpetrator. It is one such 51 �Stemming from the sexual selection hypothesis are several expected observations. Among these is the prediction that not only should the infanticidal male not kill his own offspring or those suspected of being so, but he should also expect to gain sexual access to the mother sooner than if he had left the infant alive. These predictions have been systematically put to the test in a variety of studies. Evidence From Lions Evidence in support of the sexual selection hypothesis has come from, among others, the 19661973 observations of the African lion (Panthera leo), in the Serengeti and Ngorangora Crater. Tanzania (Packer and Pusey 1984). African lions are carnivores, characteristically found living and hunting in prides. Female lions and their cubs generally remain in a stable area of residence, while males migrate from one pride to the next in search of females receptive to mating. When a new coalition of males takes over a pride, however, there are often serious consequences; infanticide occurs nearly every time. A female lion that has given birth normally remains anestrus until her cubs are approximately one and a half years old, unless, however, her cubs are killed. If the female's cubs are killed by an infanticidal male, she will resume mating activity within just a few days or weeks after the loss of her cubs (Packer and Pusey 1984). Since lions are not seasonal breeders, environmental cues are not involved in determining the pattern of the female's estrous cycle. Consequently, much of the female lion's reproductive cycle is determinate on the developmental stage of her current offspring. Therefore, a likely explanation for infanticide during male coalition takeovers may be that the male is attempting to speed up the female's return to mating receptivity. According to the study, if males do not speed up the mating process of females in the new pride, they may not obtain the chance to sire any offspring, given that the male lion's average tenure is only two years. There is further support for this proposal. First, the average postpartum amenorrhea (absence of menstruation) for females whose cubs survive their infancy has been shown to span approximately 530 days, with the female conceiving once again on the average of one month later. Females that lose their cubs through infanticide, however, conceive on the average of 134 days after their loss. This gives the infanticidal males the opportunity to sire cubs approximately eight months sooner than if they had not committed the infanticide. Females, coincidentally, will often end up mating with infanticidal males after the death of their cubs because they are usually the only males remaining in the tribe after the takeover (Packer and Pusey 1984). There exists other convincing evidence to support the sexual selection hypothesis of infanticide, it is possible that not only do male lions kill infants of their own species to enhance their chances of finding a receptive mate, but also to monopolize the gene pool. For instance, the only observed incident where a small cub survived a takeover by a male coalition was when the cub happened to be a sibling of all three invading males. If the invading coalition had no relation to the female or her cubs, infanticide occurred. Therefore by removing the cubs of the previous males, incoming male lions enhanced the survival of their own cubs and genes (Packer and Pusey 1984). Evidence from Red E>eer Infanticide as a successful reproductive strategy, according to the sexual selection hypothesis, depends greatly on the targeted female's pattern of reproductive receptivity. Whether or not a male's infanticidal efforts are worthwhile may depend greatly on whether his species Is a seasonal or unseasonal breeder. Although infanticide has been traditionally viewed by researchers as a male reproductive strategy that does not apply to seasonal breeders, it is possible that occasionally females of seasonal breeders that have lost their litter in one season may have an increased level of fertility during the subsequent season, as well as larger and healthier litters (Bartos 1994). Based on this information, a study was performed on a seasonally breeding species, the red deer (Cervus 52 �elaphus) in the Zehusice Deer Park. Czech Republic. According to the sexual selection hypothesis, if infanticide in red deer existed, not only should the calf mortality be highest in seasons following a change in alpha position within the group of stags, but the reproduction of hinds (female deer) should also increase in seasons following a change in stag hierarchy (Bartos 1994). To test these predictions, the red deer were divided into two groups, one consisting of an alpha stag who was present at the time of calving and during the end of the previous rutting season, and the other consisting of an alpha stag who was present at the time of calving, but not during the end of the previous rutting season. During the study. 265 calve.s were bom. 56 of which died due to various reasons. Three of the deaths resulted from infanticide due to injuries inflicted by antlers. In each case the only antlered male present wa.s the alpha stag not present during the previous rutting season. In concordance with these findings, the reproductive receptivity of hinds in the following season tended to be higher in the group where infanticidal stags were reported (Bartos 1994). Social Bonding Hypothesis In some species, infanticidal aggression appears to be a means for the male to establish rapid social bond.s with the mothers of the dead infants, resulting in the male's rapid integration into the group (Leland et al. 1984). This explanation for infanticidal behavior is known as the Social Bonding hypothesis. Specific evidence supporting it comes from a study performed on red coIobus monkeys, (CoIobus badius tephrosceles) in the Kanyawara Forest, Uganda. The observed group consisted of, prior to the infanticides. 33 individuals: 3 adult males, 1 subadult male, and 14 adult females and their offspring. The infanticidal individual wa.s the subadult male. "Whitey." Whitey had not been seen copulating before his infanticidal behavior. Infanticide occurred during the period of his rapid physical and sexual maturation (Leland et al. 1984). Whitey's infanticidal behavior not only brought him extremely rapid integration into the group as a whole, but particularly into the reproductive sector. Whitey gained reproductive acceptance with the mothers of the infants that he killed, as well as with other reproductively receptive females. Whitey's infanticidal behavior earned him a 50 percent increase in his proportion of total group copulations. Within the subsequent 6-month period, he copulated with 9 out of 10 receptive females, more than any other male in the group. Females also frequently initiated the copulation with Whitey, approximately 60 percent more often than with the other males in the group. These findings arouse a number of nagging questions. Why would an adult female belonging to a highly intelligent and emotional species allow her infant to me mercilessly murdered, and why would she feel compelled to follow her infant's death by mating with its killer? These profound questions have yet to bg answered, but they certainly reinforce the mysterious aspects of infanticide. They also remind scientists that there remains much progress to be made in determining its causes and consequences. Despite the questions raised by the red coIobus females’ attraction to Whitey, the data are undeniable. It is the consensus among scientists that social bonding plays a subordinate role to reproductive advantage in species where it has been witnessed (Leland et al. 1984). Competition For Resources Hypothesis The Competition for Resources hypothesis has also raised considerable interest among students of infanticide. This hypothesis predicts that "the death of an infant will, on average, result in increased access to resources for the killer and his descendants (Leland et al. 1984)." As straightforward as this prediction may initially seem, it is accompanied by several stipulations that make its documentation quite difficult. First, it must be determined that a resource is actually limited. Secondly, it must be shown that infanticide increases the infanticidal individual's access to the resource (Hausfater and Hrdy 1984). Evidence From House Sparrows Competition for resources may explain infanticide by adult female.s in the house sparrow (Passer domesticus). According to JelT Hecht (1990). female house sparrows may kill other adult females' nestlings 53 �bees, undersized and malnourished males are a nutritional and social burden on the colony (Fisher 1990). Although how queen bees recognize the sex of larvae is unknown, they clearly are making decisions on larval infanticide based on gender. Parental Manipulation of Offspring to Increase Their Own Fitness Another possible explanation for infanticidal behavior is that it is a consequence of parents’ manipulation of their offspring to increa.se their own fitness. Evidence for this proposal comes from the observation of female lions and grizzly bears, which have a reputation for abandoning small litters of seemingly healthy cubs and investing in only larger litters (Packey and Pusey 1984). Given that the average litter size for lions and bears is two to three cubs, it might be an unnecessary exhaustion of both the mother's energy and time to invest in a single cub when she could instead prove more efficient and reproductively successful with several. Evidence From Brown Hyenas Brown hyenas (Hyena brunnea) also illustrate how mothers in particular use infanticide to further their own fitness. Hyenas generally live in clans with more than one breeding female, but births within a given group are conventionally spaced so that only one female gives birth to cubs at any given time. If, by extraordinary coincidence, two females in the same group happen to give birth at approximately the same time, the dominant of the two females will occasionally commit infanticide by badgering the other until she ceases caring for her own young. In cases where this behavior was observed, the subordinate female ended up helping the infanticidal female raise her cubs. This behavioral pattern may represent an adaptive strategy by the infanticidal female (Packer and Pusey 1984). She not only maintains her solitary breeding status among the pack, but also deceives the subordinate female into devoting her own energies and resources into caring for her young. Cannibalism Often seen as a secondary repercussion of sexually selected infanticide by adult males is cannibalism, in because they are in fierce competition for parental help in rearing their young. Evidently, the females that kill the nestlings of other females sparrows are often the "second wives" of bigamous males. Male house sparrows prefer to help in the rearing of their primary mate's young. However, when a secondary female kills his primary mate’s nestlings, the male then provides parental care for her infants. Evidence From Bumble Bees Another study supporting this hypothesis deals with infanticide in the form of larval ejection form the brood of bumble bees (Bombus terresiris). Several possible explanations for this behavior have been postulated. Larval ejection is most likely associated with the production of both male and queen bees, and possibly serves in preventing the production of undersized sexuals and individuals (males) that consume food but do not gather it. This may be especially true in colonies limited in food resources and parental care (Fisher 1990). In an effort to test the effect of larval sex on the tendency of queen bees to commit infanticide, the response of bumble bee queens to foreign larvae was tested. Male larvae were placed in 7 recipient nests and female larvae into 16 recipient nests. In 6 out of the 7 nests that received male larvae, the resident queens responded by ejecting the male larvae, and destroying the egg cells along with their contents which were present at the time of larval transfer. The queens, however, did not eject larvae, nor destroy egg cells with near this frequency in the nests that received female (worker) larvae (Fisher 1990). Fisher concluded from this evidence that queen bees do indeed respond specifically to the presence of male larvae, often resolving the situation through infanticide. Infanticide by queen bumble bees involves several potentially adaptive strategies. By destroying male larvae, she is not only increasing food availability and adult size attained by the survivors, but also preventing a wasted long term investment in the developing males, who due to restricted resources would be destined to lose in later competition for access to mating queens. Unlike undersized worker 54 �which case the infanticidal individual both kills and consumes the infant. But in Ihirteen-lined ground squirrels, males do not kill to bring females into estrus as the sexual selection hypothesis predicts. Rather, they take advantage of the mothers' absence to gain a high-protein meal (Vestal 1991). Cannibalistic infanticide has also been observed in numerous species of forest primates and is likewise presumed to serve a.s a high-protein food source during times of increased breeding activity (Leland et al. 1984). Population Regulation Hypothesis It has been suggested that infanticide in many species of non-human primates and rodents may be an attempt to control population density. The Population Regulation hypothesis of infanticide is controversial. The controversy surrounding this theory stems from its discarding of the relatively concrete sexual selection hypothesis, and its proposal that infanticide plays an important role in population dynamics. However, there have been several isolated incidents where infanticide seems to have played a population-limiting role. For instance, Svare and Mann (cited by Brooks 1984) have implicated infanticide in the population control of rodents, and Koshkina and Korotkov (Brooks 1984) concluded that young olTspring were killed by adults in a species of red vole (Clelhrinomy,s ratilus) as a means of population management. Although the population regulation hypothesis may have some valid points, it is limited by several conditions. First, it fails to explain the frequent occurrence of infanticide in populations of extremely low density, e.g. the blue monkey (Cercopitherus milis stuhlmanni). Secondly, it relies heavily on the concept of group selection which is not supported by convincing data (Leland et al. 1984). Social Pathology Hypothesis All the above hypotheses have had one central idea in common: the conceptualization of infanticide as a mechanism that increa.ses the overall fitness of an individual, or, as in the case of the population density theory, the fitness of the species a.s a whole. The Social Pathology hypothesis, however, suggests infanticide is an individually maladaptive behavior. Infanticide, according to this explanation, decreases the fitness of the infanticidal individual. Evidence for this theory comes form the infanticidal behavior exhibited by males of common langur monkeys (Presbytis enntellus). Mainly due to the research and findings of Sarah Hardy, male infanticidal behavior in langurs has traditionally been perceived as a result of sexual selection. Evidence supporting sexual selection as the cause includes the following observations: infant loss by female langurs causes an early return to estrus; male langurs avoid killing their own offspring or close relatives (Boggess 1984). Infanticide in langurs has also been observed to occur just after male-band attacks. It has also been hypothesized, however, that male langurs kill infants immediately following entrance into a new band because they are reacting with generalized aggression to a seemingly intense contlict situation (Boggess 1984). This would imply that the male langurs are not really killing the infants purposefully, but unintentionally as a casualty of their generalized aggression. The hypothesis that infanticide occurs as a side effect of male generalized aggression is a plausible one. However, faced with Hrdy's relatively concrete documentation supporting sexual selection, it remains rather weak. If it were true, infants should be killed only during limes of male coalition takeovers, when tension among adult males is at its peak. Evidence suggests, however, that this conclusion remains suspect. For instance, sludie.s on langurs in Dharwar have reported the death of several infants after stabilization of adult male membership within the group. This stabilization prior to the infanticide negates the possibility of infant death as a result of generalized aggression (Boggess 1984). Conclusion Obviously, there is controversy over the causes of infanticide. While the African lions and Red deer lend strong support for the sexual selection hypothesis, some species of forest primates like he red coIobus monkey provide evidence for social bonding as an incentive for infanticide. The competition for resources and cannibalism 55 �Iiyppthejips, wel} the suggesiipn inffUlhJ-IrfP pccpf§ 19 p«pHla|iop ^‘^psify wppin q specjes. all provide alternate explanations for infanticidal behavior. In past years it has been thought, mainly due to lack of documentation, that infanticide occurred in only a few, isolated species. In many cases, reasons for its occurrence were unknown. Now, infanticidal behavior is thought of less and less as an aberrant. hfh^iYiPF’ ‘iPFl wiifi frpflHPPpy pHrppsef'Hl. (pt|iyidHi||ly adaptive s|fi|fpgy. Although it seems as though infanticide occurs for different reasons in different species, from insects to primates, it can be logically concluded that while these animals have innumerable characteristics and evolutionary strategies that are different, many find common ground with each other through the adaptive value of infanticide. Works Cited Bartos. L. and J. Madlafousek. 1994. tnfanlicide in a seasonal breeder ihe case for lhe red deer. Animal Behaviour 47: 217- 219. Boggess. J. 1984. Infant killing and male reproductive strategies in langurs {Presbyiis eniellus). tn Infanticide: cimparative and evaliirianary perspectives. G. Hausfater and S.B. Hrdy (eds.). Aldine Publishing Company, Hawthorne, N.Y.. p. 283310. Brooks, R.J. 1984. Causes and consequences of infanticide in populations of rodents, in Infanticide: campfirative and evolutumary perspectives. G. Hausfater and S.B. Hrdy (eds.). Aldine Publishing Company, Hawthorne, N.Y., p. 331- 348. Fisher, R.M. 1990. Sex discrimination and infanticide by queens of lhe bumble bee Bambus lermsiris. Animal Behaviour 39: 801-802. Hecht, J. 1984. Killer sparrows. Ne Scientist 126:31. Hausfater. G. and S.B. Hrdy. 1984. Infanticide: comparative and evolutionary perspectives. Aldine Publishing Company. Hawthorne. N.Y.p. 598. Leland, L. and T.T. Struhsaker and T.M. Butynski. 1984. Infanticide by adult males in three primate species of the Kibale Forest, Uganda: a test of hypotheses. In Infanticide: comparative and evoliitionaiy perspectives. G. Hausfater and S.B. Hrdy (eds.). Aldine Publishing Coi.ipany, Hawthorne, N.Y., P. 151-172. Packer, C. and A.E. Pusey. 1984. Infanticide in carnivores. In Infanticide: comparative and evolutionary perspectives. G. Hausfater and S. B. Hrdy (eds.). Aldine Publishing Company, Hawthorne, N.Y, p. 31 -42. Vestal. B.M. 1991. Infanticide and cannibalism by male ihirteen-lined ground squirrels. Animal Behaviour4l: 1103-1104. 56 �c Motion for Third Party Complaint By Jo Hadley Course: Civil Procedure Instructor: Mary Kubichek Assignment: The assignment required drafting a motion to join an additional party to an already existing lawsuit. An integral part of the assignment required the inclusion of supporting documents to the motion. MIRANDA DOMINGUEZ Plaintiff, V. SCOTTS FOOD STORES, INC Defendant State of Wyoming County of Natrona Seventh Judicial District Court Civil Action No. 71-4683 57 �State of Wyoming County of Natrona Seventh Judicial District Court MOTION i OR THIRD PARTY COMPLAINT Pursuant to Rule 19 of the Wyoming Rules of Civil Procedure, Scott's Food Stores, Inc. by and through its attorney, Robert L. Livingston, moves the court to: 1. Authorize Defendant to file a Third Party Complaint in this action on the ground it is necessary for Defendant to state a cause of action against Ralph Johnson and to join him as Third Party Defendant herein to ensure complete relief will be accorded among those already parties to this action. 2. This motion is based on the pleadings and records filed to date with the court together with the attached affidavit in support of the motion filed herewith. Civil Action No. 71-4683 MIRANDA DOMINGUEZ Plaintiff, V. SCOTT S FOOD STORES. INC., Defendant AFFIDAVIT OF TOM BALL IN SUPPORT OF MOTION FOR THIRD PARTY COMPLAINT I, Tom Ball, being first duly sworn, depose and say: 1. 1 am the registered agent and general manager for Scott's Food Stores, Inc., the defendant in this action, and am acquainted with the facts in this case, and have personal knowledge of the matter set forth in this affidavit. 2. 1 make this affidavit in support of the Motion for Third Party Complaint. 3. I held the position of registered agent general manager at all times mentioned in the complaint filed in this action. 4. On or about May 7, 1995, Ralph Johnson was employed as store manager for Scott’s Food Stores, Inc. at its Store No. 14, located at 1100 Quitman, Casper, Wyoming. 5. Mr. Johnson, in his capacity as store manager, has the duty to provide a safe and conducive environment to the business invitees of Scott’s Food Store No. 14. 6. Mr. Johnson had been informed by the assistant store manager. Erath Pittston, of the condition of the grocery carts at the Scott Food Store No. 14 on April 9, 1995, April 24, 1995 and May 5, 1995. Mr. Johnson had been notified in writing by store work-order #00712, on April 24, 1995 that the carts were in a bad state of repair and difficult to remove from the cart storage rack. 7. Mr. Johnson did not remove grocery carts DATED this___ day of October, 1995. Scott's Food Stores, Inc. Robert L. Livingston Attorney for Defendant First City National Bank Bldg. Casper, WY 82676 (307) 555-7878 (307) 555-8787 fax CERTIFICATE OF SERVICE I hereby certify that on the__ day of October, 1995, a true and correct copy of the above and foregoing Motion for Third-Party Complaint has been forwarded by U.S. Postal Service, postage prepaid and addressed to: Mr. Steven T. Elder Attorney at Law Suite 412 First Savings Building Casper, WY 82601 Robert L. Livingston 58 �Scott's Food Stores, Inc. from customer service in response to the assistant manager's notification of condition. 8. Mr. Johnson had the authority and the responsibility to provide for the care and maintenance of grocery carts at Scott’s Food Store No. 14. Mr. Johnson failed to remove grocery carts in a poor state of repair from customer service, and he failed to make necessary repairs to the cart storage rack to facilitate cart removal by customers. 9. Mr. Johnson breached the standard duty of care to business invitees of Scott's Food Stores by not storing grocery carts in a manner which would allow them to be pulled away from the cart rack without difficulty in violation of Scott’s Food Stores, Inc. corporate policies. 10. Mr. Johnson failed to follow corporate policy governing cart storage and repair protocols. 11. On May 9, 1995 Mr. Johnson's employment with Scott’s Food Stores, Inc. was terminated for cause based on the above referenced factors. Robert L. Livingston Attorney for DeTendant First City National Bank Bldg. Casper. WY 82676 (307) 555-7878 (307) 555-8787 fax CERTIFICATE OF SERVICE I hereby certify that on the__ day of October. 1995. a true and correct copy of the above and foregoing Motion for Third-Party Complaint has been forwarded by U.S. Postal Service, postage prepaid and addressed to: Mr. Steven T. Elder Attorney at Law Suite 412 First Savings Building Casper, WY 82601 Robert L. Livingston FURTHER, your Affiant sayeth naught. Dominguez v. Scott's Foods Affidavit Tom Ball STATE OF WYOMING ) )ss. COUNTY OF NATRONA ) SUBSCRIBED in my presence and sworn to before me by Tom Ball this __ day of October, 1995. Witness my hand and official seal. Notary Public My commission Expires: DATED this_ day of October, 1995. 59 �Nursing Care: Opportunities and Trends By Sara Lilley Course: Issues in Nursing Practice Instructor: Judith Turner Assignment: Write a short research paper on a topic covered in this course. Include bibliography or reference list to support the data. The nursing profession is a dynamic career, constantly growing and changing. Health care reform, emphasis on preventive medicine and technological advances contribute to its growth and change. The nursing profession is being reinvented and challenged while continuing to incorporate the traditional roles of caregiver, teacher and advocate. This change is rellected in the numerou.s opportunities available for nurses now and in the future. This paper will describe prospects of various nursing positions and qualifications needed for these positions. Future trends and non-traditional opportunitie.s will also be addressed. In discussing employment opportunities in "Nursing Today: Transitions and Trends," Zerwekh and Claborn state. "The largest employers are hospitals and acute care facilities" (339). Included in this group are nurse anesthetists, who administer "more than 1/2 of all anesthesia in the U.S." (Balkie 2). This specialty is the oldest nursing specialty and was begun in the 1800s. It requires two to three years of study in addition Io a BSN. current RN license and one year's experience in acute care nursing and a national certification examination. CRNAs may work autonomously or be associated with a physician anesthesiologist or health care facility in the operating 60 �room or outpatient surgery clinic (2). Other hospital positions include staff nurse, charge nurse, infection control nurse, director or vice president of nursing and house supervisor. The staff nurse, who may need a BSN, has extensive technical skills and directs and plans patient care (Zerwekh and Clabom 341). A charge nurse position may also require a BSN. The infection control nurse establishes policies and identifies trends and sources for infection control throughout the institution. The director of nursing or vice president of nursing has more responsibility in the overall management of the facility. Budget planning, goal­ setting, hiring and firing of management personnel and input on the philosophical mission of the institution come under the director of nursing's jurisdiction. A Master's degree or even a Doctoral degree is the usual qualification, along with previous management experience (342). Financial and budget matters in some cases are assigned to a Director of Nursing Finance (DNF). "This position... plans, directs and organizes the capital and operating budgets for the nursing division" (Jacoby, et al 49). In addition, the DNF may handle all of the department's financial matters, such as preparing cost analyzes, coordinating special projects, giving educational and inservice programs, and budgeting capital equipment expenditures (51). A Master's degree and a background in finance, nursing or accounting is required in most facilities. An article in Nursing AHminictmrinn^Qiia^rly (Hartsen et al 23) describes the role of unit nurse” manager in an acute care medical center. Responsibilities include structuring systems for patient care to increase productivity and reduce costs, dealing with complex technology and a diverse work force. Leadership style involves "extroversion, initiative, ability to act, emotional balance, self­ confidence" (24) and sociability. Home health care services are an emerging form of treatment delivery requiring an increasingly larger number of nursing professionals. Nurses provide care in an alternative setting which is usually preferred to institutionalization for the chronically 61 debilitated clients or those recovering from acute illness. Home health nurses can help a family plan for quality of life for the patient and adjust as the client's care needs change. "Nurses in home care...have a focus on the family as well as the individual..." (Keating 89). A holistic approach to the assessment of the primary caregiver and the client insures the quality of life. Close relationships are formed between the home health care nurse and the family which usually create a "more independent, creative and satisfying model of nursing" (Jacoby 24). Entry level requirement to a home health position is usually at least one year or more experience in an acute care setting for the RN. The current trend of discharging patients from acute care hospitals quicker and sicker has created a need for hospital-based skilled nursing facilities (SNF) for care. In this setting, nurses are an integral part of a multidisciplinary team that assists patient and family to provide rehabilitation and a "level of independence that would otherwise be unlikely" (Michota 64). Nurses at a SNF plan goals, coordinate nursing and other disciplines for the patient and "practice the kind of nursing they were taught" (65). Nursing services also include assessment and observation, development management and evaluation of a care plan, as well as rehabilitative nursing procedures. No educational or previous experience requirements were listed for this type of position. ases a A clinical nurse soecialis caseload of clients with complex needs" in the Integrated Health Care Delivery System (Jacoby 37). The CNS functions as case manager, educator, consultant and researcher. The position also includes coordinating agency services and working to improve patient and family outcomes in conjunction with the health care team. As a case manager, the CNS reviews the care the client receives, assesses alternatives and helps integrate the patient back into the community setting. A CNS title requires a Master's degree in nursing and a certification exam in her/his specialty. Changing trends in health care lead to various innovative nursing positions. Emergency room nurses �who are caught in staff restructuring are encouraged to seek employment in telephone triage systems. In telephone triage, nurses provide symptom management and health information, as well as reassurance to the patients. HMOs promote this type of health care as it reduces costs by keeping patients out of the emergency room unless absolutely necessary. Five years of clinical experience in hands-on physical assessment and triage skills qualify a nurse for this position. Excellent communication abilities, knowledge of resource information and caring and compassion are needed by the telephone-triage nurse. Some facilities also require computer literacy and typing skills. Nurses may also consider the position of legal nurse consultant or even study to become nurse attorneys. To do medical-legal consultations, law firms and other agencies do not require a law degree or paralegal training but knowledge of civil litigation is necessary. Nurse attorneys need to earn a juris doctor or JD degree (Horsley 55). A RN from Arlington, Massachusetts, recommends an innovative alternative career in paramedical esthetics. After being involved in a restructuring move, she took a six month training course and is qualified to prepare clients for plastic surgery and other medical treatments such as chemical peels and dermabrasion (Kaper 9). Managed care, hospital restructuring, recruitment of unlicensed assistive personnel and an abundance of recently graduated "new" nurses predict vast changes in the nursing workforce. The wide variety of possibilities described above reflect the creativity and growth of the nursing profession. These possibilities also point to critical needs of the nurse today-education and experience. The individual nurse who wants to continue in the profession must regroup and develop a broad outlook for new opportunities. A desire and commitment to learn new tasks and to obtain higher education will assist the professional nurse to keep up with the dynamic changes and trends of the future. Works Cited Balkie, F.W., RN, MBA. "Career Spotlight on Nurse Anesthesia." The American Nursing Student Fall, 1995:2. Editors. "Job Security: Clearing Away the Myths." Nursing 95 25:6 (1995):46-47. Fiesta. Janine. "Home Care Liability-Part I." Nursing Management 26:11 (I995):24, 26. Hansen, Helen E., PhD, RN, CNAA, et al. "Nurse Manager Personal Traits and Leadership Characteristics." Nursing Administration Quarterly 19:4 (1995):23-28. Hoi^TevTfacIfT-JD "Ontions for Nurses Who Are Bitten by R'lg "PMS«-h (I995):55. Jacoby, Allison G., et al. "A CNS Integrated Health Care Delivery System Model." Nursing Management 26:11 (1995):37-38,40. Janowski, Mary Jane, RN, MA. "Is Telephone Triage Calling You?" AJN 95-.9 (1995);59-60,62. Kaper, Maureen, RN. "Looking for a New Career Path?" RN 58:7 (1995);9. Keating. Sarah B. "Quality-of-Life Issues in Home Care." Geriatric Nursing 16:2 (1995):89-91. Michota, Sharon, RN-C, BA. "A Hospital-based Skilled Nursing Facility: A Special Place to Care for the Elderly." Geriatric Nursing 16:2 (l995):64-66. Zachry, Benny R.. Gilbert, Richard L. and Gragg, Meg. "Director of Nursing Finance: Controlling Health Care Costs." Nursing Management 26:11 (I995):49-51.53. Zerwekh, JoAnn and Clabom, Jo Carol. Nursing Today: Transition and Trends. Philadelphia: Saunders, 1994. 62 �Computer Assisted Instruction By Beverly Czerniak Course: Computers in Health Care Instructor: Janice Traylor Assignment: The student was to write about an issue related to Health Care Computing. active form of learning well suited to teaching nursing students. Linear video is the more traditional technology of videotaped programs shown in sequence without intenuplion. Yoder (1994) divided students by style of learning based on two dimensions: the concrete-abstract continuum and the active experimenting-reflective continuum. By placing these two continua on dissecting axes, the learners were divided into four groups. The deciding factor for preferred learning styles proved to be the experimenting "hands-on" approach a.s opposed to the reflective observer, regardless of their abstract/concrete learning styles. The best testing results were with active­ experimenters learning with CAIVI. With the market for Computer Assisted Instruction (CAI) exploding into healthcare fields the assumption Is often that technology aids in increased learning across the board. There also is a misconception that anything produced for computer instruction is innately good. This paper is a superficial examination of research conducted to determine the value of CAI and more specifically Computer Assisted Interactive Video Instruction (CAIVI) in nursing programs. A limited initial study (Yoder, 1994) of preferred learning styles and the use of educational technology examined the results of CAIVI vs. linear video instruction on student learning. CAIVI proponents suggest a combination of interaction and video improves cognitive and psychomotor learning - an 63 �The next best results were reflective observers learning from linear videos, followed by active experimenters with linear video and the poorest results being reflective observers using CAIVI (Yoder, 1994). Yixler (1994) concludes that not all students learn best with CAIVI and that learning style interacts with the method of instruction to affect learning. In this study the majority of the students were active experimenters and with nursing being a "hands-on" field there is obvious value in CAIVI. Walker and Ross (1995) proposed that CAIVI is a more effective way to practice Therapeutic Communication than role playing or audiotaped interviews. In using actors, the result was a more realistic use of verbal and nonverbal cues in numerous settings. For example, the nurse sounds involved but is too busy to give the patient her full attention. The student viewing this interaction can see the disappointed look on the patient's face. This use of active observational skills stimulates critical thinking in assessing problems in relationships. Other choreographed interactions included nurse/doctor, nurse/staff, and nurse/family situations. In research involving disadvantaged nursing students (Andris and Sykes, 1995) educators capitalized on the interactive component of CAIVI by designing software to be as interactive as possible. Each question had a tutorial button that, when clicked, took the student back to the exact place in the text where the answer could be found, then returned to the question for another chance. In a study to determine the effect of software design on CAI use, Thede (1994) listed several suggestions to enhance learning: include immediate feedback on questions, telling why an answer was wrong, and the rationale for the correct answer. Any simulated interactions need to connect with real life. Content need.s to be truly interactive and allow for selective review of material. The final suggestion was to keep the information concise - stick to the basics. Thede (1994) also polled students for their concerns about using CAI. The primary concern was the need to know if using the CAI was an efficient use of their study time, was the information valuable, and would they be tested on the material covered. Another request was for hardcopy of the material for review purposes at a later date. Their final concerns were for variety in approach and for help in overcoming computer fear in the form of a computer lab assistant to answer questions. Thede's (1994) conclusion was that, to promote CAI use, there had to be easy access to the computers, adequate help scheduled for assisting computer neophytes and faculty promotion of the value of CAI. In implementing these suggestions at Rutger's University, the voluntary use of CAI rose from 10% to virtually 100% by basing test questions cm CAI material. Based on the information from these studies, I am convinced of the value of Computer Assisted Instruction, especially when there is opportunity for learner interaction, appropriate feedback to reinforce correct answers and to displace incorrect responses, and the ability to review material easily whether on screen or hardcopy. This style of teaching is especially valuable for nursing, which is a "hands on" occupation. Using as much sensory input as possible, e.g. visual, auditory and kinesthetic, can only enhance retention of important information and skills. The obvious concern with CAI is the availability of high quality software that fulfills the needs of both student and course objectives. Currently, there is a limited amount of research data available to influence software designers and an equally limited number of software designers with a strong background in nursing. There are also problems in having computer illiterate nursing educators buying software from a catalog. I agree with the information in these studies. Computer Assisted Interactive Video Instruction is valuable because it offers an advantage over more traditional approaches of technical instruction. 64 �References Andris, J. E, & Sykes, R. K. (1995). Faculty authoring of course-specific software for disadvantaged nursing students using Linkway: A case study. Computers in Nursing 3(2), 71-79. Thede, L. ()., et al. (1994). Computer assisted instruction: A learner's viewpointJournal of Nursing Education. 33(7). 299-305. Walker, D., & Ross, J. M. (1995). Therapeutic Computing; Teaching therapeutic communication utilizing a video disk. Computers in Nursing. 4(3), 103-108. Yoder, M. E. (1994). Preferred learning style and educational technology. Nursing and Health Care. 15(3), 128-32. 65 �Symmetry and M. C. Escher By Tamiko Matney Course: Problem Solving Instructor: Susan Nelson Assignment: Students were asked to write a one or two page report of a math topic from the Problem Solving class. It could be a topic of their choice, but math related. The great mathematician Hermann Weyl once said that "symmetry... is one idea by which man through the ages has tried to comprehend and create order, beauty, and perfection." Traditional symmetry can be infonnally defined as a characteristic of an object that looks exactly the same when seen from two or more different perspectives. Symmetry is an abstract concept that has intrigued mathematicians, naturalists, musicians, writers, physicists, and artists for decades. Perhaps the most popular symmetrical artist of modem times is M. C. Escher. This Dutch artist proved through the popularity of his work that symmetry can intrigue interest in the general public. Maurits Cornelius Escher was bom on June 17, 1898, in Leeuwarden, Netherlands. This shy young man was a poor student who had to repeal several grades. The bright spot in Escher's life was his knack for art. However. Escher's engineer father desired that his son would receive sound scientific training. In 1919, a distraught young Escher entered the School of Architecture and Decorative Arts in Haarlem. Shortly after arriving to study architecture, Escher met S. Jessarun de Mesquila, a graphic artist. Mesquita soon encouraged Escher to change course from architecture to the decorative arts. Mesquita became a close friend and a great influence on Escher's development as a graphic artist. Escher quickly developed a passion for woodcut. Although a keen student, Escher was certainly not a "true" artist. An official college report read that "he (Escher) is too tight, too literary-philosophical, a young man too lacking in feeling." So in 1922, Escher 66 �left art school and spent several weeks traveling through southern Italy with friends. He then look a position as a "nursemaid" to the children ot a family traveling to Spain. During these travels. Escher developed an admiration for the structure and design of buildings in these areas. He also began drawing many landscapes. Escher eventually returned to Italy where he met Jetta Umiker and married her in 1924. Two years later, their first son, George, was bom and the family moved into a larger dwelling that included a fourth floor studio. Escher would often say that the studio was the first place where he could work in peace. During this lime in Escher’s life, the undiscovered artist took to wandering in search of intriguing landscapes to draw. On one of these trips, Escher wa.s arrested and falsely accused of murdering the king of Italy. Later on. Escher would again be wrongly arrested, this lime for spying on Spain. Maybe it was Escher's odd mannerisms that made this eccentric artist prone to such suspicion. Escher remained financially dependent on his parents for a large part of his adult life. It was not until 1951 that Escher received any monetary income from his prints. In 1935, Escher and his family left the political strife of Mussolini's Italy and moved to Switzerland. However, this move was short-lived due to the "horrible white misery of snow." Escher made a deal with a cargo shipping company to exchange his prints for passageway aboard their ships. Finally in 1937, Escher's family set up permanent residence in Belgium. At this point, Escher's style of art began to dramatically evolve from realistic pictorial landscapes to the mathematical realm of symmetry and structure. Lastly, Escher and his wife moved to Holland in 1941. Escher died on March 27, 1972, in a home for elderly artists. Throughout these thirty years, Escher never cea.sed to produce prints on a regular basis. A women once rang me up and said, "Mr. Escher, I am absolutely crazy about your work. In your print Reptiles you have given such a striking illustration of reincarnation." I replied, "Madam, if that's the way you see it, so be it." As is common with great artists, admirers often made arbitrary interpretations of Escher's work. In response, the cynical artist replied, "I have never attempted to depict anything mystic; what some people claim to be mysterious is nothing more than a conscious or unconscious deceit! I have played a lot of tricks, and I have had a fine old time expressing concepts in visual terms, with no other aim than to find out way,s of putting them on to paper. All I am doing in my prints is to offer a report of my discoveries." However, despite Escher's disclaimer, it would be nearly imfK)ssible for one to deny a strange and intriguing aura about his work. Escher’s unusual use of spatial structure and flat surface structure has brought criticism from the art community. On the other hand, mathematicians and physicists worldwide have applauded Escher as a mathematical genius. In response to this unexpected flattery. Escher replied, "I never got a pass mark in math. The funny thing is I seem to latch on to mathematical theories without realizing what is happening... Fancy me consorting with all these learned folk, a.s though I were their long-lost brother. I guess they are quite unaware of the fact that I'm ignorant about the whole thing." One of Escher’s most famous prints is a drawing of a hand that appears to be drawing another hand. Escher took pride in using his drawings to deceive his viewers. In this case - making a two dimensional piece of paper appear to be three dimensional! Another example of this deception is the drawing ol three "apparent" spheres that are really flat circles. Escher was truly a mathematician, visionary and artist who has given mankind a closer look into another world - the world of symmetry. 67 �Works Cited Emsl, Bruno. The Magic Mirror of M. C. E.tcher. New York: Bulluntine Books. 1976. Escher. M. C.. The Graphic Work ofM.C. Escher. New York: Hawthorne Books. 1961 Tannenbaum. Peter and Arnold. RtAert. Excuixionx in Modem Maiheinaticx (2nd edition). Englewood Clih's, N J: Prentice Hall, Inc., 1995. 68 �Spring 1996 � 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 1996 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. 1996 Description An account of the resource 1996 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_1996 Format The file format, physical medium, or dimensions of the resource PDF https://caspercollege.cvlcollections.org/files/original/dca1fb4b7e4ff49ed19da6a8edc0f4f0.jpeg a46cf4501bd6c27c9f78959e4f949991 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 Wyoming Mountaineers at Casper College Collection Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/InC/1.0/ Date Created Date of creation of the resource. 1954-1959 Description An account of the resource Photographs and newspaper articles from the Wyoming Mountaineers at Casper College Collection. Some are used in the WMCC Timeline collection, and the rest will be featured in the 2026 Humanities Festival Exhibt. Type The nature or genre of the resource Image and Text Creator An entity primarily responsible for making the resource Wyoming Mountaineers at Casper College, Albert Walter "Walt" Bailey Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Wyoming Mountaineers at Casper College Collection Identifier An unambiguous reference to the resource within a given context CCA 11.vi.1989.01 References A related resource that is referenced, cited, or otherwise pointed to by the described resource. Check out the WMCC Timeline here by clicking the link! <a href="https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=v2%3A2PACX-1vR4kBKQBUzb4cnvPOyrF54lC5xFZlrZI43LDJ55Dnw7xe8T_UV-qSVwlB1z-29SBMFMPhE7KYiXjN1l&amp;font=Default&amp;lang=en&amp;initial_zoom=2&amp;width=100%25&amp;height=650">https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=v2%3A2PACX-1vR4kBKQBUzb4cnvPOyrF54lC5xFZlrZI43LDJ55Dnw7xe8T_UV-qSVwlB1z-29SBMFMPhE7KYiXjN1l&amp;font=Default&amp;lang=en&amp;initial_zoom=2&amp;width=100%25&amp;height=650</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 Photograph 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 1st Ascent of Devils Tower by the WMCC Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/InC/1.0/ Date Created Date of creation of the resource. 1955-1956 Description An account of the resource A photo of an overview of Devils Tower Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource WMCC, 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. Wyoming Mountaineers at Casper College Collection; CCA 11.vi.1989.01 Identifier An unambiguous reference to the resource within a given context CCA 11.vi.1989.01_WMCC_Slide2_DT_1st_Ascent_1955_04 https://caspercollege.cvlcollections.org/files/original/59fafb8b6bf3b624fe4d223e28371b9b.jpeg 9abf788f9821d3b2a239d500e821d4f3 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 Wyoming Mountaineers at Casper College Collection Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/InC/1.0/ Date Created Date of creation of the resource. 1954-1959 Description An account of the resource Photographs and newspaper articles from the Wyoming Mountaineers at Casper College Collection. Some are used in the WMCC Timeline collection, and the rest will be featured in the 2026 Humanities Festival Exhibt. Type The nature or genre of the resource Image and Text Creator An entity primarily responsible for making the resource Wyoming Mountaineers at Casper College, Albert Walter "Walt" Bailey Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Wyoming Mountaineers at Casper College Collection Identifier An unambiguous reference to the resource within a given context CCA 11.vi.1989.01 References A related resource that is referenced, cited, or otherwise pointed to by the described resource. Check out the WMCC Timeline here by clicking the link! <a href="https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=v2%3A2PACX-1vR4kBKQBUzb4cnvPOyrF54lC5xFZlrZI43LDJ55Dnw7xe8T_UV-qSVwlB1z-29SBMFMPhE7KYiXjN1l&amp;font=Default&amp;lang=en&amp;initial_zoom=2&amp;width=100%25&amp;height=650">https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=v2%3A2PACX-1vR4kBKQBUzb4cnvPOyrF54lC5xFZlrZI43LDJ55Dnw7xe8T_UV-qSVwlB1z-29SBMFMPhE7KYiXjN1l&amp;font=Default&amp;lang=en&amp;initial_zoom=2&amp;width=100%25&amp;height=650</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. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Newspaper Article 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 1st Ascent of Devils Tower by the WMCC, newspaper article of the climb Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/InC/1.0/ Date Created Date of creation of the resource. May 26, 1955 Description An account of the resource A newspaper article from the Wyoming Eagle about the 1st ascent of Devils Tower for WMCC student climbers Noel Tanneur and Dave Sturdevant, accompanied by instructor Walt Bailey Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource WMCC, Casper College, Wyoming Eagle Newspaper Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Wyoming Mountaineers at Casper College Collection; CCA 11.vi.1989.01 Identifier An unambiguous reference to the resource within a given context CCA 11.vi.1989.01_WMCC_Slide2_DT_1st_Ascent_1955_05 https://caspercollege.cvlcollections.org/files/original/46a79cbaf6abe121c485a604845a9fe9.jpeg ebf4d67caee5ade1c2f11bedc573bb68 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 Wyoming Mountaineers at Casper College Collection Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/InC/1.0/ Date Created Date of creation of the resource. 1954-1959 Description An account of the resource Photographs and newspaper articles from the Wyoming Mountaineers at Casper College Collection. Some are used in the WMCC Timeline collection, and the rest will be featured in the 2026 Humanities Festival Exhibt. Type The nature or genre of the resource Image and Text Creator An entity primarily responsible for making the resource Wyoming Mountaineers at Casper College, Albert Walter "Walt" Bailey Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Wyoming Mountaineers at Casper College Collection Identifier An unambiguous reference to the resource within a given context CCA 11.vi.1989.01 References A related resource that is referenced, cited, or otherwise pointed to by the described resource. Check out the WMCC Timeline here by clicking the link! <a href="https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=v2%3A2PACX-1vR4kBKQBUzb4cnvPOyrF54lC5xFZlrZI43LDJ55Dnw7xe8T_UV-qSVwlB1z-29SBMFMPhE7KYiXjN1l&amp;font=Default&amp;lang=en&amp;initial_zoom=2&amp;width=100%25&amp;height=650">https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=v2%3A2PACX-1vR4kBKQBUzb4cnvPOyrF54lC5xFZlrZI43LDJ55Dnw7xe8T_UV-qSVwlB1z-29SBMFMPhE7KYiXjN1l&amp;font=Default&amp;lang=en&amp;initial_zoom=2&amp;width=100%25&amp;height=650</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 Photograph 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 1st Ascent of Devils Tower by WMCC Climbers Noel Tanneur and Dave Sturdevant Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/InC/1.0/ Date Created Date of creation of the resource. May 26, 1955 Description An account of the resource A photo of WMCC student climbers Noel Tanneur and Dave Sturdevant near Devils Tower before their climb; photo by Walt Bailey Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource WMCC, Walt Bailey. 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. Wyoming Mountaineers at Casper College Collection; CCA 11.vi.1989.01 Identifier An unambiguous reference to the resource within a given context CCA 11.vi.1989.01_WMCC_Slide2_DT_1st_Ascent_1955_03 https://caspercollege.cvlcollections.org/files/original/8029a7cfae6b90ea9b22a52c9c3143a8.jpeg c14e8e34f513493c6e004115249c4df4 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 Wyoming Mountaineers at Casper College Collection Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/InC/1.0/ Date Created Date of creation of the resource. 1954-1959 Description An account of the resource Photographs and newspaper articles from the Wyoming Mountaineers at Casper College Collection. Some are used in the WMCC Timeline collection, and the rest will be featured in the 2026 Humanities Festival Exhibt. Type The nature or genre of the resource Image and Text Creator An entity primarily responsible for making the resource Wyoming Mountaineers at Casper College, Albert Walter "Walt" Bailey Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Wyoming Mountaineers at Casper College Collection Identifier An unambiguous reference to the resource within a given context CCA 11.vi.1989.01 References A related resource that is referenced, cited, or otherwise pointed to by the described resource. Check out the WMCC Timeline here by clicking the link! <a href="https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=v2%3A2PACX-1vR4kBKQBUzb4cnvPOyrF54lC5xFZlrZI43LDJ55Dnw7xe8T_UV-qSVwlB1z-29SBMFMPhE7KYiXjN1l&amp;font=Default&amp;lang=en&amp;initial_zoom=2&amp;width=100%25&amp;height=650">https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=v2%3A2PACX-1vR4kBKQBUzb4cnvPOyrF54lC5xFZlrZI43LDJ55Dnw7xe8T_UV-qSVwlB1z-29SBMFMPhE7KYiXjN1l&amp;font=Default&amp;lang=en&amp;initial_zoom=2&amp;width=100%25&amp;height=650</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 Newspaper article with printed photographs 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 1st Ascent of Devils Tower by WMCC Climbers, Newspaper Article Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/InC/1.0/ Date Created Date of creation of the resource. May 26, 1955 Description An account of the resource A newspaper article from Casper about the 1st ascent of Devils Tower by WMCC student climbers: instructor was Walt Bailey, Students were Noel Tanneur and Dave Sturdevant Type The nature or genre of the resource Image & Text Creator An entity primarily responsible for making the resource WMCC, 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. Wyoming Mountaineers at Casper College Collection; CCA 11.vi.1989.01 Identifier An unambiguous reference to the resource within a given context CCA 11.vi.1989.01_WMCC_Slide2_DT_1st_Ascent_1955_01