748 10 9858 https://caspercollege.cvlcollections.org/files/original/85edfc6e4a3d44363e09388916833b93.pdf 9598e4fab172a74ccffad18afa4378b0 PDF Text Text ����������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Angus Morrison Skiing Records 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. 1950-1993 Description An account of the resource A collection of ski files collected, written, and kept by Angus Morrison, a member of Wyoming Ski Patrol for Casper Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Angus Morrison Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Angus Morrison Family Records: Angus Morrison Papers, NCA 01.2022.01 WyCaC US Identifier An unambiguous reference to the resource within a given context NCA 01.2022.01 WyCaC US 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 Printed Maps, Written Papers 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 City of Casper Ski Safety: Hogadon 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. October 5, 2000 Description An account of the resource Maps and descriptions of ski operations and safety at Hogadon on Casper Mountain Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Angus Morrison, City of Casper, Motorola Inc. Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Angus Morrison Family Records: Angus Morrison Papers, NCA 01.2022.01 WyCaC US Identifier An unambiguous reference to the resource within a given context NCA 01.2022.01 WyCaC US_SkiSafety https://caspercollege.cvlcollections.org/files/original/c56d4b1759c6c09e43e1cf68ca7ad08a.pdf d9a8edf42f2504074f62adf9423cead2 PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Angus Morrison Skiing Records 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. 1950-1993 Description An account of the resource A collection of ski files collected, written, and kept by Angus Morrison, a member of Wyoming Ski Patrol for Casper Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Angus Morrison Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Angus Morrison Family Records: Angus Morrison Papers, NCA 01.2022.01 WyCaC US Identifier An unambiguous reference to the resource within a given context NCA 01.2022.01 WyCaC US 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 Printed Certificate of Service 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 Texaco Certificate of Appreciation for Employees Angus Morrison, 35 Years of Service Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/InC/1.0/ Description An account of the resource Texaco Certificate of Appreciation to Angus Morrison for 35 Years of Service Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Texaco Inc. Casper Area Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Angus Morrison Family Records: Angus Morrison Papers, NCA 01.2022.01 WyCaC US Identifier An unambiguous reference to the resource within a given context NCA 01.2022.01 WyCaC US_TexacoCertificateofAppreciation https://caspercollege.cvlcollections.org/files/original/7bfebcf281581d4db0331a0b3487bda2.pdf c9cb2e57460215db32b10f2bd21ba30c PDF Text Text ����������������������������������������������������������������������������������������������������������������������������������������������������������������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Angus Morrison Skiing Records 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. 1950-1993 Description An account of the resource A collection of ski files collected, written, and kept by Angus Morrison, a member of Wyoming Ski Patrol for Casper Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Angus Morrison Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Angus Morrison Family Records: Angus Morrison Papers, NCA 01.2022.01 WyCaC US Identifier An unambiguous reference to the resource within a given context NCA 01.2022.01 WyCaC US 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 Printed Materials 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 US Ski Coaches Association Files 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. 1965 Description An account of the resource A collection of documents, letters, articles, notebook pages, and booklets about Ski safety, association by-laws, and articles of incorporation Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Angus Morrison and various Ski Association members Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Angus Morrison Family Records: Angus Morrison Papers, NCA 01.2022.01 WyCaC US Identifier An unambiguous reference to the resource within a given context NCA 01.2022.01 WyCaC US_USSkiCoachesAssociationFiles https://caspercollege.cvlcollections.org/files/original/11cda2e39f9491d8162c4ec01ce2f8eb.pdf d0a55d06a5eed3f461f9406f6900c0f3 PDF Text Text ������������������������������������ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Frances Seely Webb Collection Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. The material in this collection may be reused so long as attribution is provided to its original source. Description An account of the resource The Frances Seely Webb Collection contains over 1,400 photographs, correspondence, handwritten research notes, the proof copy of Webb's book, Casper's First Homes, and a series of scrapbooks. Materials documents Casper buildings, cultural institutions, homes, and society from 1890-1978. Also included are photographs of individuals and groups visually documenting Casper society. In addition are items originally collected by Boney Earnest, a frontiersman and former member of the Natrona County Historical Society. Subjects documented in Webb’s correspondence, notebooks, and scrapbooks include things related to her ongoing research, obituaries, Casper and Natrona County homes, businesses, and cultural institutions. Creator An entity primarily responsible for making the resource Frances Seely Webb Publisher An entity responsible for making the resource available Casper College Archives and Special Collections (Western History Center) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NKC/1.0/">http://rightsstatements.org/vocab/NKC/1.0/</a> Identifier An unambiguous reference to the resource within a given context NCA 01.v.1985.02 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 Printed Writings 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 Powder River, Wyoming Papers 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. January 27, 1985 Description An account of the resource A collection of writings and various papers from Powder River, Wyoming found in the Frances Seely Webb Collection Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Natrona County Pioneers, Frances Seely Webb Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Frances Seely Webb Collection NCA 01.R.1985.1 Identifier An unambiguous reference to the resource within a given context NCA_01.v.1998.02_PowderRiver,WyomingPapers https://caspercollege.cvlcollections.org/files/original/7d1ffc80964b8e00dd9cfdf859982659.pdf 24fc90a98fb12e3ff3feeb03db2ff31d PDF Text Text CASPER \CMP£/t COUEEE WYOMING CukLUNBC �CHALLENGE—In every academic discipline, to study, to think, to express clearly one’s knowledge and understanding in suitable written forms. �Introduction Casper College is pleased to present the first issue of Challenge, a magazine to honor excellence. As a display medium for academic endeavor, Challenge solicits superior examples of student writing from all college disciplines; our purpose is to illustrate both the breadth and depth of course work on our campus. Instructors have selected representative writing from their courses, and, though we do not include pieces from writing classes, we encourage all forms; exams, reports, essays, term papers. This first issue represents work submitted in response to the original call for papers for only one semester, fall 1986. We hope Challenge will become an annual publication, covering two semesters in each subsequent issue. Casper College Casper, Wyoming Spring, 1987 �Incidents in the Life of a Slave Girl By Nancy Torbert Course: American Literature Instructor: Carolyn Logan For this assignment each student chose a woman writer from the eighteenth or early nineteenth century, read the work, and wrote a paper that considered the following questions: Should this writer—because of her ideas or her skill as a writer—be included in the canon of American Literature? Should students of literature be as familiar with this writer as with writers usually anthologized? Do you recommend that we read this author? Why or why not? 5 �In view of these things, why are ye silent, ye free men and women of the north? Would that I had more ability! But my heart is so full, and my pen is so weak! There are noble men and women who plead for us, striving to help those who cannot help themselves. God Bless them! God give them strength and courage to go on! God bless those, everywhere who are laboring to advance the cause of humanity! Harriet Brent Jacobs (Linda Brent) Linda Brent should be included in the canon of American Literature because she is a skilled writer with excellent form and expression, because she deals with ideas of permanent and universal interest and because her writing represents an important, often quelled, chapter in our American heritage. Brent has a purpose and a cause for writing and she skillfully crafts and organizes her autobiography to create an effect, to accomplish her intent. She writes not to attract attention to herself or her suffering; “on the contrary, it would have been more pleasant to me to have been silent about my own history” (xiv). She writes instead to “arouse the women of the North to a realizing sense of the condition of two millions of women at the South, still in bondage, suffering what I suffered, and most of them far worse. I want to add my testimony to that of abler pens to convince the people of the Free States what Slavery really is” (xiv). One of the crafts Brent uses to create the desired effect is parallel structure, which gives emphasis and equality to each clause and thought. “Could you have seen that mother clinging to her child, when they fastened the irons upon his wrists; could you have heard her heart-rending groans, and seen her bloodshot eyes wander wildly from face to face, vainly pleading for mercy; could you have witnessed that scene as I saw it, you would exclaim. Slavery is damnable! (22). The repeated phrases “could you have seen,” “could you have heard,” “could you have witnessed,” implore the reader to look, to hear, to sentiently witness the horrors of slavery. Brent speaks of the inferiority of the black man and attempts to explain what makes him so. “It is the ignorance in which white men compel him to live; it is the torturing whip that lashes manhood out of him; it is the fierce bloodhounds of the south, and the scarcely less cruel human bloodhounds of the north.” (43) Incidents in the Life of a Slave Girl, by Linda Brent, is the autobiography of an incredible woman, an uneducated mulatto slave who sacrifices her principles, her values and seven years of her life in order to escape the poisonous fangs of slavery and secure freedom for her children. She is intelligent, she is strong, she is committed. “I had a women’s pride, and a mother’s love for my children. My master had power and law on his side; I had a determined will. There is might in each” (87). Linda Brent escapes, but not before spending seven years in a nine foot by seven foot by three foot attic, protected from the elements only by a thin layer of shingles. In winter she is cold; in summer the heat is unbearable; when it rains she is wet. The only air and light she receives come to her through a one inch hole, the only contact she has with her two children, who are unaware that she continues to exist. As she lies cramped and confined, she sews, she reads, she writes and she crawls on hands and knees for exercise. Her muscles ache and atrophy from lack of use, but the hope of freedom never dies. “The war of my life had begun; and though one of God’s most powerless creatures, I resolved never to be conquered” (17). Being an incredible woman with an incredible story is perhaps not criteria enough to be included in an anthology of American literature. Following a strict definition of literature proposed by Webster, the criteria includes excellence of form or expression and ideas of permanent or universal interest (304). To this I would add that an important function of American literature is to acquaint the reader with the heritage of America. Judged by this criteria. 6 �The repetition of phrases and the rhythm created by the parallel structure clarify and emphasize Brent’s thoughts and statements. Brent unifies her story and her writing with various metaphors which create controlling images. Her master, like many slaveowners, is a vile and viciou.s animal who preys on those who are defenseless and unprotected. “My master met me at every turn, reminding me that I belonged to him, and swearing by heaven and earth that he would compel me to submit to him. If I went out for a breath of fresh air, after a day of unwearied toil, his footsteps dogged me. If I knelt by my mother’s grave, his dark shadow fell on me even there.’’ (27) “No animal ever watched its prey more narrowly than he watched me’’ (37). Brent is forever hunted by the cunning master and is always attempting to elude the traps set for her. “1 knew my master’s offer was a snare, and that if 1 entered it, escape would be impossible’’ (86). Brent’s recurring pattern of snakes and snake imagery is a deliberate device, though not fictional, to arouse emotion. Just after her Initial escape, she hides in a thicket of bushes and is bitten by a poisonous reptile. “Suddenly a reptile of some kind seized my leg. I could not see what it was; I only knew it was something cold and slimy. In my fright, I struck a blow which loosened its hold, but I could not tell whether I had killed it’’ (100). In another of her attempts to escape, she is taken to a hiding place, a snakeinfested swamp. “As the light increased, I saw snake after snake crawling round us. As evening approached, the number of snakes increased so much that we were continually obliged to thrash them with sticks to keep them from crawling over us.’’ (115) “But even those large, venomous snakes were less dreadful to my imagination than the white men in that community called civilized” (116). Brent uses the effect created by this concrete snake image as a metaphor for slavery and slaveholders. “O, the serpent of Slavery has many and poisonous fangs!” (63). The treacherous vipers follow her even after her escape and are always coiled, ready to strike. She is cautious in her every step. “Hot weather brings out snakes and slaveholders, and I like one class of the venomous creatures as little as I do the other” (179). The blow Brent strikes at the reptile seizing her leg is synonymous with the blow she strikes against slavery in attempting to escape and arouse others. She is able to loosen its hold, but is unable to kill it. Brent’s most effective literary device in achieving her intent and arousing deep emotion is contrasts, which make both contrasted ideas clearer than either would have been if described by itself. In her appeals to the women of the North, she contrasts the lives of free women and slave women and often uses mother/child images. ‘O, you happy free women, contrast your New Year’s Day with that of the poor bond­ woman! With you it is a pleasant season, and the light of the day is blessed. Friendly wishes meet you everywhere, and gifts are showered upon you. Children bring their little offerings, and raise their lips for a caress. They are your own, and no hand but that of death can take them from you. But to the slave mother New Year’s day comes laden with with peculiar sorrows. She sits on her cold cabin floor, watching the children who may all be torn from her the next morning; and often does she wish that she and they might die before the day dawns. She may be an ignorant creature, degraded by the system that has brutalized her from childhood; but she has a mother’s instincts, and is capable of feeling a mother’s agonies.” (14) For the white woman, beauty is a blessing; for the black woman, beauty is a curse. “That which commands admiration in the white woman only hastens the degradation of the famale slave” (27). For the white female child, the path from �childhood to womanhood “was blooming with flowers, and overarched by a sunny sky’’ but for the black child, “the flowers and sunshine of love were not for her. She drank the cup of sin, and shame, and misery, whereof her persecuted race are compelled to drink’’ (29). Brent’s various artistic devices verify her skill as a writer. But perhaps more important are her ideas regarding her subject: the suppression and oppression of one group of human beings for the economic or egotistic advancement of another, a topic that is or should be of permanent and universal interest to all humane beings. Brent is concerned with the effects of slavery on her own people and on her white masters as well. She realizes and believes that the system is just as destructive to the white race as it is to the blacks. that it was “a great moral, social, and political blessing; a blessing to the master, and a blessing to the slave!’’ (125). Linda Brent deals with reality, with absolute truthfulness and her writing reflects an important, though hidden, quelled chapter in our American heritage Throughout our education we are taught to believe that this country was founded on the principles of freedom and equality, that all men are created equal. Slaves were beaten and left to die standing in pools of their own blood; slaves were pressed in cotton gins and left for the rats to feed upon (49); slaves were hung by their feet, a fire kindled over them from which was suspended a piece of fat pork. “As this cooked, the scalding drops of fat continually fell on the bare flesh” (46). Slave women were sexually harassed and beaten, bribed or starved into submission with “no shadow of law to protect them from insult, from violence or even from death” (26). Her children, usually fathered by her white master, were “as marketable as the pigs on the plantation” and passed “into the slavetrader’s hands as soon a.s possible and thus getting them out of their sight” (35). Children of white, free women, fathered by black men, were smothered, or sent where they are never seen by any who know their history (52). All of these atrocities were committed and permitted by law. Those who witnessed these atrocities were silent, neither condenming nor condoning, just silent. Freedom, equality, civilization—for whom? How better we might understand the present if we were given a clear, true picture of the past. Through literary devices, through form and expression of ideas, Brent succeeds in arousing fear, anger, contempt. She also succeeds in proving her skill as a writer, as a thinker, and as an historian. She, therefore, meets the criteria herein established for inclusion in the canon of American Literature. Testimony given, emotions aroused, she now pleads for help, not for herself, but for those still in bondage. She pleads for examination of a vile “I was twenty-one years in that cage of obscene birds. I can testify, from my own experience and observation, that slavery is a curse to the whites as well as to the blacks. It makes the white fathers cruel and sensual; the sons violent and licentious; it contaminates the daughters, and makes the wives wretched. Yet few slaveholders seem to be aware of the widespread moral ruin occasioned by this wicked system. Their talk is of blighted cotton crops—not of the blight on their children’s souls.’’ (53) Brent condemns the white slaveowners who “satisfy their consciences with the doctrine that God created the Africans to be slaves’’ (45). What are Africans, anyway? she asks. “Who can measure the amount of Anglo-Saxon blood coursing in the veins of American slaves?’’ (45) She also condemns those who beat, torture and murder their slaves yet drape themselves in the garb of religion each Sunday, then lay the clothing aside “till Sunday returned again’’ (50). Brent exposes even the politicians who witnessed the numerous cruelties and abominations of slavery yet stood before Congress and declared 8 �system destroying blacks and whites, north and south. “In view of these things, why are ye silent, ye free men and women of the north? Would that I had more ability! But my heart is so full, and my pen is so weak! There are noble men and women who help those who cannot help themselves. God Bless them! God give them strength and courage to go on! God bless those, everywhere who are laboring to advance the cause of humanity!” (29) Works Cited Jacobs, Harriet Brent (aka Linda Brent). Incidents in the Life of a Stave Girl. Childs, Lydia Marie, ed. New York: Harcourt Brace Jovanovich, 1973. Originally published in 1861. Webster’s New Idea! Dictionary. Massachusetts: G. & C. Merriam Company, 1978. 9 �Investigation of Kirchoff’s Current and Voltage Laws By Chris Stein Course: Electrical Concepts Instructor: Jim Best to mite atory exercise using the cathode ray tube in measurements; its objective was to make AC and mixed AC and DC measurements with the scope. Introduction: The Simpson 260 was used to make voltage and current measurements in two circuits. These values were compared with values calculated using Kirchoff’s voltage and current law. Steps used to make measurements: 1) function switch set to de. 2) range switch to high enough range 3) observe correct polarity 4) physically open circuit and place ammeter in series take care to watch meter for too large a current or wrong polarity 6) take care that no a.c component is present that will not show on the meter that could damage it 5) 10 �Procedure Data: Circuit Diagram 1: Color Code Measured Calculated Measured 'Voerr R I. 33.67mA 33.7mA 0% 1 47±5% 44.0 6.4% I2 33.67mA 33.7mA 0% 2 100±5% 100.0 0% I3 33.67mA 33.7mA 0% 3 15O±5% 150.0 0% I4 33.67mA 33.7mA 0% V, 1.5825V 1.6 V 1.1% V2 3.367V 3.3V 2.0% V3 5.0505V 5.0V 1.0% Vs lOV 9.9V 1.0% 11 ’/oerr �Circuit Diagram 2: CIRCUIT DIAGRAM 2 = Calculated Measured Voerr R I. 10.67mA 10.2mA 4.4% Ri 100±5% 100.0 0% b 10.67mA 10.2mA 4.4% R2 15O±5% 150.0 0% I3 7.333mA 7.0mA 4.5% R3 1000 ±5% 1010 1% I4 3.333mA 3.37mA 1.1% R4 2.2K±10% 2.17K 1.4% I5 7.333mA 7.0mA 4.5% 3.333mA 3.37mA 1.1% I7 10.67mA 10.2mA 4.4% Is 10.67mA 10.2mA 4.4% V, 1.067V l.OV 6.2% V2 1.6005V 1.5V 6.3% V, 7.3325V 7.2V 1.8% V4 7.3325V 7.2V 1.8% V5 lOV 9.9V 1.0% 12 Color Code Measured %err �KCL at nodes A & B Node A Calculated; I, + =7.333 + 3.333-10.67 = -0.004 Measured: I3 + I4-I2=7.0-+3.37-10.2=0.17 2.4%err Node B Calculated: Measured: 2.4%err Irlj-Is = 10.67-7.333-3.333 = .004 I7-I5-I6 = 10.2-7.0-3.37 =-0.17 KVL for 3 loops loop 1 Calculated: -lO+V.+Vj+Vj =-10+1.5825 + 3.367 + 5.0505=0.0 Measured: -9.9+V,+V2+V3=-9.9+1.6+5.5 + 5.0=0.0 loop 2 Calculated: Measured: loop 3 Calculated: Measured: -10+V, +¥, +V2=-10+1.067 + 7.3325 + 1.6005 =0.0 -9.9+V, +V,+V2=-9.9+1.0+7.2+1.5=-.2 V4-V3 = 7.3325-7.3325=0.0 ¥4-73=7.2-7.2=0.0 0% err undetermined error 0% err Information on VOM making current measurements The d.c. ammeter circuit consists of a d’Arsonual meter movement in parallel with a shunt resistor, as shown below. The purpose of the shunting resistor Rg is to control the amount of current that passes through the meter movement. The shunting resistor Rs and the meter movement form a current divider. Thus for a given d’Arsonual movement, the full scale reading of the ammeter is given by Rg. When we change the range switch on the VOM, it changes the shunt resistor to give us different current ranges, d Arsonual meter movements have specific ratings. The significance of these ratings is as follows: When the coil is carrying its rated current, the voltage drop across the coil is the rated coil voltage and the pointer is deflected full scale. The current and voltage ratings of the coil also specify the resistance of the coil, therefore indicating its effect on a circuit, i.e. a 50mV,/mA movement has a resistance of 50 ohms. Diagram below. 13 �AMMETER: d ARSCLT/AL MCNEMENT Al-IMETER TERMINALS Precautions for use of the VOM when making d.c. measurements: 1) Do not change the range setting of the range or function switches while the circuit under measurement is energized. 2) Never disconnect the test leads from the circuit under measurement while the circuit is energized. 3) Always turn the power off and discharge all the capacitors before the setting of the switches is changed, or the leads disconnected. 4) Never exceed the circuit-to-ground voltage of the instrument (1000 V max). 5) Always connect the instrument in series with the ground side of the circuit. 6) In all d.c. measurements, make certain the power to the circuit being tested has been turned off before connecting and disconnecting test leads or restoring circuit continuity. Reasons for errors in calculations and measurements 1) The calculations in the KVL and KCL data on pg. 3 contained errors due to rounding when the theoretical calculations were made. 2) All measurements contained errors due to resistor tolerance and disruption of the circuit by the VOM. 3) Any measurements made with a VOM contain operator approximation error. 14 �Suggestions for improvement of lab to minimize errors. 1) Use of a DMM instead of the VOM would give more accurate measurements and reduce operator approximations error. 2) Use of resistors of tighter tolerance (1% instead of 5 or 10%) would give values closer to theoretical. 3) Use of more significant figures would reduce rounding error. Conclusions: This experiment showed support for Kirchoff’s voltage and current laws, within experimental error, (pg. 3) Experimental errors were acknowledged and suggestions for correction were given on pg. 4. This experiment also gave us practical knowledge of the construction of circuits using actual resistors in a laboratory environment. Some groups, like ours, also used an experimenters board and learned how to construct working circuits on one. We all got more experience using the VOM that was introduced in Lab #1. The measurements should have been more accurate than the first time just because we are more experienced. I consider this experiment a success because it proved its objective and provided us with additional laboratory experience. § 15 �Math Exam Course: Theory of Arithmetic Instructor: Maryanne Marietta Directions I. 2. 3. 4. 5. 6. 7. 8. Example Choose a number; Double it: Add 4: Multiply by 5: Add 12: Multiply by 10: Subtract 320: Cross out the last two zeros! Compare the answer to the number in step 1. Why does the pattern work? From the Arithmetic Teacher, April 1985 16 29 58 62 310 322 3220 2900 29 �by Cindy Bartz The pattern works because, when you multiply the 4 added in step 3 by 5, you get 20. Then you add 12 to get 32 and multiply by 10 to get 320. Then in step 7 you subtract the 320, leaving 0. And in step 2 you double your number, and in step 4 you multiply it by 5. So you now have your number times 10. You multiply again by 10 in step 6, giving 100 times your number. Then in the final step you divide 100 times your number by 100, leaving your number plus 0. You are multiplying your number by 100 and adding 320; therefore, if you subtract 320 and divide by 100, you will get your number again. by John Bolender X 2x 2x + 4 5(2x + 4) = lOx + 20 7OX+2O + 12 = lOx + 32 10(10x + 32) = lOOx + 320 100x +320-320 = lOOx 100X - 0 By looking at the last step, we see that crossing out the last two zeros is the same as dividing by 100, so somewhere above we must have multiplied by 100. By doubling the number to start with, we get 2x. TVvo steps later we multiply by 5 and get lOx. In the next step we multiply by 10 and arrive at lOOx or our number multiplied by 100. The addition of 4 in the second step creates excess baggage which eventually adds 320 to our total. This is disposed of in the second to the last step by subtracting 320. 17 �Jamake Highwater By Amy Daley Course: Native American Literature Instructor: Jacqueline Valdez/John Meredith The assignment was to write a research paper on some facet of American Indian culture and/or literature, tying the culture to the literature as appropriate. Among the aisles and aisles of children’s books in the library, there are many stories written about Indians. The authors of the stories know their subject well. They have either worked on reservations, grown up near an Indian family or have done extensive research in the field of Native Americans. However, one author stands out above the rest. He is Jamake Highwater. He is an Indian Of Black feet/Cherokee heritage, Jamake Highwater was born in northern Montana in the year 1942. Like so many Indian families, his family was forced to move about constantly looking for work. When Jamake was nine years old, his father left his wife on the reservation and headed to Hollywood, taking Jamake with him. His father became a stuntman and Jamake remembers “spending the next few years just sitting under walnut trees in the San Fernando Valley” (Crichton 6). They made their home in the back of a pickup truck. Jamake claims that he was raised in a “very traditional” childhood (Crichton 7). During an interview, Highwater tells Sarah Crichton that where ever he and his father were, they always returned to the Blood Reservation in Canada or the Blackfeet Reservation in Montana for the “pow-wows, the sun-dances and all the other special events” (7). As a child, Highwater was aggressive with a lot 18 �of negative energy. He was very angry and hostile to non-Indians. He recalls, “the white kids would call us names, and for a long time I guess I took it. Then finally I became a real ringleader, and we’d beat the hell out of any kids who did that to us’’ (Crichton 7). This hostility was probably brought about by a mother who was “very anti-white and very racist” as Crichton puts it (7). Her bitterness grew from the fact that her parents, like so many Indians, starved to death during the Depression (Crichton 7). Crichton adds that “her rage became more severe when her eldest son was killed his second day in the Korean War” (7). By this time, alcoholism had destroyed his father. What saved Highwater from his sick father and the anger of his mother was that he had an outlet. He could write. A teacher on the reservation singled him out and, as Highwater remembers, brought him an old typewriter and demanded that he learn to use it (Crichton 7). He has been writing ever since. Jamake Highwater was forced to write his first two books about rock’n’roll music under the pen name of Jay Marks. The pen name was a product of the 5O’s and 6O’s when Highwater found that editors did not tike his name because it was too difficult to pronounce. They also rejected his pleas to write about Native America. Highwater was very frustrated, but he insists, “It’s very apparent an Indian wrote those books” (Crichton 8). He claims that this is due to his “Indian sensibility.” This is the same “Indian sensibility” that is so apparent in many works of Native American literature. In the interview he explains: It is a sensibility that includes not only a strong sense of heritage but also a purely Indian concept of reality and identity. To the Indian mentality, dead people walk and things go backward and forward in time, and these are absolutely real and vivid ideas to my head, our heads. And more than that, the Indian world is one of the few worlds where human identity is not a major issue In this society, you’re not permitted any kind of transformation. In ours, it is expected. We can even change gender if we want. (Crichton 8) The 7O’s and 8O’s have proven to be more receptive to Jamake Highwater. Editors are begging him for books, not rock’n’roll books, but books abour Native America. Anpao-An American Indian Odyssey was his first children’s book, written in 1977. It was a Newbery Honor Book, an award given to only the best in children’s literature. Scott Momaday, the Native American who probably opened the doors for other Indian writers, says, “It is a fine piece of work, truly reflective of the oral tradition and the rich heritage of Native American storytelling. Its publication ought to be considered an event of importance” (Jacket notes). The book is a collection of traditional tales from North America Indian tribes woven into one story that relates the adventures of one boy as he grows into manhood. Like Scott Momaday, Jamake Highwater has woven together the old tales with his own creativity. Anpao is Highwater’s own fictional character. The tales are from no single tribe; however, every narration comes directly from the Native American heritage. Some of the tales are very old and some of them are quite recent, referring to the experiences of the Indians since the white man invaded their country. He uses his character, Anpao, to smoothly connect all of the stories. Anpao is a brave young boy who falls in love with the beautiful Ko-ko-mik-e-is. She cannot marry him unless he has permission from the Sun. So his journey is a long one, to the house of the Sun to get his permission. Anpao journeys through boyhood and the same time through history. He also travels across the face of America, encountering the different geography and the different tribes. This is why the tales of Anpao are selected from a large body of oral history. Anpao is the son of the Sun and a human woman. The Sun is married to the Moon. The 19 �about the struggle between Amana, a mother who is trying to hold onto her culture, and Jemina, her daughter, who is trying to grow up in a white man’s world. This story is a continuation of Legend Days; therefore, we see the same style of writing. We are into the twentieth century in this book. Highwater examines how our country handled Indian resettlement. He also looks at those who could and those who could not cope with the changes of their societies. Of the three books in the cycle, this one is written in the most depressing tone. We must keep in mind that when we speak of Highwater’s books for children that we are talking about the junior high age and older, except for Moonsong Lullaby. I Wear the Morning Star is the third book of the cycle and also the latest of Highwater’s books for children. This story is centered around Sitko, who is the youngest grandchild of Amana. Growing up in the white man’s world, he struggles to fulfill his talents as an artist. He is very proud of his Indian heritage, which he has learned so much about through the ageless myths that Grandmother Amana has told him. It is in this book that we see many parallels between Sitko and the author himself. There is the very broad parallel of Sitko trying to make it as an artist in the white world and Highwater’s own struggle of making it as a writer in the white world. But, to be more specific, Highwater’s father was an alcoholic stuntman in Hollywood. Highwater also remembers the times that he spent in the San Fernando Valley. In the story, Sitko talks about his father: “He was a drunk ... When we moved to the San Fernando Valley, he got work doing stunts” (Highwater 25). Another parallel is that when Sitko’s mother moves in with a white man, the man makes Sitko change his name from Sitko Ghost Horse to Seymour Miller because “Sitko wasn’t a good name” (Highwater 69). In Jamake Highwater’s real life, he was forced to write under the pen name of Jay Marks ... a more “white” name Perhaps the most important parallel is the fact that in Highwater’s life story and in the theme centers on the union of the Sun, the Earth, and the Moon. Highwater does an excellent job with this use of words in the story. It is almost a poetic language that he has adopted for this book. Highwater’s intention of this book was for it to “become a personal journey for readers who wish to sail from one world to another” (246). Another sampling of Highwater’s talent is a book that was written for the younger child of preschool or primary age. Moonsong Lullaby, 1981, lets us see the poetic side of Jamake Highwater. This gentle poem centers around the theme that the Moon watches over the night. It is said, “the Moon sings to soothe the sleep of the Sun as she makes her path across the night sky” (Highwater Jacket). While the moon is traveling across the sky, she observes the activities of an Indian camp and the night life of the plants and animals. Photographs enhance the beauty of the words in this Indian lullaby. Legend Days is the first book of the Ghost Horse cycle, which traces the lives of three generations of a Northern Plains Indian family. In this story, eleven year old Amana is abandoned in the wilderness when the smallpox epidemic devastates her tribe. Grandfather Fox takes care of her and gives her two sacred gifts: the courage of a warrior and the prowess of a hunter. Gifts such as these were those that only men received, so she had to keep them hidden to survive. The two gifts do keep her alive as she watches her people disintegrate. In a review, Kate Flanagan points out that the book is layered with symbolism, the supernatural, spiritual richness and a portrayal of everyday life among the people of the Northern Plains (336). Holding the novel’s different layers together is the strong characterization of Amana—an inspiring heroine, full of courage, strength and life (Flanagan 336). It might also be noted at this time that the Moon is also a very important theme in this book as it is with all of Highwater’s children’s books. The second book of the Ghost Horse cycle is The Ceremony of Innocence. In this book we read 20 �fictional story, it is the teacher who encourages the boys to pursue their talents. Highwater’s teacher had supplied him with a typewriter and encouraged him to use it. In the story, Sitko’s teacher recognizes Sitko’s ability, invites him to join an Art Club, and encourages him to paint. In the writings of Jamake Highwater, there are many more similarities, themes, questions to investigate. To mention just a few: the titles of his books, the quotes in the front of each of his books, his “in memory of’s’’ in the front of his books, the unending symbolism and the unending themes. Jamake Highwater has made it in the white man’s world. Along with the children’s books. Highwater has written thirteen adult books, both fiction and non-fiction. He is a poet, a playwright and a journalist who has been published in countless magazines. As he says with a broad grin, “I’m like a kid in a candy store, I can’t say no’’ (Crichton 8)! He is a man who loves his work. The oral tradition has survived through his writing and he is happy: It’s marvelous, it’s super, I can finally write what I want to write about: Native America. Because, this is what I really know about; this is what I feel; this is what I’m at home with, this is what I’m best at. (Crichton 8) Works Cited Crichton, S. “PW Interviews Jamake Highwater.” Publisher's Weekly 6 November 1978, 6-8. Flanagan, Kate. Rev. of Legend Days, by Jamake Highwater, Horn Book 60 (1984): 336. Highwater, Jamake. Anpao, An American Indian Odyssey New York: Lippincott, 1977. ----- . I Wear The Morning Star. New York: Harper & Row, 1986. ----- . Legend Days. New York: Harper & Row, 1984. ---- -. Moonsong Lullaby. New York: Lathrop, Lee & Shepard, 1981. ---- -. The Ceremony of Innocence. New York: Harper & Row, 1985. Momaday, Scott. As quoted on jacket of Anpao, An American Indian Odyssey by Jamake Highwater. New York, 1977. 21 �In the Classroom By Paula Brown Course: Field Experience for Prospective Teachers Instructor: Charlene Davis After keeping a daily diary during your fifty hours of aiding and observing in a public school classroom, write a brief paper describing and evaluating your experience. That was the assignment for each student. “Nervous, scared, worried if I’ll do well or open my mouth and put my foot in. Excited, wondering if I’ll be able to remember names. The office is within view. Oh dear, the secretary is busy with a report of dogs on the playground. She says ‘Hi’ and asks another person to take me to Mrs. Baker’s room. The class has already entered and are all seated. Well, here goes my entrance. Relief: music is first on the list of things to do, so I have some time to visit with Mrs. Baker. She gives me a brief tour of the building and back to the classroom. I get to help mark names on reading books. Here they come, ready or not; there’s no turning back now.’’ While re-reading my first day’s impressions, I can laugh and ask myself why the nervousness. The weeks seem to have gone by so fast. I will really miss those 17 children whom I have come to know and care about, who come up to me and give me a hug, or hold my hand, or put their heads on my shoulder, or ask me how to spell a word, or would I please draw a picture for them just as I did for another. Now, instead of just a name on a reading book, each has a face and a personality. In these past weeks I have helped with phonics, math, reading, spelling, handwriting, bulletin boards; cut and pasted shingles; made broken windows, bats, ghosts, and black cats for the haunted house. I even had the opportunity to 22 �make “stone” soup. I was also given a day with the kindergarten, which, believe me, was an experience that will stay with me a long time. I believe that everyone should spend at least a few hours in a kindergarten class to gain a greater respect for the teacher who decides to teach that particular grade. I really appreciated the opportunity that I had to work with Mrs. Baker. As a teacher, she has shown me her patience with the students, her humor at the antics of some, her understanding of what a second grader is going through, and her concern when a child has a problem. The principal and faculty have made me feel at home and welcome. Grant school seems to be like one big family, with everyone concerned about the welfare of each other, as well as the children in their charge. As a practicum student, I feel that I get the best “feel” for teaching when there is co­ operation between the teacher and student. I feel that a student should not be used as an odd job person, or just to cut paper. I have thoroughly enjoyed being at Grant school and will truly miss everyone, especially the children. § 23 �Reply Letter By Robert Swanson Course: Beginning Information Processing Instructor: Lois Wright With the advent of computer technology, people who write personal and business letters have adopted new writing techniques. We are all acquainted with Publisher Clearing House’s well-known letters, “You may already be a winner, Mrs. Robinson.” As a practical application of a daily assignment, in the form letters below the student combined several files in a mailmerge procedure to create two unique letters. 24 �December 3, 1986 Mr. & Mrs. Curtis Saugstad Saugstad Farm RR # 1 Alcester, S.D. 57001 CASPER COLLEGE library rare BOOK ROOM Dear Curtis, Carolyn, & Cliff: 1 made it back to Wyoming OK on Sunday. It took me about 14 Hrs. to get here. The roads started getting bad after I left Gregory, S.D. They continued getting bad until I got out of Neb. and drove into Wyo. Then the roads started getting better. The roads were almost clear when I got to Douglas. I finally got home at four o’clock our time. I have already had comments about my haircut. I hope to use the money for getting some more underclothes and other things that I need. Thanks for eggs, money, bread, and haircut and all your encouragement and the good steak dinner on Saturday night that 1 enjoyed while I visited S.D. WITH LOVE IN CHRIST, ROBERT S. SWANSON December 3, 1986 Mr. & Mrs. Stanley Swanson Swanson Farm RR # 1 Alcester, S.D. 57001 Dear Dad and Hariette: I made it back to Wyoming OK on Sunday. It took me about 14 Hrs. to get here. The roads started getting bad after I left Gregory, S.D. They continued getting bad until I got out of Neb. and drove into Wyo. Then the roads started getting better. The roads were almost clear when I got to Douglas. I finally got home at four o’clock our time. I am wearing my jeans today in school as I am learning how to run this computer. Had a good time while staying at your house. Thank you, Hariette, for the meals and the coffee. Thanks for bluejeans and helping me with my car and all your encouragement and the Thankgiving dinner that I enjoyed while I visited S.D. WITH LOVE IN CHRIST, ROBERT S. SWANSON 25 �Lab Report By James J. Jones Course: Introduction to Digital Electronics (lab) Instructor: Joe Schaffner A technical report from an experiment in digital electronics. This report tests using transistor as a switch, an inverter, and problems associated with transistor switching. Objectives: 1. ) To operate the transistor as a switch. 2. ) To observe the inverting characteristics of a transistor. 3. ) To observe pulse parameter problems associated with transistor switching. Parts Required: 1-2N3904 NPN transistor 1-57 ohms resistor 1-5.6K ohms resistor 1-1N914 diode 1-4.7K ohms resistor 1-50 pfd disc capacitor Equipment Needed 1-dual trace oscilloscope 1-function generator 1-5V DC power supply 26 �•Vce 5vDC DISPLAY DISPLAY A •5v •2v lOv Vt IKhz ov 4V?t llGiz w -2m -5v '2m 4v 10 V % lOOlCiz ov 100 Khz ov -2v -5v After connecting the above circuit we inject a lOV P to P, IKHz squarewave at the input from the function generator, and + 5VDC for our VCC to the collector of our transistor from the 5VDC power supply. We use channel “B” of our oscilloscope to monitor the input signal. We connect channel “A” probe to the output, which is taken from the collector of our transistor. We then inject a lOV P to P lOOKHz square wave into our circuit. We then note that the output waveform is less than half of the amplitude of our input waveform and 180° out of phase. Upon insertion of the 50 pfd disc capacitor into the circuit, we note a drastic change 27 �in both our input and output wave forms. This outcome, we believe, was due to the size of the capacitor. TR (output rise time) = l msec TF (output fall time)=2 msec measured without the capacitor in the circuit TS (delay swithching) = not mentioned Conclusions: 1. ) We saw that the output waveform from our transistor was the inverse of our input waveform. We proved this by placing the positive peaks of both waveforms on the same reference line and the result was a continuous line across the oscilloscope display. The same holds true for the negative peaks of the waveforms. 2. ) The capacitor was intended to smooth the output waveform. However since we used a .OOlmf in place of a 50 pf capacitor, we encountered a sharp negative spike on our output waveform and the positive peaks of our input waveform were rounded at the leading edge. Therefore we could not get an accurate reading of our rise and fall time with the capacitor in the circuit. 28 �Women Writers: A Search for Identity Through Common Experience By Donna Nickerson Course: Modern Women Writers Instructor: Dr. Ilelon Raines As part of a take home exam, each student wrote one essay to discuss a common theme as it is handled by various writers, pulling together a minimum of three writers. The search for a common identity and common experience with other women writers appears, from the abundance of material written about, to, and on the subject of women as writers, to be an important theme to those women who attempt to use language to convey human experience to the world at large. Amy Lowell, writing about the poets Sapho, Browning and Dickinson, refers to them as sisters “of a strange, isolated little family” in her poem. “The Sisters” (1301). The feeling of isolation appears to be a common experience of women writers. Adrienne Rich discusses at length, in “When We Dead Awaken: Writing as Re-Vision,” the difficulties of being a writer who is also female. Rich, a self-defined feminist, gives voice to the isolation women writers experience in a profession controlled by males. Rich tells of how she wrote for men, for male approval, shaping her writing style around models of male approval. 29 �instincts,” that she would have become crazed (Room 1382). The obstacles Woolf recognized for sixteenth century women writers she failed to fully identify with herself publicly. By treating the obstacle of male-dominated society as primarily a problem of the past, Woolf abdicated to the male literary world a portion of her power and truth. Rich recognizes this softening of Woolf’s words (Re­ vision 2047). Alice Walker, in “In Search of Our Mother’s Gardens,” also addresses the effects of “contrary instincts,” Woolf’s term for the opposing forces of socialization and creativity (Room 1382), on black women. Walker asserts that the oppression of slavery on black women prevented their writing; that had the “contrary instincts” of this oppression not existed perhaps “crazy” black women would “have been Poets, Novelists, Essayists and Short Story Writers” (Mother’s Gardens 2376). Walker believes that the urge to create in such an oppressive atmosphere led not to great black women writers, but to a spirituality often labeled as “crazy.” Woolfe, were she alive today, would probably concur. She writes “.. .that any woman born with a great gift in the sixteenth century would certainly have gone crazed, shot herself, or ended her days in some lonely cottage outside the village, half witch, half wizard, feared and mocked at” (Room 1382). Rich and Walker look at women’s creativity and struggle to write from slightly different perspectives. Rich approaches the difficulties of women writers from a decidedly feminist viewpoint. Walker specifically looks at the constraints imposed on black women. Even so, both use Woolf’s writing as a catalyst to pursue these two different threads of thought. And, even as these perspectives are different, they are also alike; they are about women creating art in a world dominated by white male power. Rich, Walker and Woolf appeal to women to write, to give women a true voice. Each understands that this act takes courage. shaping her writing style around models of male writing (2409). Having few women role models to turn to for affirmation of her ability and experiences in her earlier years of writing, she kept her women subjects at a comfortable distance, refusing to closely identify with them (2050). In “When We Dead Awaken,” Rich makes several references to Virginia Woolf and it is obvious that she identifies with her and what Woolf terms “contrary instincts.” Rich recognizes Woolf’s carefully phrased anger and powerlessness in the face of the many “obstacles” women writers face in creating their art (2048). Woolf, in “A Room of Our Own” and “Professions for Women,” discusses the difficulties women writers have faced. When Woolf ask.s “What is a woman?” she clearly is seeking to uncover a common identity with other women (Professions 1386). She might as easily have asked “What is a woman who writes?” for this is the question by which she seems to have been troubled. Further into “Professions for Women,” she explains the difficulty women have of speaking the truth about how they feel because of “what men will say” (1387). What we might view, as does Rich, as Woolf’s timidity in confronting male-dominated society was, in Woolf’s day, not without reason. Woolf had few role models and no “women’s movement” to support her. Even so, she recognized and appreciated the women “who have been before me, making the path smooth and regulating my steps” (Profession 1384). By Woolf’s time, writing had gained acceptance as a profession suitable for women. Women writers, however, had not gained the power necessary to fully and truthfully speak. Women’s socialization and the male definition of woman suppressed women’s truth through the written word. Woolf writes that had Shakespeare had a sister, “her gift for poetry would have been so thwarted and hindered by other people, so tortured and pulled asunder by her contrary 30 �Rich, the most obviously political of these writers, appeals to women writers to “re-name” their experiences because to continue appeasing men by mimicking their style and language will only serve to constrain and frustrate women’s creativity (Re-Vision 2052). She writes, “Re­ vision—the act of looking back, of seeing with fresh eyes, of entering an old text from a new critical direction—is for women more than a chapter in cultural history: It is an act of survival” (Re-Vision 2045). Rich places this task on women in general, but particularly on women writers. No doubt there will be more written about the difficulties of being a woman and a writer. Certainly future women writers will look back at these writings of Lowell, Woolf, Rich, and Walker in an effort to find a common identity through common experience. Works Cited Lowell, Amy. “The Sisters.” The Norton Anthology of Literature by Women. Ed, Sandra M. Gilbert and Susan Gubar. New York, NY: W.W. Norton, 1985. 1300-04. Rich, Adrienne. “When We Dead Awaken: Writing as Re-Vision.” The Norton Anthology of Literature by Women. Ed. Sandra M. Gilbert and Susan Gubar. New York, NY: W.W. Norton, 1985. 2044-56. Walker, Alice. “In Search of Our Mothers’ Gardens.” The Norton Anthology of Literature by Women. Ed. Sandra M. Gilbert and Susan Gubar. New York, NY: W.W. Norton, 1985. 2374-82. Woolf, Virginia. “Shakespeare’s Sister.” from A Room of One's Own. The Norton Anthology of Literature by Women. Ed. Sandra M. Gilbert and Susan Gubar. New York, NY: W.W. Norton, 1985. 1376-83. ----- . “Professions for Women.” The Norton Anthology of Literature by Women. Ed. Sandra M. Gilbert and Susan Gubar. New York, NY: W.W. Norton, 1985. 1383-88. § 31 �Exam By Sharon L. Spawn Course: Principles of Economics I Instructor: Robert Suedes Question: Explain neo-classical theory with reference to a. all components b. the reasoning by which its advocates claim equilibrium is possible. Neo-classical theory—or the over monetarization investment theory or the Austrian theory 1) Problem: Standard of Living 2) Assumption on human behavior: 1. 2. 3. people are greedy act in self interest acquisitive (same as classical theory) 3) Proposition: Limit government and set a reserve requirement of nearly 100%. 4) Basic economic relationship: Standard of living is determined by the level of employment. 5) Economic theory: 1. six assumptions 2. I)D[ -I- SSl (Demand for labor -I- supply of labor) 32 �Agg. SS + Agg. DD (Aggregate supply + Aggregate demand) (1-3 same as classical theory) 4. Price Levels a. Qm = P (Quantity of money determines level of price) b. Gresham’s Law: Bad or paper money drives out good money c. Fischer’s Quantity theory of money: small bills circulate or turn over faster than large bills. d. Fractional reserve banking or the monetarization of debt allows for an even more rapid turnover of money than Fischer’s theory. When a bank is required to keep only a fraction of its money on hand, it can lend the rest over and over and over again. The same money is multiplied many times. It ceases to be real. It is “near money” or “book money.” This artificial stimulation and its reversal leads to the business cycle. e. Business Cycle Definition: A 7\ (change) in production, employment and income over a period of years. 3. Expansion: Period of prosperity, a race to produce more, employment up, business expands by borrowing money, production up, income up, profit up, DD is greater than SS. Upper turning point: Huge inventories become a surplus of goods, prices go down to be 33 �competitive, repayment of debt uses all capital, SS is greater than DD, profits go down, production is down. Contraction: Employment down! Prices down!!. Business stops production, money is scarce. Bankruptcies soar. Insolvent debtors are wiped out. The survivors are left to rebuild, reborrow. Trough; The surplus is eventually sold off and DD again is greater than supply. The production will be stepped up through new borrowed funds. Measurement: Agg SS - Agg DD number of years Timing: Different aspects of the economy react in different time frames—all happen at the same time Causes; External: f \ in weather, war, sunspots, etc. Internal: Conclusion: Solution: in population Since the main cause of the cycles is the monetarization of debt, and one’s ability to borrow to purchase more units of capital with money that is artificially stretched beyond its worth, if a reserve requirement was set up of nearly 100%, it would limit the government’s printing too much paper money. Limit the amount of lending to the difference of voluntary saving and hoarding. Put into effect the 100% reserve requirement. § 34 �Video Sync Stabilizer By Mike Wyckoff Course: Reseach Problems in Electronics Instructor: Miles Hecker Using the data and information acquired from his research and the results from his experiments, the student was to write a formal technical report, following the form established by the instructor. Summary A twentyfive-inch color console was purchased which had no adjustment for vertical or horizontal hold. Video movies would jump and were unstable. Directions for a Video Sync Stabilizer were found in an article. The problem was a weak and distorted vertical sync pulse. A video sync stabilizer circuit was constructed to correct this problem. A printed circuit board was used to help control noise in the circuit. One coil had to be fabricated to replace a 7-12uH coil on backorder. The power supply was built on the main board and regulates at 12 volts. Detection and regeneration of the vertical sync pulse was accomplished by a zener, comparator, and two NPN transistors along with the biasing network. An RF modulator was included and combines the video and audio portions from the VCR. Alignment was done with a volt-meter. The cost of the project was approximately forty dollars. Introduction Not long ago the video age invaded the Wyckoff family, as well as millions of others. The advantage of showing full length motion pictures at home appealed to many families. The initial cost was somewhat extensive when you consider the cost of the video recorder (VCR); however, the convenience far outweighs the cost. Video tapes must be acquired either by buying or 35 �construct the project. Other sources were used to clarify how the circuit works and what it does for the internal circuits of the television receiver. renting. In our case we purchased an RCA VHS machine which had been used by a local video club as a rental. The television (TV) connected to the video recorder was an older Sears portable. The family enjoyed watching various movies for a period of about ten months before the television developed a bad picture tube. Due to our obsession with television, it was immediately replaced with a new twentyfive-inch color console. The television purchased differed from the older one: we no longer had to adjust the vertical or horizontal hold. Technology has developed to the point where these two adjustments are made by internal circuitry. The new technology created a problem and the problem was now apparent to all who viewed the movies played on our new TV. The picture would jump rather erratically and was generally unstable. This happened to many movies, but not all. The problem was a nuisance and rendered some movies virtually unwatchable. Several manufacturing companies advertised “add-ons” for the owners of video recorders, such as video enhancers and video stabilizers. We were happy with the color and image of the movies we played; however, the unstable picture was very annoying. The average cost of the stabilizer would be around fifty dollars and was rather unimportant since many movies we liked were unstable enough we could not enjoy them. The idea of building a stabilizer from scratch was challenging. The research for the needed data was started. An article in Radio Electronics explained how to build a Video Sync Stabilizer to correct the unstable video by reinserting the needed pulses some televisions need to lock on to the picture. The following paper explains the construction of the Sync Stabilizer that is now a permanent part of my video equipment. Background In a video signal there are pulses which remain the same even as the picture changes. These pulses are known as the sync and blanking pulses. When viewing them on an oscilloscope, a person can see a short negative pulse, known as vertical blanking-interval pulses, on either end of the picture information. The pulse that causes the primary problems with our system is the vertical­ sync pulse, which is contained within the vertical­ blanking interval and is partially distorted by the copy guard procedures of the video movie companies. Bernard Grob explains why sync pulses are so important in Basic Television Principles and Servicing: It is important to remember that sync is part of the signal and, therefore, that the receiver must have enough signal to provide a good picture for good synchronization. When the signal is weak, the sync is weak also. Then noise voltages can easily interrupt the synchronization. In addition, hum in the receiver can easily affect weak sync, especially for triggering the vertical oscillator. (Bernard Grob 353) Layout There are several ways to layout the design of the project such as printed circuit board (pcb), wire punch or wire wrap. Due to the frequencies we are dealing with and the need for a very quiet circuit, the printed circuit board is the only viable method to use. As soon as the decision was made to use the printed circuit board, the plot was made The ideal way to plot the traces would be to have used Smart Work, a computer program that is capable of designing a printed circuit board overlay. I have been exposed to the program; however, the version I used fell short of performing the task the way I envisioned the circuit. The final overlay Discussion First of all a copy of the article was obtained. Radio Electronics, January 1982, “Video Sync Stabilizer” by Gene Roseth. This article contained all of the needed information to 36 �was created by pen and paper. That overlay was taken to a local business for transfer into transparency. The transparency was then used in the fabrication lab to produce the printed circuit board. (Appendix E) Comparator The next circuit contained in the project is to correct the distorted vertical sync pulse. The three main components of this circuit are two bipolar NPN transistors and a CA339 IC, a quad comparator. The zener diode D8 clamps the video containing the sync pulses to a plus five volts. Both of the bipolar transistors are biased to amplify and buffer the signal from the rest of the circuit. The comparator and bipolar transistors are given the same signal at the same time. The comparator is biased so that every time a sync pulse is received at pin five a pulse is generated from pin two. Since the circuit must know which sync pulse is showing up at the comparator R5, R6, and C2 are used as an integrator. With these components, only the vertical sync causes an output at pin 1 of the comparator. The third part of the comparator is used as a one shot multivibrator. Mr. Roseth has engineered it to have a time constant of 180uS, to match the vertical-sync pulse interval. The remaining section of the comparator is used to invert the regenerated pulse from the multivibrator. The inverted pulse is then mixed with the signal, from D6, forming a video signal with the corrected vertical-sync pulses. This video signal will be strong enough to insure the internal circuits of the television can have a signal strong enough for lock-on. (Appendix C) Procurement The next step was to procure the components. (The parts list is included within appendix D.) Problems started to arise when the local electronics suppliers informed me that the coils required would have to be ordered. After seven weeks one coil arrived; the other one had been permanently backordered. Consulting with several of the instructors at Casper College soon led to fabrication of a coil to match the value of the missing part. A form with a ferrite core was obtained from Radio Shack and a supply of twentytwo gauge magnetic wire was borrowed from Mr. Ted Cross. The task of creating the coil was greatly simplified by the use of an inductance meter. Within half an hour a coil was manufactured that would adjust from 7.2uH to 12.3uH. The coil it replaced was a Miller 23AIO5RPC that adjusted from 7 to 12uH. The finished product was bathed in epoxy to hold the coil together and soldered to the board. Circuit Description and Operation Power Supply The first circuit contained within the stabilizer is the power supply. The schematic for the power supply can be seen in appendix A. It consists of a step down transformer that steps the line voltage down to twelve volts. The incoming AC is then converted to DC by using a full bridge rectifier. The filtering circuit consists of one 470uF capacitor. A twelve-volt regulator is used to further regulate the output to the rest of the circuit. The output of the regulator is connected to a couple of capacitors to help keep noise out of the rest of the circuit. Because we placed the power supply on the same printed circuit board as the rest of the circuit, the project is easier to handle and takes a minimum amount of space. RF Modulator The final stage of the project was an RF modulator. As the name denotes, this section combines the video portion and the audio portion from the VCR and sends it to the television via channel three or four. This section could have been deleted from the project since the VCR contains an RF modulator. The RF Modulator was built to allow connection of the Sync Stabilizer to the front terminals of any VCR, which bypasses the RF section inside the recorder. The audio portion of the signal is fed into an OP amp, and the corrected video is fed into an LM1889, a television video modulator integrated 37 �circuit. A pin out is contained in appendix F. The modulator is connected to its bias circuitry and two tank circuits, one to supply a carrier frequency and the other to supply an FM audio sub-carrier. The tank circuit that tunes in the carrier consists of LI and CIO. Consulting the RCA SK Series Solid State Replacement Guide on the modulator showed that the tank connected to pin 6 and 7 serves as the channel tank, whose Adjustment allows us to select either channel three or channel four. The remaining tank is made up of L2, C7 and is connected to pin 15, the input for the sound tank of the modulator. Mr. Roseth states in his article that this tank is tuned to generate a subcarrier 4.5MHz above the video carrier. (47) The audio signal that is fed into the OP amp is amplified and sent along to a bipolar transistor. The emitter of the transistor is not used in the circuit. The base-collector junction serves as a variable capacitor in parallel with the sound tank. The output of the modulator is pin 10. Before the output reaches the jack a filter is used to filter out the lower sideband of the TV signal to insure no interference from a nearby channel. Resistor R31 is sized to match the output impedance. The original circuit is matched for seventyfive ohms; however, it may be changed to accept three hundred ohm cable by changing R31 to a three hundred ohm resistor. (Appendix B) the IC’s and that the zener diode was regulating at five volts. Mr. Roseth spelled out the alignment procedure very well in his article, and stated that it could be done with either a voltmeter or an oscilloscope Once the voltage levels were checked and pin 2 of 1C3 read seven volts, the VGR was turned on and the alignment procedures were followed according to the article Resistor R7 was adjusted until pin one of ICl read ten volts, meaning the vertical sync pulse was on its way to be mixed with the original video signal. Potentiometer R14 is used to adjust the amplitude of the signal. The adjustment was made by trial and error, and ended up being about one half a turn. The channel tank of the modulator was then adjusted to where a picture appeared on channel three of the television. The biasing pot, R25, was then adjusted until the picture was as clear as possible. Adjusting the coil in the sound tank brought the sound in. Conclusion The original project produced a stable picture when tested for the instructor; however, it was very poor quality. When the project was taken home and connected to the video system the results were quite different. A check of the coax used in the test situation revealed that connections were less than acceptable and the coax was discarded. The video sync stabilizer proved to be a worthwhile project. It is a valued part of the family entertainment center, and a conversation piece, since it was homemade. The entire project cost about forty dollars to build. Although frustrating at times, the work involved in building it proved to be quite educational. Alignment The job remaining was to connect the project to the video recorder and television. Power was applied to the sync stabilizer, prior to connection with the TV and recorder, and a quick check was made to insure that proper voltage was reaching Work Cited Grob, Bernard. Basic Television Principles and Servicing. McGraw-Hill, Inc., 1975. Roseth, Gene. “Video Sync Stabilizer” Radio Electronics, January 1982, 45 et passim. 38 �APPENDIX A 12 VOLT POWER SUPP �APPENDIX C DETECTION AND REGENERATION �APPENDIX D PARTS LIST R1 .R11------ 1 MEG OHMS R2.R15.R30------ i K OHMS R3.R5.R3.R13.Rlb.R2<j,R32------ IO K OHMS R4------ 12 K OHMS R6.R21------ 33 K OHMS R7. R14------ 2S H OHMS TRIMMER POT R9----- ,0 meg ohms RIO------ I.S MEG ohms R12.R19------ 100 K OHMS R17,R27.R2S------ 220 OHMS R1S.R2y.R31------ 75 OHMS R22.R23------ 15 K OHMS R24------- 2.2 K OHMS R25--------I K TRIMMER POT. R26--------100 OHMS CAPACITORS Cl-47uF 1 tv electrolvtic C2------ . 022uF tnv I ar C3.C10------ 75pF dioped silver mica C4 , C1 1------ . 001 uF c e r am i c C5------220uF 35v e1ec t ro1vt i c CS.CIS------ luF 25v tantalum C7----- lOOpf ceramic C3----- OluF mvlar Cy------ 22pF ceramic C1 2 , C1 3 , C1 S------ . 1 uF mv 1 a r Cl 4------ 470uF 25v electrolytic SEMICONDUCTORS IC1------ CA33y QUAD COMPARATOR IC2----- 741 OP AMP ICS----- LMlSSy VIDEO MODULATOR IC4------ 7312 TUELVE-VOLT REGULATOR <31------ 2N3yO4 <32------ 2N221 SA <33------MPSA05 DI ,D3,DF.,D7------ INyl 4 D4,D5------ 1N34A DS------ 1N751A 5.1 2ENER ER 1—BRIDGE RECTIFIER 1 A . SOV T1------ 12.GV, 300MA RS 273-1386 L1------ .071 -.0S2uH T.W. MILLER 4SA77SMPC L2 7-12uH J.W. MILLER 23A105RPC Fl 1/4AMP SAG PIGTAIL FUSE �APPENDIX D PARTS LIST Rl .R1 1------ 1 HE'3 OHMS R2.R1S.R30------ I K QHHS R3.P5.RS.R13.R11.R20.R32 IO K OHMS R4------ 12 K OHMS R6,R21------ 33 K OHMS R7. R14------ 25 f OHMS TRIMMER POT R9------10 MEG OHMS RIO------ 1 .5 MEG OHMS R1 2 . R1 9 I 0<? K OHMS R17.R27.R2S------ 220 OHMS RlS.R29.R31 75 OHMS R22.R23------ 15 K OHMS R24------- 2.2 K OHMS R25------- 1 K TRIMMER POT, R26------- 100 OHMS CAPACITORS Cl-47uF 1 Sv electrolvtic C2------ . 022uF rnV1 a r CS.CIO------ 75pF dioped silver mica C4 , C1 1------ . (j(? 1 uF c e r am i c C-S------ 220uF 35v elec trcd vt i c Ct., Cl 5------ luF 25v tantalum C7------ lOOpf ceramic CS------ .OluF mvlar C3-------22pF ceramic Cl 2,Cl 3,CIS------ luF mvlar C14------ 470uF 25v electrolytic SEMICONDUCTORS ICl------ CA339 OUAD COMPARATOR IC2----- 741 OP AMP ICS----- LM1S3? VIDEO MODULATOR IC4------ 7S12 TUELVE-VOLT REGULATOR QI------2N3904 Q2------ 2N221 9A 03 MPS AO.5 01 ,D3,D6,D7------ 1N91 4 D4,D5------ 1N34A DS------ 1N751A 5.1 ZENER BRI—BRIDGE RECTIFIER 1 A.50V T1 12.GV, 300MA RS 273-I3S6 LI .071-.0S2uH .J.U. MILLER 4SA778MPC L2------ 7-1 2uH .J . W . MILLER 23A1 05RPC Fl------ 1/4AMP SAG PIGTAIL FUSE �3 �i'lppendix F" L M11::> ■; ■ - J V i d e o 111 r;i ij i j 1 a t n r ™ 1” 1 r U111 -3 1 d i r!""V in put 2 chroma bias :3 cF’i B tank .... ‘l, ::h A tank..™::™., • 17 chroma osc out 16 chroma supply 15 B--V input i:::irir:l chroma lag 5 sound tank f-?F supply 13 c F"i r 0 m a s u b c a r r i e r 7 B 3 12 vidoo input 11 ch A output 10 cl"i F3 output � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Casper College Challenge Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> Description An account of the resource This digital collection contains issues of Challenge, a publication of Casper College student writing from across the curriculum but outside of writing-specific courses. Issues of the publication date from 1987 to 1991 and 1993 to 1996. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Identifier An unambiguous reference to the resource within a given context CCA 04.ii.1996.01_Challenge Format The file format, physical medium, or dimensions of the resource PDF Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print publication Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 1987 Challenge Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> Date Created Date of creation of the resource. 1987 Description An account of the resource 1987 issue of Challenge, a publication of Casper College student writing from across the curriculum but outside of writing-specific courses. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Casper College Challenge, CCA 04.ii.1996.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.1996.01_Challenge_1987 Format The file format, physical medium, or dimensions of the resource PDF https://caspercollege.cvlcollections.org/files/original/f0c3d0a29ab24863318e275d8c8ca99d.pdf 44dcf3d035b2844d0e67283848b12e3b PDF Text Text CASPER xcmg cWIbe WYOMING CHkLUNEE �CHALLENGE—In every academic discipline, to study, to think, to express clearly one’s knowledge and understanding in suitable written forms. �Challenge Ill Published at Casper Community College Casper, Wyoming 82601 February, 1988 Copyright by Casper Community College MRfi �Challenge: 1988 Table of Contents Sung Dynasty: T>’u Chou, Sgraffito and Me Reviews Rebecca Claar............................... 5 Debbie English...............................................................................................8 The Challenge of the Future Paul Schukman................................................................. 13 Sarah Grimke’s Letters Lab Report Christine K. Forkner............................................... 10 Timothy E. Gardner............................................................................. 17 Cindy Norman...................................................................22 Sales Promotion Plan Las Marismas de Espalla We Are All Genuises Kerri Smith...................................................................26 Crystal Havely ............. ......................................... 28 Computer Generated Bode Diagrams Children and Tfelevision Chris Stein......................... 32 Elizabeth A. Gardner..................................................... 37 Children’s Books Relating to the Vietnam War Reincarnation Through Motivation Cathy Heaton Sondelski ... .40 Janet L. DeVries........................................... 42 Determination of Charge to Mass Ratio for an Electron Cover design executed by Eric Valdez Diagrams executed by Gregg Scott Doug Leonard Bill Weber.............. 47 �Introduction Casper College is pleased to present the second issue of Challenge, a magazine to honor excellence. As a display medium for academic endeavor. Challenge solicits superior examples of student writing from all college disciplines; our purpose is to illustrate both the breadth and depth of course work on our campus. Instructors have selected representative writing from their courses, and, though we do not include pieces from writing classes, we encourage all forms: exams, reports, essays, term papers. This issue represents work submitted in response to the call for papers for two semesters, spring 1987 and fall 1987. Arlene Larson, editor Casper College Casper, Wyoming Spring, 1988 �Sung Dynasty: Tz’u Chou, Sgraffito and Me By Rebecca Claar Course: Ceramics I Instructor: Lynn Munns Students wrote a course paper on some aspect of pottery making. second look. I copied both and filed the copies in my notebook, ready for class. Monday came. I showed the “homework” to Mr. Munns and told him I hadn’t decided which to make. His response, “Make them both!” (Later, when discussing this with a former ceramics student, I was told, “A typical Munns response!”) My decision having been made, I began to scale-up the dimensions of the pictures to facilitate duplicating the forms of the original pots. Neither picture was accompanied by size information, so I tried to envision how large 1 He said, “Find a picture of a sgraffito pot that really excites you and bring a copy of the picture to class next Monday.” The “he” being my ceramics instructor, Mr. Munns, and the situation being an assignment to duplicate a sgraffito pot—my introduction to the sgraffito technique and the Sung Dynasty’s significance in the history of ceramics. Relying on the index of each book to direct me to sgraffito pots, I quickly scanned many books with few finds. I finally found two Chinese, Sung Dynasty, Tz’u Chou Ware pots which didn’t necessarily excite me, but they did command a 5 �metalwork. The form of “the sexy one” could have been of T’ang influence since the foot and the neck are so contrasting to the size and shape of the body. My second pot is very typical pure T’zu Chou ware with its simple flowing form very similar to the Gallipot Vase, an example in a collection in Tokyo. In contrast to my pots, the original pots were wheel-thrown, a very brief process compared to coiling, but one which required and still requires much control and skill. (At this time, 1 am struggling with the goal of throwing a 3 "d x 7 Ti cylinder!) Many of the Tz’u Chou pots were quite large, approximately 16", and are documentation of the Tz’u Chou “virtuosity in wheel technique,” according to Rhodes. The clay was usually gray or buff in color and the slip (engobe) while or light colored. The glazes used were transparent. Again unlike my pots, a piece of Tz’u Chou ware was the result of an organized production system, not of an individual. One person, usually an apprentice, would prepare the clay, another the glazes, another would throw the pot, still another would do the decorative work and, very likely, the firing was done in a communal kiln where thousands of pieces could be fired at once My glaze and clays have been prepared for me and someone else will be supervising the firing, but I have formed the pots, dressed them and will be decorating them. Few pieces of Ti’u Chou ware are marked and those which are, are signed as work of a family: “made by the Chang family,” “made by the Ho family.” (You can be sure that when my pots are completed, anyone who looks at the bottom of one will know when, by whom and that it is a replica of a Sung Dynasty Tz’u Chou pot!) As 1 have already mentioned, Tz’u Chou ware was the everyday ware of the Sung Dynasty, having its beginning in the early part of the Northern Sung Dynasty. Its name is synonomous with that of the area in North China where it was first produced, Tk’u Chou. Being primarily the common peoples’ ware would like the finished pieces to be. 1 decided to make one 20" high and the other one, 16" high. Since we were handforming and had not started wheel-throwing, my projects were to be coil pots—my first experience with coiling being when I began the larger, “more shapely,” of the two pots. As this pot developed, I began to refer to it as ‘‘the sexy one.” And, as both pots grew, so grew my excitement with the transformation from a lump of clay to something with shape—a product of my hands, a part of me! At every stage, I have met with both excitement and frustration; repeatedly I found that the diameter was greater than planned, and trimming the neck proved to be a challenge. After clearing the hurdles, I have to concede that both pots are going to be ‘‘beuuutifulU”! At this stage I am eager to tackle the sgraffito technique. As my association with both pots has become more than a duplication process, 1 have wondered many things about the original pots: simply how, why, when and where they were made. And, since 1 am currently studying ancient art history and have become aware that much of the ancient art was not intended primarily as decoration, I am wondering the possible symbolism of the ornamentation used on the pots which I am replicating. So, again to the library, and another search, this time for answers to my questions about the making of sgraffito wares: how, why, when, where and with what deeper meaning. First, I found that sgraffito, also spelled sgraffiota by one source, is defined as a decorating technique in which an exterior coating of slip applied to a raw clay pot is subsequently scratched through, revealing the color of the clay or body beneath. This technique was “new” in the early part of the Northern Sung era, and was employed on a large portion of the Tk’u Chou wares, usually in floral and leaf designs (symbolic of great virility and dignity), but also with Chinese sayings. The early sgraffito wares displayed T’ang influence, in form and in design suggestive of incised 6 �that it was, T^’u Chou ware did not enjoy the benefits of imperial patronage, which was extended to the other ceramics and to art in general. However, there is a Sung Dynasty Tk’u Chou vase in the Cleveland Museum of Art which today is regarded “as one of the two or three greatest Tz’u Chou vases in the world,” according to Lee. This vase is decorated by a combination of incising and inlay, displaying a definite influence of Chinese metalwork. The T^’u Chou ware was basically slip decorated stoneware, simple in form, earthy and monochromatic colors, until the later period of Sung Ik’u Chou tradition, when colored enamels began to be used. The pieces with sgraffito decoration had a sculptural appearance, those with inlay were suggestive of incised metal work, and the ones with painted slip displayed the freedom of the use of the brush, suggesting swift yet controlled flowing strokes. The Sung Dynasty (960-1223 A.D.) was, according to Rhodes, “a time of mellow fulfillment in Chinese art ... the artists of this time brought to perfection many of the qualities in the art of the previous eras.” Emperors built pottery factories and encouraged new designs and glazes. They also used large quantities of wares, and these types became very popular. It’s ironic that one of the “unpopular” wares according to imperial standards, Ik’u Chou ware, has had more influence on contemporary American and English studio pottery than any other. The Sung Dynasty is no more, but Tz’u Chou, eight centuries later is one of the few places which has continuously produced pottery in China. So, the pots which 1 have studied and am now duplicating were made 800 to KXX) years ago, in Tk’u Chou, Northern China, by very skillful artists and craftsmen, organized in an assembly line system, where no one person produced a complete piece of pottery. These pieces were decorated with the sgraffito technique, originating during the Sung Dynasty (a high point era in the history of ceramics) and show definite influence of the metalwork being done at the time. Both pots were functional and beautiful as well as symbolic of virility and dignity. And both pots (and Mr. Munns) are responsible for my interesting encounter with the Sung Dynasty and Tk’u Chou ware. Works Cited Casson, Michael. The Cn^fl of the Potter. 1st U.S. Edition. Woodbury, New York: Barron’s Educational Series, Inc, 1979. Fitzgerald, Charles Patrick. The Horizon History of China. New York: American Heritage Publishing Company, c 1969. Gardner, Louise Art Through the Ages. Sth Edition. Orlando, Florida: Harcourt Brace Jovanovich, Inc., 1986. Lee, Sherman E. A History of Far Eastern Art. New York, Harry N. Abrams, Inc Rhodes, Daniel. Stoneware & Pottery. 1st Edition. Radnor, Pennsylvania: Chilton Book Company, 1974. 7 �Reviews By Debbie English Course: Theory of Arithmetic I Instructor: Mickie Ahlquist The students were to review two magazine articles per month, one from The Arithmetic Teacher and one from The Mathematics Teacher. 8 �“What Lies behind Measurement,” Harrison, William R. Arithmetic Teacher, Mar, 1987:19-21. “Guessing Geometric Shapes,” Bledsoe, Gloria J. Mathematics Teacher, Mar, 1987:178-180. This article states that students have a superficial understanding of measurement because the schools do not teach the basic measurement concepts. The author discussed how to approach this subject for conceptual understanding. To teach this unit it is first important to discuss just what measurement is and to delve into the history of how things were measured by using body parts as the unit of measure. The author then had the children use their feet to measure things. This led to a discussion on how set standards are important to help everyone understand the unit of measure. The class made a ruler and marked it into units. The end point was not made zero; instead it was started with various other numbers. The children then measured the length of objects. They measured them from the left and also the right end of the ruler. When I started reading this article I thought, “No problem. Everybody knows how to measure the length of things,” but as I read the article 1 agreed with the author that it is much more than laying something on a ruler and reading the number. I plan to try this out with my children. This article discussed a game that involves guessing geometric shapes. This activity could be a very helpful review activity for a secondary mathematics course in which the geometric shapes were studied. The game itself used a bingo-like card with twenty-eight geometric shapes drawn on it and identified. Each student is given a card with a shape on it. The game is played in groups of two or three students. The students ask questions that can be answered by a yes or no. Using the answer, the drawings that were eliminated are covered by markers. The questions are asked about the properties of the shape. The game length is determined by the quality of the questions. The questioning takes place in turn until all but one figure is covered. Then the direct question can be asked about what the figure is. This game looked quite interesting; what caught my eye was the example of the card with all the geometric shapes on it with their names. 1 hardly know any of them. I thought this game could be modified or even made into any number of completely different games. 9 �The Challenge of the Future By Christine K, Forkner Course: Introduction to Philosophy Instructor: Dr. Robert K. Carlson Choose a topic related to the readings this semester and formulate a question about your topic that you will attempt to answer in your essay. E>o not write a research paper; instead use the works you have read to help you formulate the answer. even the religious organizations. Clearly, this moral decadence must be addressed and corrected if civilization is to survive. This will require drastic changes in our educational system, our family structure, our social outlook, our view of technology, and certainly our basic spiritual values. Have we truly reached the point of total and inescapable moral exhaustion? Will Herberg states that “the moral crisis of our time cannot be identified merely with the widespread violation of accepted moral standards’’ This alone does not constitute spiritual exhaustion. Norms have always been violated and moral standards have evolved and changed. True During the past decade, a great controversy has arisen over the state of the American educational system. When one in five American students is graduating functionally illiterate, Americans should be extremely concerned. Even worse are the statistics describing drug use, violence and the complete lack of moral standards among the youth. The United States is not alone. These problems exist in almost every industrialized nation. This lends credence to Alexander Solzhenitsyn’s claim that the West has reached the point of spiritual exhaustion. Unfortunately, this exhaustion is not confined to the educational system. It affects every aspect of our lives: the media, the government, the judicial system, and 10 �spiritual exhaustion is not a violation of accepted norms or a testing of moral standards but a complete lack of standards and spiritual values. It is characterized by hedonistic ideas, materialistic values, irresponsibility so often demonstrated by our chosen leaders and the media and worst of all, acceptance of these ideas and attributes by the masses. In today’s society, citizens have ben granted the material wealth necessary to pursue a new form of happiness. The “Protestant Ethic’’ has been abandoned to be replaced by a “self-indulgent quest for fun.’’ How often do we hear the rallying cry, “if it feels good, do it?’’ This phrase says much about our life-style and points the way for our pursuit of material wealth and physical pleasure. The obsession of having a “good time’’ has permeated the minds of men, leaving little room for spiritual or intellectual pursuits. The value of knowledge is now defined solely in monetary terms. Colleges and universities are filled with those whose sole purpose is learning enough to obtain a lucrative career. Under these conditions, morality loses all importance. Cheating becomes a way to get ahead and violence becomes a viable alternative. These circumstances explain the lack of civil courage displayed by both the political leaders and the general populace. When ideas have no intrinsic value and moral values cease to be relevant, few are willing to risk anything to defend them. Clearly, unless this situation is remedied, the current moral abyss will continue to grow. Following World War II, Western nations became obsessed with the concept of individual freedom and civil rights. Unfortunately, as Alexander Solzhenitsyn states, “the defense of individual rights has reached such extremes as to make society as a whole defenseless against certain individuals!’ Society has become a victim of moral decadence. The result has been “the misuse of liberty for moral violence against young people,’’ pornography, and drug use. Criminals are often protected by our legal system at the expense of the victims. Under these conditions, true justice and temperance, as defined by Socrates, cease to exist. There is a direct correlation between the current crisis and a theory advanced by Pratagoras in Ancient Greece. Both fail to recognize the faults inherent in mankind. Protagoras’ doctrine is known as Anthropocentricity. It is defined by Solzhenitsyn as “the proclaimed and enforced autonomy of man from any higher force above him.’’ The ancient philosophers, notably Socrates, Aristotle and Plato, easily recognized the inherent dangers of this doctrine and used their influence to assure its obscurity. During the Renaissance, however, it became the basis of both governmental and social policy. The concept of absolute morality became a recessive belief dominated by moral relativism. Absolute truth and justice were abandoned, and materialism became the prevailing philosophy. Clearly, Anthropocentricity is the major cause of our spiritual decline. Both our materialistic ideals and our abuse of individual liberty are a direct result of its popularity. For, as Alexander Solzhenitsyn explained, “this new way of thinking, which had imposed on us its guidance, did not see any higher task than the attainment of happiness on Earth. It based modern Western civilization on the dangerous trend to worship men and his material needs.’’ Human beings ignore their spiritual needs. Situationalism becomes the philosophy of the day. Everything can become acceptable if the circumstances can explain it; any action can be rationalized or moralized. Under this theory even the grossest abomination can become morally acceptable. This theory is both destructive and invalid. Will Herberg noted that, “if relativism began the process, it was the triumph of technology that carried it to a disastrous conclusion.’’ Our limited control over nature has given us a sense of power we have never before known, a sense of control over our destiny. The knowledge of truth is no longer an important goal in the West. The new goal is the acquisition of pure power. This has led to the creation of weapons with the 11 �our young, and doing it by example. Certainly this can be done to some degree by exposing them to the great literary and philosophical classics, but we must also provide acceptable standards and limits for their actions and establish an emphasis on academic excellence. The family must again become the focal point and the support system. They must be involved in the educational system and stop allowing our schools to be a place to pass the time. Parents must actively participate in encouraging moral development. A belief in a spiritual being greater than man is essential. Alexander Solzhenitsyn best describes the challenge we must face when he states, “the world has not come to its end, it has approached a major turn in its history equal in importance to the turn from the Middle Ages to the Renaissance. It will exact from us a spiritual upsurge, we shall have to rise to a new height of vision, to a new level of life where our physical nature will not be cursed as in the Middle Ages, but even more importantly, our spiritual being will not be trampled upon us in the Modern Era.” power to destroy us all. Even worse, leaders have learned to wield their powers and use these grotesque weapons for thier own selfish purposes. Tferrorists run rampant and harm innocent people simply to prove they can and proudly claim responsibility. Something must be done to end this spiritual decline and it must be done soon! In a conversation with Euthedemus, Socrates once said that “men who do not know, but are deceived in their own powers, are in the same predicament whether they face human beings or human enterprises. They do not know what they are doing or what they are dealing with. They make every sort of mistake, losing what is good and falling into evil.” This is precisely our predicament. We have failed to embark on a program of self-examination and therefore continue to perpetuate a very dangerous philosophy. Until we do so, the atrocities we have learned to accept in the West will continue. We must recognize the limits on our technology and that ultimate truth is beyond our influence. This will require drastic changes in both our educational system and our family structure. We must realize the necessity of teaching morals to 12 �Sarah Grimke’s Letters By Paul Schukman Course: American Literature Instructor: Carolyn Logan After reading one of the suggested authors, write a paper that considers the following questions: Should this writer—because of her ideas or her skill as a writer—be included in the canon of American Literature? Should students of literature be as familiar with this writer as with writers usually anthologized? Do you recommend that we read this writer?. Christian culture, this subjugation was justified and codified by the concept of original sin as recorded in the Book of Genesis. This dogma is based on the premise that Eve, having succumbed to temptation, lured Adam to do the same. This in turn supposedly prompted God to place Eve in a position of subservience to Adam. Ms. Grimke brings up several salient points which expose the fallacy of this assertion. First of all, if we accept the Biblical account of creation, Adam and Eve were both made in God’s image, and, therefore, equal. Grimke claims that neither was intended to dominate the other. The Book of Genesis (3:16) states, “and thy desire shall be to thy husband, and he shall rule over Sarah Grimke, in Letters on the Equality of the Sexes and the Condition of iVomen, describes the social, economic, political, and intellectual status of women in 1834. This work is a compilation of letters she wrote to Mary S. Parker, President of the Boston Female Anti-Slavery Society. The letters objectively and concisely describe the discriminatory attitudes and practices of that era, and Grimke did so without either anger or malice. The historical and sociological information they provide make them of interest to the contemporary reader. Grimke’s first letter deals with the theological dogma which resulted in the subjugation of women. She points out that, in the Judeo13 �department in social, domestic, and religious life with dignity (34). She points out that this contrasted with the opportunities males were afforded at that time for furthering their knowledge and cultivating their minds. As she states. And whilst he (her husband) goes abroad and enjoys the means of improvement afforded by collision of intellect with cultivated minds, his wife is condemned to draw nearly all her instruction from books, if she has time to peruse them; and, if not, from her meditations whilst engaged in those domestic duties, which are necessary for the comfort of her lord and master (23). One cannot help but wonder how many Marie Curies, Ayn Rands or Amelia Earharts were denied the opportunity to contribute to the welfare and improvement of our species because of discrimination in the area of education. In this work, Ms. Grimke is also concerned with the manner in which men demeaned women. In her words, 1 believe it will be found that men, in the exercise of their dominion over woman, have almost invariably done one of two things. They have either made slaves of the creatures whom God designed to be their companions and their coadjutors in every moral and intellectual improvement, or they have dressed them like dolls, and used them as toys to amuse their hours of recreation (27). Grimke also notes the economic disparity between the sexes. She writes of “the disproportionate value set on the time and labor of men and women,” and she cites specific examples of disparity of wages in such professions as tailoring and teaching (50). This situation, as she points out, was condoned by the laws of our nation. She then comments on those laws. That the laws which have generally been adopted in the United States, for the government of women, have been framed thee.” This statement appears to change the equality of their relationship, and places Adam in a position of dominance. However, Ms. Grimke exposes a potential misunderstanding. She explains that the Hebrew, like the French, word for “shall” and for “will” is the same, and Genesis was translated from Hebrew. If we substitute “will” for “shall” in the passage, it becomes, in Ms. Grimke’s words, a simple prophecy. She states, Our translators having been accustomed to exercise lordship over their wives, and seeing only through the medium of a perverted judgment, very naturally, though I think not very learnedly, or very kindly, translated it shall instead of w/7/, and thus converted a prediction to Eve into a command to Adam; for observe, it is addressed to the woman and not to the man (7). Grimke hints that what we might learn from the incident in the Garden of Eden is that Eve actually possessed the superior intellect. As she observes I shall not repel the charge (that women have a lower intellectual capacity than men) by any counter assertions, although, as was before hinted, Adam’s ready acquiescence with his wife’s proposal does not savor much of that superiority in strength of mind (9-10). Another letter explains that the attitudes toward women which evolved from the concept of original sin continued to haunt females through the years and affected every facet of women’s lives. One of the most damaging attitudes was that formal educaton was unnecessary for women. In describing this situation, Grimke condemned ... the disadvantages under which women labor even in this country for want of an education, which would call into exercise the powers of her mind, and fortify her soul with those great moral principles by which she would be qualified to fill every 14 �almost entirely for the exclusive benefit of men, and with a design to oppress women, by depriving them of all control over their property, is loo manifest to be denied (81). We cannot dispute Grimke’s contention. It is historically documented that our laws in 1834 treated women as either second class citizens or as non-entities subject to domination by husbands or fathers. A distinquishing aspect of Grimke’s letters is that she remains objective and optimistic. Although she castigates men for the subjugation of women, she does not entirely exonerate her own sex. Regarding the double domination of black female slaves, she indicates that the free white women who accepted this condition effectively condoned it. She states, And although not personally involved in the guilt, she loses that value for innocence, in her own as well as the other sex, which is one of the stronget safeguards to virtue (54). Nor does she appear to be uncaring or dispassionate toward men. Instead, she explains how placing women in the position of equality which they deserve would be to men’s advantage. Many women are now supported, in idleness and extravagance, by the industry of their husbands, fathers or brothers ... and appear to think that their sole business is to spend the hard bought earnings of their male friends (54-55). Grimke quite logically claims that women, working for fair and equitable wages, would increase the sense of dignity and self-esteem of both sexes. She is optimistic that discrimination and subjugation will end through mutual understanding, and appears to feel that this new condition is imminent, as we see in the following passage. I rejoice, because I am persuaded that the rights of women, like the rights of slaves, need only to be examined to be understood and asserted, even by some of those who are now endeavoring to smother the irrepressible desire for mental and spiritual freedom which glows in the breast of many, who hardly dare to speak their sentiments (15). Grimke contends that examining discrimination would lead to understanding, the end of discrimination, and that this would eventually add to the dignity of the entire human race. She believes this could be accomplished without either sacrifice or by conferring special privilege. Grimke herself states that she did not expect special consideration. But I ask no favors for my sex. I surrender not our claim to equality. All I ask for our brethren is, that they will take their feet from off our necks, and permit us to stand upright on that ground which God designed us to occupy (10). Letters to Ms. Parker are a very effective manner in which to present this information. Being letters, they are casual, informative, not overly didactic, and the reader immediately develops a rapport with Ms. Grimke. Ms. Grimke’s diction is occasionally archaic by current standards. Note the use of terms such as “whilst.” Her syntax is often formal, frequently lofty, as well it might be when discussing such an important subject. Nevertheless, her letters are quite readable. The most striking element of her style is her irony, which results in some sharp jabs at men. One such comment questions Adams’s superiority in strength of mind, while in another she equates husband with lord and master. Of course the irony is that the letters assert throughout that no one has a worldly lord and master. This sort of irony lends enough humor to a serious matter to enhance its readability. 1 am pleased to have the opportunity to read Ms. Grimke’s work. Her insights, irony, documentation, and humanitarian nature are all remarkable. Perspectives of this nature should not have to be ferreted out by the serious scholar, but should be boldly presented to even the most 15 �casual students of history, literature, and humanities. In order to offer students a complete education, at least some of these letters should be presented in even high school literature and history texts. This work most certainly has a place in our anthologies. Works Cited Grimke, Sarah. Letters On The Equality of the Sexes and the Condition of Woman. Boston: Source Book Press, 1970. 16 �Lab Report By Timothy E. Gardner Course: Introduction to Digital Electronics Instructor: Joe A. Schaffner This was a technical report for a decoder-driver. Parts and Materials List 1—74LS08 Quad 2-input AND gate 1—74LS04 Hex inverter 1—74LS47 4-input 7-segment decoder/driver 1—7-segment SEA 3110 RE Common Anode Light Emitting Diode 17 �Objectives: To construct and evaluate a two-line to four-line decoder using the above diagrammed ICs. Then using a decoder/driver and 7-segment LED to construct a number counter and observe their operation. Procedures: ) 1. Using the 74LS04 Hex inverter and the 74LS08 AND gate and constructing the circuit shown below, we will proceed with a truth table and observe the output indications. These show four distinct lights, representing 0, I, 2 & 3 respectively as shown in the truth table below. 18 �■J )— | )—:©; d )— .I* O— A A B Yo Y, Y2 Y3 O O 1 O 0 0 O 1 O 1 0 0 1 O O O 1 0 1 1 o O 0 I 19 �2.) Use the 7-segment LED and the 74LS47 Decoder/Driver illustrated above to construct the circuit shown below. The outputs of the 74LS47 will go through 330-OHM resistors which act as current limiting devices and help prolong the life of the LED. Pins 3, 4 & 5 of the 74LS47 will not be used in this exercise. Operate the inputs for binary numbers 0000 through 1001, which represents the decimal numbers 0-9. The truth table shows the binary numbers and their decimal number output. 20 �A B c D Y O O o o O O O o 1 I o O 1 o 2 o O 1 1 3 o 1 o o 4 o 1 o 1 5 o 1 1 o 6 o I 1 1 7 1 o o o 8 1 o o 1 9 Conclusions: This lab provided us with the opportunity to construct decoder circuits, thereby gaining an understanding of how they operate and how they operate in normal applications. In the first circuit a binary decoder was constructed using the 74LS04 Hex inverter IC and the 74LS08 AND gate IC. Applying the inputs according to the truth table we observed how the decoder converted binary numbers to decimal numbers with the LEDs representing the decimal numbers 0-3. Next, using the segment LED and the 74LS47 Decoder/Driver we observed how the decoder/driver converts the binary number inputs and converts them to decimal numbers and drives the LED to display the equivalent decimal number. 21 �Sales Promotion Plan By Cindy Norman Course: Advertising Instructor: Gary M. Donnelly Students were to complete an advertising campaign or sales promotion plan as part of the requirements for the course. The projects were later turned in for DECA competition; this plan won first place at the Slate level and fourth place at the national level. The project also had visuals as part of the presentation. presently located in the new building), have offered to assist in the promotion. The participant will be responsible for 1. Providing a new name for the building representative of its location, heritage, and depicting an updated image of professionalism. 2. Redesigning an existing flyer. 3. Target a market consisting of a. Accountants b. Attorneys c. Geologists d. Insurance 4. Prepare advertising for appropriate media. 5. Work within a $5,000.00 budget. Posidon Statement The participant is an employee of Wyoming Management Company located in Casper, Wyoming. The company invests in commercial real estate and has recently acquired an office building located at 100 North Center in Casper. The judges will be assuming the role of manager for the Wyoming Management Company. ’ Objectives The participant has been requested to prepare a 30 day sales promotion plan that will achieve 75% occupancy of the newly acquired office building by August 1, 1987. Executive Secretarial Services and Josef’s Restaurant (two businesses 22 �Promotion Plan C It is recommended outdoor banners be placed on the north, south, and west sides of the building to attract attention of passing motorists. The east side does not present a clear view from Second Street due to several high rises opposite the street from Casper Business Center. The north side is visible from 1-25, the west from the business loop, and the south is visible from Outer Drive. I. Name A. Casper Business Center is suggested as a possible name consideration. It is short and concise, easy to recall, immediately presents the building’s location, nature of business, and denotes activity. II. Image A. Since the building has a history of elegance and sophistication, it is recommended this legacy continue. The building’s decor supports this image and can be incorporated into the advertising media and promotional plan. Selecting a typeface reflecting elegance should be used for all copy in newspaper ads, flyers, letterheads, and business cards. Radio spots should reflect a sophisticated style to correspond with the printed media. Standardization of these areas will help the public produce an association of this style to the Casper Business Center. IV. Promotion A. Using the past to promote the present, Casper Business Center can immediately relay a positive association with the professional community of Casper which participated in regular open house presentations during the “boom” days. By following tradition and holding an open house reminiscent of the better days, Casper Business Center can attract a large majority of the market segment that will be able to view for themselves the professional elegance, convenience, and warm atmosphere it offers. The open house is recommended for the fourth Friday in July, from 4:00 p.m.-7:00 p.m., using the following traditional methods: 1. Send engraved invitations. 2. Participate in a radio live remote. 3. Have the affair catered. 4. Offer special rates: 6 month lease @ 56 price if signed before August 1. Offer door prizes: 6 month free lease, free or discounted secretarial services, free or discounted dinner packages at Josef’s. III. Media A. There are five radio stations in Casper. Of these, KTWO is recommended due to their more sophisticated programming, their coverage of major business and financial programs, and their average listening audience consists of the mature, adult professional. KTWO offers a Saturation Plan package that provides the best overall coverage for the dollar. B. The Wyoming Management Company has an existing contract set up with the local newspaper, the Casper Star-TVibune. On the basis of its access to the majority of the business segment in the community and outlying areas, this media would be sufficient to meet the needs of the company as the sole source of newspaper coverage. Use of out-of-state newspaper media would not provide an acceptable return on the dollar. B. It is recommended a press release be issued the first Sunday in July in the local newspaper annouuncing the new management, name, and operational objectives. This should be followed by ads placed consecutively each Wednesday and Sunday of the month. Ads announcing 23 �B. Design new flyer C Get manager’s approval on work D. Assemble lobby presentation E. Prepare and issue press releases F. Select and order invitations G. Contact outdoor sign company Josef’s A. Obtain temporary liquor permit for open house B. Arrange for serving help for open house C Prepare food for open house D. Submit list of door prizes Executive Secretarial Services A. Prepare and send invitations for open house B. Prepare certificates for door prizes the open house should be placed the Wednesday, Thursday, and Friday of the open house in correspondence to the radio spots. C It is recommended a display showing the various businesses of professional importance to the target market and their proximity to the Casper Business Center set up in the lobby of the building during the 30 day period. A display showing the two main Boor plans, building parking, Josef’s, and Executive Secretarial Services will also be established. July 1 July 5 July 8 July 12 July 13 July 15 July 19 July 22 July 23 July 24 July 26 July 29 Schedule of Events Begin KTWO Radio Saturation Plan B. Set up displays in lobby. Newspaper release of new mangement, name, objectives. Newspaper ad #1 - 2 x 3 Newspaper ad #1 - 14 page Invitations sent. Newspaper ad #2 - 2 x 3 Newspaper release of Open House. Newspaper ad #3 - 14 page Newspaper ad ^3 - 14 page Newspaper ad #3 - 14 page Open House Newspaper ad #3 - Vi page Newspaper ad #1 - i4 page Newspaper ad #2 - 2 x 3 Budget Radio-KTWO Radio $ 450.00 Live remote 1,194.00 Saturation Plan B Outdoor Advertising-Palmer Outdoor Signs 3 Banners (4' x 6 9 $ 225.60 Newspaper-Casper Star Tribune Owners had an existing contract set up with the newspaper, so this was not to be included in budget 0.00 costs S Printing-Oil City Printers Invitations Typesetting Flyers Open House Food Beverage Help Decorations Naps/cups Postage Supplies Photographs Film/processing Total Responsibility Sheet Manager A. Approve all work (ads, design, copy) B. Interface with Josef’s and Executive Secretarial Services concerning promotion. Participant A. Select typeface for printed media, prepare copy for radio spots, select background music for radio 24 $ 125.00 21.58 98.86 $ 400.00 200.00 90.00 80.00 30.00 110.00 52.00 $ 160.00 $3,237.04 �Statement of Benefits to Establishment 1. Will create a new image depicting IK',,-. > professional elegance and convenience. 4. Will provide complete and comprehensive coverage of media use and stay under budget limitations. 2. Will make the professional community aware of a new facility offering professional luxury. 5. Will provide opportunity for building a positive rapport with existing businesses in the building and with the local professional community. ' 3. Will help achieve and measure proximity of 75^0+ occupancy by August 1. 25 �Las Marismas de Espana By Kerri Smith Course: Spanish Composition and Conversation II Instructor: Lynda Durham Students submitted a three page, type written paper on any aspect of Spain. Las Marismas (The Tidelands) de Espalia esla^ cerca de Sevilla y El Rocio y estaal principio del Rfo Guadalquivir. Esta aproximadamente cuarenta millas del norte al sur, y treinta y cinco millas del este al oeste. Trescientos mil acres de Las Marismas es de marismas y el resto es de tierra piano, sin agua. Las Marismas es el lugar donde pjppietarios crecen los toros bravos. La region de Las Marismas es famosa por los toros de Concha y Sierra. Los tor^ bravos de color gris fueron traidos por el Rio Guadalquivir por los Romanos hace mas de dos mil ^os. Las Marismas es el corazon del campo del sur y es muy diferente e interesante en cada temporada. Empezamos con el invierno. En el invierno, el Rio Guadalquivir nunca es totalmente congelado, pero en lugares hay bastante hielo para llevar pajaros pequelios, no animales. Es muy lluvioso, y el agua cubre la tierra en muchos lugares. El cielo es el color de gris durante tormentas, pero el resto del tiempo es de un azul royal. Las Marismas es producto del oceana Hay muchas tempeslades en el enero. El invierno en Las Marismas es un descanso para los pajaros, los animales, las plantas, y la genie. La Primavera de Las Marismas es cuando la lluvia no es tan frecuente, y la hierba crece donde el agua estaba. Con la hierba, vienen mas pajaros e insectos y la tierra parece m^s vivo. Es un 26 �perfecta del otc^o en Las Marismas. Ahora muchos de los pharos vuelan a lugares de nYas calor. Las Marismas de Esp^a es posiblemente el lugar mejor que Esp^a tiene para los naturalistas. Es una region buena para los ecologistas porque de sus animales y cada temporada diferente y bella. Pero h^ problemas. Las Marismas necesita proteccion contra las personas que quieten usarlo para el agua en las marismas. Si las personas est^ permitidas usar tiempo de recobro. El verano en Las Marismas es un esplendor. Es muy caliente con temperaturas en los cienlos. Hay rfos pequdffos, pero es todo del agua del invierno. Es un poco lH.ste porque patos y otros pharos de agua est^n en busca de agua pero muchos de ellos mueren porque no hay Iagos suficientes. Ahora en el verano no parece como una marisma. Los Caballeros mueven sus vac^ para vivir en la tierra de hierba. Cerca del Rio Guadalquivir, plantadores de arroz trabajan con mosquitos y temperaturas malas y horas duras. Como arroz, los melones crecen muy bien en el clima de Las Marismas en el verano. En el otcmo, cuando no hay lenweraturas calientes, es mas f^cil trabajar. Ta^i^, la Iluvia empieza otra vez, pero no muchisimo como en el invierno. La pintura de Goya de la vindimia, que est/en el Prado en Madrid, es una imitacion automoviles y maquinas en Las Marismas, Las Marismas posiblemente desapareciera. N^esita ser protegido contra una situacion como wta. Si Las Marismas desapareciera, muchos^e los animales, las plantas, y los pajaros morirlan. Fue dicho que Las Marismas muriera en 1985, pero yo no sZsi ocurrio o no. 27 �We Are All Genuises By Crystal Havely Course: Forensics Competition Instructor: Gale Alexander/Gretchen Wheeler This speech was written for forensics competition in Informative Speaking; it won one first, one third, and one fourth place award during (he 1986-87 forensics season. You’ve all heard the expression: “Birds of a feather flock together” but what does that actually mean? Does it mean: a) All songbirds stick together. b) If you see a group of birds they will probably be the same color. c) People tend to congregate with others like themselves. d) Birds without feathers are not accepted by birds with feathers. Obviously the answer is C, people tend to congregate with others like themselves. That was pretty easy now wasn’t it? Well, let’s try another question; this may be a bit more difficult: “If Sally’s daughter is my son’s mother what relationship am I to Sally if I am a male?” ... This is a little tougher, isn’t it? He would be Sally’s son-in-law. Let’s try one more; this one is a classic: Which of the following best completes the series above. (a) 28 (b) (c) (d) �knowledge about your own goals, motivations, limitations and your overall self-concept. Gardner utilizes pro basketball star Larry Bird to illustrate his theory of intelligence. Bird has a sixth sense as to where to throw a basketball. He has to know where his teammates are, judge where they are likely to go, and use analysis, inference and problem solving in deciding which play to make next. Gardner states, “In these decisions a multitude of intelligences are involved. Even in the bodily movements alone there appears to be a reasoning process.’’ This example illustrates very pragmatic skills and abilities which we can all utilize in our everyday lives. Intelligence is viewed in pragmatic terms also in a second theory. Yale psychologist Robert Sternberg views intelligence as resembling common sense. In his book Beyond IQ, Sternberg breaks intelligence into three parts. The first is componential. This includes the actual mental mechanisms which allow us to reason. These components form the foundation of our intellectual capabilities. With this foundation we then move to the second part of intelligence, which he terms as experiential. This simply refers to our application of our knowledge and skills to our experiences. In doing this we establish a data bank of our personal experiences, which we refer to when faced with a perplexing situation. To complete the theory we have the third factor of intelligence, contextual. This focuses on our relationship to our environment. This relationship, Sternberg believes, is very dependent upon tacit knowledge, tacit knowledge being the knowledge which we are never formally taught. He thinks that by possessing this tacit knowledge we are better able to adapt to or change our environment to meet our specific needs. Sternberg’s triarchic theory can be summarized as intelligence being the ability to take the components or mental mechanisms (#1), apply them to your experience (#2), to better select or shape your environment to meet your specific needs (#3). The answer is B. What we’ve all experienced is the taking of a somewhat shortened IQ test. I’m sure you all did better than I did when I first took it; after all you probably all have more money than 1 do and you are all certainly taller than 1 am, since 1 am only five feet tall. After all, it has been scientifically proven that people who are wealthy and tall tend to score higher on intelligence tests, as do people who are near-sighted, left-handed and asthmatic. Well, I guess as far as intelligence goes, I’m just out of luck—since I’m poor, short, right-handed, far-sighted and in fairly good health. Do you believe what the experts say? Do these characteristics have anything to do with intelligence? Or should 1 first ask what exactly is intelligence? This question has been asked by man ever since he first realized he could think. This curiosity about our intellect continues primarily because it is the only factor which separates us from the world’s other creatures. Today, let’s explore this phenomena of our intellect by discussing 4 different theories of intelligence: 1. Gardner’s 7 Factory theory 2. Sternberg’s Common Sense Approach 3. Baron’s Theory of Rational Thinking 4. Horn’s Incremental Process. The first theory by Harvard psychologist Howard Gardner defines intelligence as consisting of at least seven broad categories of mental capabilities, probably stemming from different areas of the brain. The first three are quite common: 1. verbal 2. mathematical 3. spatial The next two are more commonly thought of as talents rather than intelligences: 4. musical ability 5. bodily skills Sixth (6) adroitness in dealing with others, or how well you interact and communicate with others and seventh (7) self-knowledge, which includes 29 �think of to do with a brick, one single brick.” Well, let’s think about it for a moment. My first idea is that I could throw it in self-defense, you could use it as a door stop, ... a foot-warmer, by placing it in your fire place, wrapping it in a blanket and putting it at the foot of your bed. You could eat it ..., if it was a brick of cheese that is, and has anyone ever told you that you were just one brick short of a load? Well, not to worry, here you have it! Although this test does seem a bit absurd, it illustrates a very important idea that intelligence increases as we grow older. Dr. Horn has found that older people could think of more and better ideas than younger people, simply because they’ve been around longer and have experienced more. It is also significant to note that this theory directly contradicts Binet’s IQ theory and test which indicate a decrease of intelligence of as much as three to four points per decade after the age of twenty. With the discussion of these four theories you can see that intelligence is a complex idea dealing with a lot more than featherless birds, Sally’s sonin-law or dots in a box. Despite our personal characteristics, whether we are rich or poor, short or tall, intelligence is a characteristic which we all share and a very, very powerful tool. Intelligence is a concept that constantly challenges our minds and it will probably continue to intrigue mankind for the eternity to come. Today, hopefully, I have provided some insight to this phenomena we call our intellect by discussing four basic theories of intelligence. 1. Gardner’s 7 Factor Theory 2. Sternberg’s Common Sense Approach 3. Baron’s Theory of Rational Thinking 4. Horn’s Incremental Process With this, let’s test your IQ just one last time. The question really is simple; “Intelligence is: a) accumulated experience b) pragmatic skills and abilities c) a life-long incremental process d) all of the above. To illustrate his theory Sternberg has developed more practical intelligence tests. Some of the tests pose typical quandaries in business, politics and science, while others test a person’s sensitivity to non-verbal language cues. Unlike Gardner and Sternberg’s theories, basically that intelligence is inborn, a theory by University of Pennsylvania psychologist John Baron suggests that intelligence is a formal, learned process of rational thinking. In his book Rationality and Intelligence he outlines the following seven guidelines' to teach people to think more intelligently. 1. Ask yourself if you are avoiding thinking. 2. Actively seek evidence on both sides of an issue. 3. Never be certain that an idea or plan can’t be improved. 4. Ask yourself why you want something to be true or false. 5. Know the origins of your beliefs and the reasons for your decisions. 6. Never regard a belief or decision as final. 7. Don’t be afraid to have been wrong. Baron believes that these suggestions can help anyone He states, “Teaching people to think rationally will make them more intelligent and in ways that really matter.’’ All of these theories emphasize very useful skills and abilities which we continue to accumulate throughout our lives; and this fourth theory directly addresses this idea of increasing intelligence. Psychologist John Horn from the University of Denver defines intelligence as being an incremental process comprised of two factors. The first factor is crystalized intelligence, or simply the sum of a person’s knowledge and experiences which they’ve accumulated in their life. The second factor is long-term storage and retrieval, or the ability to remember things from long ago and apply them to present situations. Dr. Horn administers a very interesting test to illustrate his incremental intelligence theory. He asks people, “How many different things can you 30 �Works Cited Baron, John. Rationality and Intelligence. New York: Cambridge University Press, 1985. Gardner, Howard. Frames of Mind' The Theory of Multiple Intelligences. New York: Basic Books, 1983. Grosswirth, Marvin and Abbie Salny and the members of Mensa. “Are You a Genius?” Reader’s Digest January, 1986. McKean, K. “Intelligence: New Ways to Measure the Wisdom of Man.” Discover October, 1985. Sternberg, Robert J. Beyond IQ. New York: Cambridge University Press, 1985. Sternberg, Robert J. “Human intelligence: the model is the message” Science 6 December 1985. ■Rotter, R. J. “Three Heads are Better than One” Psychology Today August, 1986. 31 �Computer Generated Bode Diagrams By Chris Stein Course: Engineering Circuits and Systems Instructor: Jim Best The report is on a short laboratory assignment for the course Purpose—To investigate the Bode diagrams of a circuit using Microcap. Introduction—Bode diagrams are graphical representations of how the amplitude and phase angle vary with frequency. These diagrams are most easily found using a digital computer to plot the graphs, but rough sketches can be made by hand. Although the Bode diagrams made by hand are straight line approximations, the intelligent use of the computer can be greatly facilitated by first making some preliminary sketches by hand. 32 �Circuit to be analyzed: V2 = 0 (Vl-0)/100000 + sVl/4000000 = 0 = (V3-0)/500000 + sV3/50000000 Vl(40 + S)/4000000 = V3 {100 + S)/50000000 V3/VI = (S + 40)(50000000)/(S + 100)(4000000) H(S) = 125(S + 40)/(S + 100) = 125(1 + S/40)(40)/(l + S/100)(100) H(S) = 5(1 + S/40)/(l + S/100) zero: w = 40 rad/s = 6.37 Hz pole: w = 100 rad/s = 15.9 Hz H(jw) = 20 log(5) + 20 log(l + jw/40) - 20 log(l + jw/100) On the graph: hand plotted amplitude line = —*—*—*computer plotted amplitude line = -----------hand plotted phase angle line = / / / ■ computer plotted phase angle line = □ □ □ 33 �CIRCUIT FOR BODE PLOT ANALVSIS 34 �' FREQUENCY : IBe.BeeBeDtBl HZ DEGREES PHASE flNGLE:-180.227 GAIN SLOPE : 195,64342E-05 DB/OCT 21.938 DB GAIN GROUP DELAY: 382.92868D-08 SEC PEAR GAIN : 21.938DB/F: 100,000000+01 35 �Conclusion—The Bode diagrams plotted by hand and by computer were similar, but the hand plotted graphs give only a rough idea of the actual break points that the computer generates. The phase angle plots start at -180 degrees instead of zero because of the inverting effect of the op-amp. There were no reasons for large errors in this lab because all of the components used in the computer simulation were set to at least ±5*70 tolerance. The hand calculated data was found using Laplace transforms, as shown in the first section. The only place that an error could occur is during the translation of the zero and pole into hertz, where calculator rounding did occur. For these reasons, errors were negligible in this lab. 1 cannot think of anything that would improve this lab because it was straight forward in its objectives and procedures. § 36 �Children and Television By Elizabeth A. Gardner Course: Child Development Instructor: June Winkel The assignment was to “select a topic, related to children, which interests you; research it and develop a term paper with bibliography!’ teaching them? One of the major problems with children’s spending all this time watching television is that it is such a passive way to spend their time. They are not actively doing anything. And young children, especially preschoolers, learn by doing. In a survey published in the 1972 Surgeon General’s Report on Television and Social Behavior, mothers of first graders were asked “Suppose there wasn’t any TV—what do you think your child would do with the time now spent watching TV?’’ Not unexpectedly, ninety percent of the mothers answered that their child would be playing in some form or another if he were not watching television. Play is all important In this country today, over 98^o of American families own at least one television set. Our preschool children watch an average of three to four hours of television every day; some watch as much as five or six hours. Our elementary school children watch an average of three to five hours a day. The lower income and less educated families tend to watch the most television. This means that by the time a‘child graduates from high school he or she may have spent more than 15,000 hours watching television. That same child will have spent only 11,000 hours in a classroom. Obviously, television is a major part in the lives of children in the United States. What effect does this have on our children? What is television 37 �to a child’s development. Children need to experiment with concrete materials that they can manipulate. They need to explore their world with all their senses—sight, hearing, taste, smell, and touch. They need to use their imagination and have opportunities to be creative. How much time will they have to do all these things so crucial to their development if they are spending hours every day watching television? There have been studies done with elementary age children on the difference between those who are light viewers (one hour or less per day) and those who are heavy viewers (four or more hours per day). Teachers found that heavy viewers, especially of fantasy violent shows, were less cooperative, less happy, less succesful in their relationships, less imaginative, and less enthusiastic about learning, regardless of their IQ scores. The heavy viewers have poorer reading skills. This is probably because the light viewers spent more time reading and reading takes practice. Children who spend more time reading are better readers. Heavy viewers also have fewer hobbies and other activities. Once again, children watching television are replacing, with passive viewing, time that could be spent (and probably would be spent) in active learning. What are some things children are getting out of the time they spend watching television? Unfortunately, most television shows contain a great deal of violence. Children watching Saturday morning cartoons have the least chance of escaping violence or of avoiding the heaviest saturation of violence on all television. The reason there is so much violence on television shows is that it sells products. Both broadcasters and advertisers know that children will watch a fast, action-packed cartoon in preference to other programs. Violence gets and holds their attention. What are the effects of watching this television violence? Children may become less sensitive to the pain and suffering of others. In order to handle viewing all violence and aggression, children have to desensitize themselves to it. This can carry over into real life. Watching violence on television may make them more likely to behave in aggressive or harmful ways toward others. A number of studies have been done showing that children who watch aggressive acts on television display increased physical and verbal aggression. Research also indicates that a child who already tends to be active and aggressive becomes even more agitated by watching cartoons, action-detective shows, and noisy game shows. Parents may believe that watching television will Quiet an active child, but the reverse is true. These children need to be encouraged to develop their imagination and find resources within themselves. They cannot do this in front of the television set. Another area of television that is teaching our children some things which we may not wish them to learn is advertising. Television programs have from 9‘/2 to 16 minutes of advertising per hour. The average child watches about 20,000 commercials a year. Young children do not understand that the purpose of advertising is to sell a product and they have trouble distinguishing between the commercials and the programs. Sometimes the commercials are even more interesting to them than the program. Ads are usually loud and fast paced with lots of color and action. Children do not view commercials the same way adults do. They can misinterpret information in advertising. They are unable to judge an ad or discount its extravagant claims. Children look to adults to find out what is good or bad, so they easily believe advertisements that are delivered by an adult. Often the advertisement has the quality of an order to a child, not a suggestion. What do commercials try to sell to children? A great deal of sugar coated cereals, snacks, candies, cookies and fast food. Is this what we want our children to be encouraged to eat? The majority of the rest of commercials shown during children’s programs are for toys. Few youngsters can understand that the exciting, fast-moving toys and games shown on television are not as exciting 38 �in real life. Also children (like many adults) are very susceptible to the subtle promise that television advertised toys bring friends and love. What can parents do to keep television from being a negative influence in their children’s lives? The following are a few suggestions. First of all, and it is the most obvious solution, you can turn the television off. Your child may think you are depriving him, but you will know better. Offer alternatives to television viewing, such as books, games, puzzles, art projects and the like. The earlier that you begin this with your child, the easier it will be. The less time that your child spends with television, the better he will be at finding his own “projects” to do and entertaining himself. You should definitely at least limit your child’s viewing. You can sit down with your child and a program schedule and discuss what she wants to watch. There are some good quality programs on television, if you are very selective. Educational channels are a good source for these. And there are no commercials, which is a big plus. With very careful planning, it is possible for television to add to your child’s education, instead of detracting from it. You should examine your own television viewing habits. See if you can set a good example for your child. It’s a good idea to watch television programs with your child. First of all, you can find out just what he is watching. You can also explain commercials and just what their purpose is. You can talk about the violence on a program—why it happened, how painful it is and how the conflict could be solved without violence, for example. If a program is too violent, you can make sure your child does not watch it again. And with any program, it is good to discuss what happened in it with your child afterwards. You can explain his questions, discuss any problems and bring up any points that you would like to make clear. We must remember that, for the large part, what is on television is not there for the good of our children, but for the good of the advertisers and the broadcasters. Children are important, and how they spend their time is critical to their development. Let us give our children all the opportunity we can to grow and flourish. Works Cited De Franco, Ellen B. TV, On/Off. Santa Monica, California: Goodyear Publishing Company, Inc., 1980. Goethals, Gregor T. The TV Ritual. Boston: Beacon Press, 1981. Greenfield. Patricia Marks. Mind and Media. Cambridge, Massachusetts: Harvard University Press, 1984. Hays, Kim, ed. TV, Science, and Kids. Reading, Massachusetts: Addison-Wesley Publishing Company, 1984. Kaye, Evelyn. The ACT Guide to Children’s Television. Boston: Beacon Press, 1979. Lee, Barbara and Rudman, Masha Kabakow. Mind Over Media. New York: Seaview Books, 1982. Singer, Dorothy G., Singer, Jerome L., and Zuckerman, Diana M. Teaching Televison. New York: The Dial Press, 1981. Winn, Marie. The Plug-In Drug. New York: The Viking Press, 1977. 39 �Children’s Books Relating to the Vietnam War By Cathy Heaton Sondelski Course: Literature for Children Instructor: Charlene Davis I realize this has affected my political and sociological views of the world, and also that persons directly involved in combat, or persons who lost a friend or relative in combat, would be equally if not more so affected. Our children are filling the elementary schools in America today, and their attitudes and views of our society are quite naturally affected and influenced by us, their parents. Teachers of this generation need to be armed and ready to deal with questions and wonderings and possibly hostile, or at least negative, feelings from these children. So, with this in mind, I began my search for relative children’s books. The public library in Casper offered basically I am not sure just what I really expected in searching for children’s books relating to the Vietnam War. In the very recent past I have read probably 30 adult books on the topic, ranging from the first-person experience in combat to the very dry (but informative) historical accounts of the struggles in Southeastern Asia. I know that I was wishing for such comprehensive coverage, but on a child’s level, as 1 feel it is important to address the topic of not only the war itself but also the emotional adjustments ongoing in the lives of veterans of that war. This is mainly because of my age—mid-thirties—and my involvement in the late sixties and early seventies in the various forms of protest against the war. 40 �what 1 would term good color books for the elementary level. All of these books make interesting reading for adults as well, since the experiences related and the information provided are all factual and presented in a straightforward manner. The titles by Gilson and Stanek are refugee books, with the Gilson work being a fictitional one and the Stanek book more of a documentary. For the more advanced readers in junior high and high school, the books centered largely on experience books rather than on color or refugee titles. The works by Butterworth and Parks are both true stories, with the Parks book being autobiographical. Cross-Fire by Graham is, among all the books I found, the only truly “poor” work, in my opinion. Although the story is appealing, it simply is not believable. The title by Dareff is purely a history book and admittedly dry, but makes excellent background reading and should be on every junior high and high school library list of required reading. Although most of the books I located were of reasonably high or very high quality for content and composition, I was somewhat disappointed in the smallness of the number of books available. I will be watching to see if, in the next few years, a larger number of titles relating to the Vietnam War appear in our public and school libraries. ten (10) books in the children’s department relating to the Vietnam war. Some of these were actual combat autobiographies on the junior high/high school level, and some were elementary-age read-alouds with more emphasis on the people and culture of the country of Vietnam. Whatever the age level, almost all the books were what I would call “dated” In that the copyrights were largely late 196O’s and early 1970’s. A few were printed in the 1980’s, which seems to leave a void of information on this topic for a number of years. Interestingly enough, this same situation occurs in the adult literature on the Vietnam War. I would surmise that this void coincides with a period of political unpopularity on the topic, just as I would imagine that, with the success of the movie, “Platoon,” there will be a sudden resurgence of material for all ages regarding the Vietnam War. On the elementary level, I located both what 1 calf “color” books, or those which provide a well-rounded look at the land, people, and culture of the country of Vietnam, and basic refugee/immigrant books, which give some background information on pre-war life in Vietnam, the experiences of being “boat people” or land refugees, and the refugees’/now immigrants’ adjustment to life in the United States. The titles, listed in the bibliography, by Nielsen, Nhuong, Lifton & Fox, and Clark are Works Cited Butterworth. W. E. Orders to Vietnam: A Novel of Helicopter Warfare. Boston: Little, Brown, and Company. 1968. Clark. Ann Nolan. To Stand Against the Wind. New York: Viking, 1978. Dareff, Hal. From Vietnam to Cambodia: A Background Book about the Struggle in Southeast Asia. New York: Parents’ Magazine Press, 1971. Gilson, Jamie. 111. John Wallner. Hello, My Name is Scrambled Eggs. New York: Lothrop, Lee and Shepard, 1985. Graham, Gail. 111. David Stone Marlin. Cross-Fire: A Vietnam Novel. New York: Pantheon, 1972. Lifton. Betty Jean, and Thomas C. Fox. Photography Thomas C. Rax. Children of Vietnam. New York: Atheneum, 1972. Nhuong, Huynh Quang. III. Vo-Dinh Mai.The Land I Lost: Adventures of a Boy in Vietnam. New York: Harper and Row, 1982. Nielsen, Jon, with Kay Nielsen. III. Jon Nielsen. Artist in Vietnam. New York: Julian Messner, 1969. Parks, David. Gl Diary. Photography same. New York: Harper and Row, 1968. Stanek, Muriel. Photography Wm. Franklin McMahon. We Came from Vietnam. Niles, Illinois: Albert Whitman and Company, 1985. § 41 �Reincarnation Through Motivation By Janet £. de Vries Course: Business Management Instructor: Liz Ott The student could choose any subject that tied into the material presented in the textbook or the classroom for a mini-term paper. source, but according to Steers and Porter (1979, p. 6), three common denominators seem to characterize discussions of motivation: (1) what energizes human behavior, (2) what directs or channels such behavior, and (3) how this behavior is maintained or sustained. According to Steers and Porter (1979), one of the most important lessons to be learned is that managers must take an active role in managing motivational processes at work. “Managing motivation is a conscious, intentional behavior; it is not something that just happens. Any organization desiring to improve attitudes or When asked if she believed in reincarnation, a personnel chief for a New York City Health Department replied: “Indeed yes. I witness a demonstration every day at five o’clock when dead employees come to life in time to go home” (LeBoeuf, 1985, p. 19) This story may bring a few chuckles, but deep down we know that it’s true. There is a problem in many American companies. Much of the problem centers around motivation. What is Motivation? Definitions of motivation vary from source to 42 �work behavior must therefore accept responsibility for active involvement and participation if such changes are to be successful.” (p. 562) Expanding upon the concept of working at motivating employees, Blanchard and Ihger (1985, p. 132) point out that few employees are working at their full potential or capability. Most people do the minimum—just enough to keep their jobs. The reason they found for this is “management doesn’t know how to motivate workers.” Management must learn how to motivate because this skill does not usually come naturally. Managers must become aware that their efforts can help an individual or a group increase their work rate and quality to a higher level, perhaps even to their capacity. Although many managers do not know how to motivate, part of the problem lies with the workers themselves because people cannot be motivated by external forces. ‘ ‘Motivation comes from within. ‘Motivating people’ actually means finding out how to tap into their inner commitment by providing the recognition they want.” (Blanchard and Thger, 1985, p. 133) Since each person has different inner needs, it may be impossible to motivate all of the individuals in a group using the same recognition or reward. (2) Working steadily and quietly. Activity does not always mean productivity. “()uiet” workers may actually be doing the bulk of the work. (3) Simplifying. Employees who can simplify procedures are worth their weight in gold. (4) Creativity. Out-of-the-ordinary suggestions can lead to cost-saving measures. (5) Risk taking. Encouraging employees to be responsible and then rewarding responsibility, rather than punishing mistakes, can lead to great possibilities, not just safe results. (6) Solving problems. Managers should cultivate a willingness to confront problems rather than hiding or sidestepping. Employees who confront problems learn in the process of attempting to solve them. Complaining about a problem without suggesting a solution oftentimes does little or no good. The ten rewards for good work suggested by LeBoeuf are money, recognition, time off, a piece of the action such as profit sharing or company stock, favorite work, advancement to a new job or an expanded and enriched job, freedom and autonomy, personal growth through new challenges or training and educational opportunities, fun, and prizes. “Money and recognition are the two most powerful rewards,” according to LeBoeuf. (1985, p. 102) The most commonly used motivational tool is money, but “research shows that most careerdriven employees rank job satisfaction—not money—as their primary work objective.” They are willing to foresake short-term gain for long­ term professional growth. (B7zr, 1987, p. 44) What to Reward LeBoeuf (1985, p. 23) claims that the “Greatest Management Principle in the World” is “The Things That Get Rewarded Get Done.” First managers must look at what is being rewarded, then determine what needs to be rewarded. Blanchard and Thger (1985, p. 133-135) suggest that the first step in “harnessing motivation” is to determine what should be rewarded. Things to be considered are (1) Long-range planning. Most organizations recognize work which is most visible and has the biggest short-term impact. Remember to recognize work that contributes to the company’s long-term growth and health. Motivating Forces Recognition drives motivation and productivity, according to Blanchard and Ihger (1985). But to increase motivation and productivity, companies must determine what they really want to reward and how to measure it, then provide recognition for those who achieve it. “Recognition is the key to shifting from an organizational structure that rewards the wrong things to one that taps into people’s inner 43 �I J I I way is to ask employees, as in the Dwight’s motivation.’* (p. 136) example. Now a conscious effort must be made Ten motivating factors which have been used by the Dwight’s manager to use the results to for more than 35 years to determine what improve attitudes and individual motivation. employees want: good working conditions, feeling “in” on things, tactful disciplining, full Work as a Motivator appreciation for work done, management loyalty Ford (1979) argues that money is not the most to workers, good wages, promotion and growth powerful motivator. If it were, why do so many with the company, sympathetic understanding of people do volunteer jobs? “Meaningful work can personal problems, job security, and interesting be a powerful motivator. Money is a necessary work. (Blanchard and Tager, 1985, p. 145-146) element for the accomplishment of many jobs, Blanchard and Thger’s survey results show that but, as a work motivator, is an engine rurtning managers want interesting work, full appreciation on one cylinder?’ (p. 67) for work done, promotion and growth within the LeBoeuf’s rewards for good work sound great organization, and feeling “in” on things. at first glance, but again, motivation is an According to managers surveyed, their employes individual matter. Managers must determine want good wages, job security, and good working what reward will motivate each employee, which conditions, but polling employees indicates that is not an easy thing to do. what they view as their strongest motivators are One problem which is not addressed by many many of the same things which the managers management and motivational studies is that want: full appreciation for work done, feeling during bad economic times, such as the current “in” on things, and sympathetic understanding situation in Wyoming, companies cannot afford of personal problems, (p. 146) to reward thier productive and motivated In a poll taken at Dwight’s Hotline Energy employees with perks that cost money. Reports in Casper, all of the employees picked Something which is often overlooked by full appreciation for work done as one of their companies and managers is that “work itself can top three motivating forces from Blanchard and be a motivator;’ (LaBoeuf, 1985, p. 102) Tkger’s list. Interesting work and promotion and Ford (1979, p. 53) proposes a model for job growth within the company followed in the motivation which is based on this principle: ranking (Mann, 1987, personal interview). The (1) Let the employees know what the Dwight’s office manager apparently knows his organizations’ objectives are, especially for their employees since he also picked the employees particular segment. highest responses as what he thought were most (2) Let them know how their segment is important to employees. performing with respect to purpose and Tactful discipline and sympathetic objectives. understanding of personal problems were not (3) Start them on some part of the segment, chosen by any of the Dwight’s employees as one a reasonable module. of their top three motivating forces. This may (4) Let them have maximum control over what reflect the current management of the office they do. Give them the power to act, and increase because these needs and motivating factors are the control or power as they learn and earn the already being adequately addressed. right. The other choices on the list received one to (5) Let them do as much of the job fulfilling three “votes” each, indicating that motivation the purpose of the business segment as they can; is an individual matter, reinforcing the previous expand the job as they expand their ability. statement that motivating people means finding (6) If helpful, organize self-contained work out how to tap into their inner commitment. One 44 �immediately after an action if it is going to have much impact. Six months after the fact does not have as much effect. The feedback must be specific—what the person did or what the results were. lulling the employee something to change can have a positive effect on behavior. The feedback must be for the benefit of the receiver, not the giver. For example, yelling at an employee when the manager is in a bad mood benefits the giver. It is important to emphasize the positive over the negative. A 4-to-l ratio is best. To insure that the feedback is registering, have the employee repeat it. (p. 140-141) No feedback or ‘‘neutral response” is worse than negative feedback. The result is reduced motivation and poor performance. ‘‘The only time neutral consequences fail to discourage good performance is in those rare cases when the job is truly self-actualizing—when the behavior itself is so satisfying that no outside recognition is necessary.” (Blanchard and Thger, 1985, p. 142) Since most jobs contain tasks that are not self­ actualizing for employees, it is ‘‘the manager’s job to provide the feedback that gives satisfaction. When a manager fails to provide any recognition for a task, the result may be the same as if the employees had been punished.” (Blanchard and Ihger, 1985, p. 142) Again, this must be a conscious action on the part of the manager. It doesn’t just happen. The importance of feedback cannot be overemphasized since it is directly related to full appreciation for work done, one of the top motivating factors mentioned previously. Feedback is a low-cost motivational technique for poor economic times as well as good times. Positive feedback can make all the difference in an employee’s attitude and motivation, no matter what the job is. Keep the praise specific, sincere and often. Don’t wait until review time. (Blanchard and Ihger, p. 155) Reincarnation of ‘‘dead” workers is definitely a difficult but important task. Managers have the responsibility to work at motivating employees, starting with deciding what needs to be done and. units, or mini-groups, of mutually supporting workers so that a final product or service emerges from the group. (7) Give employees lots of feedback as to how they are doing. (8) Give them access to staff support for information and expertise so that they can perform more effectively within their own segment. (9) Give them access to the boss for knowledge and support also. Ford’s model for job motivation outlines ways in which companies can structure jobs at a minimal cost in order to make them more meaningful and as a result help motivate their employees. By setting objectives and goals, and then reinforcing with frequent feedback, the work itself can become a motivator and fulfill some individuals’ inner needs. Because American workers tend to do what they are told and no more, Japanese plants in the United States ‘ ‘rotate workers through many jobs hoping that Americans will take on more responsibility. Workers respond favorably, saying it keeps them fresh.” (Copeland et al., 1987, p. 48) Although the job rotation concept may have the drawback of cost to train employees in several jobs, the long-term advantage of seeing a project or process from start to finish may help generate cost-saving and other creative ideas. A second advantage would be the ability to cover all jobs during vacation or extended sick leaves. The company would prevent the ‘‘I’m irreplaceable” attitude by instituting job rotation. Feedback as a Motivator Meaningful feedback can also be a powerful motivating device ‘‘The type of recognition that inspires or discourages high performance is the feedback you give on an ongoing basis—the pat on the back, the scolding, or even the lack of response that follows your people’s daily efforts.” (Bainchard and Ihger, 1985, p. 139) Blanchard and Thger (1985) stress that feedback, positive or negative, must be given 45 �therefore, what should be rewarded. Then decide what rewards or recognition the company can afford. Frequent, meaningful feedback reinforces that the company appreciates the work that is being done, a low-cost, motivating force which ranks high among workers and managers. Managers can institute job rotation, restructuring, enlargement and enrichment at a minimal cost in order to make jobs more meaningful and, therefore, more motivating. In general, employees feel that management does not know how to motivate. By instituting some of the above-mentioned suggestions, managers may be able to motivate their employees and help them work at their full potential. Works Cited Blanchard, M., and Tager, M. J. (1985). Working Managing for Health and High Performance. New York: Simon and Schuster. Copeland, J. B., Shapiro, D.. Williams. E. & Matsumoto, N. (1987). How to Win Over a Japanese Boss. Newsweek, 2 Feb. 1987: 4648.. Ford, R. N. (1979). Why Jobs Die A What to Do about Ik Job Redesign A Job Productivity. New York: AMACOM, 1979. Give Power to the People. Win. Day-Timers, Inc, Allentown, Penn., Feb. 1987. LeBoeuf, M. (1985). The Greatest Management Principle in the World. New York: Berkley Publishing Group. Mann, D. E. Personal interview. 3 April 1987. Steers, R. M., and Porter, L. W. (1979). Motivation and Work Behavior. 2nd ed. New York: McGraw-Hill. 46 �Determination of Charge to Mass Ratio for an Electron By Doug Leonard and Bill Weber Course: College Physics HI Instructor: John Schroer The students set out to determine experimentally the charge to mass ratio for an electron. magnetic force F = evB. The magnetic force is a centripetal force which causes the electron to move in a circular path and F = ma = mvVr. Combining these equations yields an expresson for the charge to mass ratio e/m = (2V)/(r’B0. If the accelerating potential, V, the magnetic field strength, B, and the radius, r, of the electron’s path can be measured the ratio e/m can be calculated. Purpose Determine the charge to mass ratio of an electron by measuring the path of a beam of monoenergetic electrons in a magnetic field of known strength. Theory Electrons accelerated through a potential difference V acquire a kinetic energy = l/2mv’ = eV (the classical expression for E^ is justified as long as E^/E <0.01). If these electrons enter a uniform magnetic field as depicted in figure 1, they will be subject to a Procedure The apparatus consists of a special tube mounted between two Helmholtz coils which give 47 �Figure 1 kinetic energy = l/2mv’ = eV (equation 1) m = mass of electron e = charge of electron V = velocity of electrons in beam V = potential through which electrons are accelerated magnetic force F = evB = mvVr (equation 2) B = magnetic field strength r = radius of the electron beam path Solving eq. 2 for v we obtain: v = reB/m Substituting for v in eq. 1 and solving for e/m yields: 48 e/m = (2V)/(r’B*) �Figure 2 49 �potential and current in the Helmholtz coils, we calculated values for magnetic field strength and for the ratio of charge-to-mass of the electron. These values are presented in tables 3 and 4. Values for e/m were averaged for each circular path and standard deviations and percent errors calculated. Standard deviation and percentage error values are also presented in tables 3 and 4. Our values for e/m were consistently higher than the accepted value and our percentage error was higher when the electrons were deflected into paths of smaller radius. The small values calculated for standard deviation indicate that our experimental technique was not at fault. In fact, our S.D. values were nearly 100 times smaller than our calculated values for e/m. Possible sources of error are discussed in the conclusion. a nearly uniform magnetic field near their center. This magnetic field is given by the equation: B = UoNJ/(125)'''’R when the distance between the coils is equal to the radius of the coils (refer to figure 2). This special tube generates a beam of electrons with a known kinetic energy by accelerating thermoelectrons (electrons given off by heating an element) through a known potential difference. The tube contains an inert gas, which allows us to see the path of the electrons as they ionize the gas. In addition, the inside surface of the tube is coated with a material which fluoresces when struck by electrons. The tube and the Helmholu coils were connected with voltage sources, ammeters, and a volt meter as shown in the circuit diagram, figure 3. Once the circuit was connected properly, the accelerating potential was set between 45 and 95 volts. The current in the Helmholtz coils was then adjusted to deflect the electron beam into a circular path of known radius. This was accomplished by using the rings of known dimension marked on the disk inside the tube (see figure 4). When the electron beam was deflected into a path of known radius, both the accelerating potential, V, and the current in the Helmholtz coils, I, were measured; these values were substituted into the above equations for magnetic field and the ratio equation e/m. This procedure was repeated with four to six different accelerating potentials for each path of known radius. Data was collected for three different circular paths. The data is summarized in tables 1 and 2. Two sets of data were collected because we felt that our first set of data was in error when we were informed that one of the ammeters we used may have been malfunctioning, thus the repeat. Upon closer inspection, we found that the first set of data, although not as accurate overall as the second, provided suitable values for the experiment and so is included in this report. Conclusions One source of error that might account for our values being consistently high is illustrated in figure 5. The fact that the electrons were acted on by the magnetic field even while they were being accelerated causes them to emerge at an angle. This results in our measuring a radius of path smaller than the actual path taken by the electrons in the tube. This smaller radius would cause us to calculate a larger e/m value. It could also be argued that this error is approximately constant in size and would represent a greater percentage error for paths of smaller radius. This would account for our higher percentage error while using the smaller rings. Another source of error might be the influence of the earth’s magnetic field. We attempted to offset this effect by orienting the field from the Helmholtz coils perpendicular to the earth’s magnetic field. The strength of the earth’s magnetic field is about O.lE-03 Tesla; this is approximately 3*Vo of the Helmholtz field strength. The effect of the earth’s magnetic field would have been minimal even if we had not made an attempt to offset it. Another source for error could be the fact that, when the electrons ionize the gas within the tube, collisions take place causing the electrons to lose some of Results Using the measured values for accelerating 50 �figure 3 O-JOO From Fbwer SuXCy r ----------------------------------ijilr----------------j2a 7ariabie ResiSJor---------------------------------- * ' 51 �Figure 4 Figure 5 52 �diameter. One could also remove the ionizing gas within the tube, but this would make the experiment much more difficult if not impossible to perform. In conclusion, we found that the design of the apparatus permitted us to calculate the ratio of charge to mass of an electron by making relatively simple measurements. Although the design of the experiemni limits the accuracy with which e/m can be measured, our results were consistent and reasonable given the nature of the experiment. their original kinetic energy. This would cause us to calculate a smaller value for B and larger value for e/m. Voltage and current measurements were sufficiently accurate; we believe they were not a source of error. One possible way of improving this experiment would be to limit the effect of the Helmholtz field on the electrons while they were being accelerated. One way of doing this would be to make the apparatus bigger; the percentage error would be reduced for electron paths of larger Table 1 Data Set 1 Outer ring r = 0.010m 1 (amps) V (volts) 62.1 2.27 2.39 68.2 2.52 75.0 2.64 83.3 91.2 2.78 Middle ring r = 0.0075m I (amps) ,V (volts) 59.0 2.93 3.05 66.1 72,4 3.20 79.4 3.36 3.54 87.3 Inner ring r = 0.0050m 1 (amps) V (volts) 3.80 47.5 4.24 60.5 4.68 69.3 65.2 4.50 Table 2 Data Set 2 Outer ring r = 0.10m V (volts) I (amps) 2.02 48.5 2.17 54.3 2.28 59.9 2.33 64.8 2.44 69.9 2.54 74.7 Middle ring r = 0.0075m I (amps) V (volts) 2.86 53.8 3.00 60.2 3.16 65.5 3.27 70.9 3.38 75.0 Helmholtz field constants B = 8UoNI/(125)'/^R B = (1.09E-03)I (Tesla/amp) Uo = permeability of free space = 4-«’E-07 (Tesla—meters/amp) N = number of turns per coil = 130 R - radius of the coils = 0.107 (meters) 53 Inner ring r = 0.0050m V (volts) I (amps) 3.98 49.5 52.9 4.10 4.39 61.5 64.6 4.43 �Table 3 Results Data Set 1 Outer ring r = 0.010m e/m (C/kg) B (Tesla) 2.48E-03 2.02E11 2.61E-03 2.00En 2.75E-03 1.98En 2.88E-03 2.01EI1 3.04E-03 1.97En Middle ring r = 0.0075m e/m (C/kg) B (Tesla) 2.05E1I 3.20E-03 3.33E-03 2.12E11 2.10E11 3.50E-03 3.67E-03 2.10E11 2.07E11 3.87E-03 Inner ring r = 0.0050m B (Tesla) e/m (C/kg) 2.21E11 4.15E-O3 4.63E-03 2.26E1I 5.I1E-O3 2.12E11 2.15EII 4.92E-03 average e/m = 2.00E11 2.09E11 2.I9E11 S.D. = 2.07E09 2.78E09 6.25E09 13.6 18.8 24.4 % error - Table 4 Results Data Set 2 Outer ring r = 0.010m B (Tesla) e/m (C/kg) 2.20E-03 2.00E1I 2.37E-03 I.93E11 2.49E-03 1.93E11 2.54E-03 2.00EI1 I.98E11 2.66E-03 2.77E-03 1.95E1I Middle ring r = 0.0075m e/m (C/kg) B (Tesla) 3.12E-03 1.97En 3.27E-O3 2.00E11 3.44E-03 1.97EI1 3.56E-O3 1.99EI1 1.97E11 3.68E-O3 Inner ring r = 0.0050m B (Tesla) e/m (C/kg) 2.10E11 4.34E-O3 2.12E11 4.47E-03 2.14E11 4.79E-03 4.83E-03 2.22E11 average e/m = 1.97E11 1.98E11 2.15E11 S.D. = 3.27E09 1.41E09 5.26E09 11.9 12.5 22.2 ^0 error = Accepted value for e/m = 1.76EI1 54 �c Spring 1988 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Casper College Challenge Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> Description An account of the resource This digital collection contains issues of Challenge, a publication of Casper College student writing from across the curriculum but outside of writing-specific courses. Issues of the publication date from 1987 to 1991 and 1993 to 1996. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Identifier An unambiguous reference to the resource within a given context CCA 04.ii.1996.01_Challenge Format The file format, physical medium, or dimensions of the resource PDF Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print publication Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 1988 Challenge Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> Date Created Date of creation of the resource. 1988 Description An account of the resource 1988 issue of Challenge, a publication of Casper College student writing from across the curriculum but outside of writing-specific courses. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Casper College Is Part Of A related resource in which the described resource is physically or logically included. Casper College Challenge, CCA 04.ii.1996.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.1996.01_Challenge_1988 Format The file format, physical medium, or dimensions of the resource PDF https://caspercollege.cvlcollections.org/files/original/6cfa969a780a37682fb8cad3fd2deee4.pdf b7de1258da44656e47ae37b6752e34a3 PDF Text Text CASPER \fAtZCT CtUEBE WYOMING Chulenee �CHALLENGE—In every academic discipline, to study, to think, to express clearly one’s knowledge and understanding in suitable written forms. �:yW» ' '• -"i <s Challenge liii Published at Casper Community College Casper, Wyoming 82601 February, 1989 Copyright by Casper Community College SPECIAL Collections CASPEP COl lEOK ■r.p.^y s.J ni 5:..'^?? �Challenge: 1989 « Table of Contents Helping Behavior as a Function of Gender of Subject and Confederate Karen iVare ....................................... 5 My Philosophy of Education Peggy King ............................... 10 Computerized Motor Control Tim Gardner ............................. 12 Speech in Tribute Tanna J. Trout....................................... 18 Fixed Against the Wind David Bovie.................................................................... 20 Themes, Styles and Contrasts in Behind a Mask: The Unknown Thrillers of Louisa May Alcott Don Claunch ................................ 23 Problems Affecting the Homeless Know Thyself Daniel Meyers.......... ...................................... 32 Cherie Ktoefkorn ............................................................................ 35 Cover design executed by Eric Valdez �Introduction Casper College is pleased to present the third issue of Challengey a magazine to honor excellence. As a display medium for academic endeavor» Challenge solicits superior examples of student writing from all college disciplines; our purpose is to illustrate both the breadth and depth of course work on our campus. Instructors have selected representative writing from their courses, and, though we do not include pieces from writing classes, we encourage all forms: exams, reports, essays, term papers. This issue represents work submitted in response to the call for papers for two semesters, spring 1988 and fall 1988. Arlene Larson, editor Casper College Casper, Wyoming Spring, 1989 �Helping Behavior as a Function of Gender of Subject and Confederate By Karen Ware Course: Introduction to Behavioral Research Instructor: Robert Wilkes Students were provided with a brief introduction concerning altrustic behavior and gender. Collectively, the class developed a researchable hypothesis, formulated a research design suitable for testing the hypothesis and collected data. Each individual was then required to perform appropriate statistical analysis, develop conclusions and present the findings in American Psychological Association journal style. “no-help” time if he/she did not. Analysis showed no significant influences (F(3,18)=I.2O1, p .05) although Abstract The hypothesis that the gender of a person requesting help means and standard deviations indicated certain trends. and of the person being asked for help would influence helping Research has indicated that helping behaviour can be influenced by a number of factors. The effect of the appearance of the person requesting help has been widely studied: Emswiller, Deaux, and Willits (1971) found that subjects were more willing to lend a dime for a phone call to a behavior was investigated; A 2x2 factorial design was utilized. Time measurements of subjects’ response to request for help were taken. A confederate was seated in a college snack bar with a leg brace on his/her leg and crutches well in view, and asked a passerby if he/she would return his/her tray to the dishwasher. An experimenter timed the interaction. Subject was assigned a “help” time if he/she took the tray, and a 5 �The independent variables were determined to be the gender of the confederate and the gender of the subject. The dependent variable was determined to be the time it took the subject to respond. The experiment took place in the snack bar in the Student Center of Casper College. This was determined to be an appropriate area in which to conduct the experiment because there was a relatively constant flow of traffic at ail times, and patrons were usually not daily “regulars,” as they would be at the main campus cafeteria (it was believed that patrons who were “regulars” would witness data collection too often to avoid suspicion). The experimenter was seated at a small private table next to the back exit of the snack bar, pretending to be studying, in a position that facilitated observation and measurement of response times. The confederate was seated with his/her back to the experimenter, facing the main section of the snack bar, in the middle table of the “no-smoking” section near the exit. The confederate wore a leg brace and had crutches well in view to legitimize the request for help. A cafeteria tray with empty dishes was on the confederate’s table. Times for data collection were randomly assigned from 7:00-8:00 a.m., 9:00-11:00 a.m., and 2:00-5:00 p.m., corresponding to the working hours of the snack bar. The hours of 8:(X)-9:00 a.m. and 11:00 a.m.-l:00 p.m. were determined to be “high-traffic” limes and so were not used in the study to avoid suspicion of the patrons. A subject was determined to be any individual meeting established selection criteria, walking past the confederate, from the main snack bar area toward the door, appearing to be leaving. The subject had to have at least one hand free, be unknown to the confederate, and be alone The request for help was made as soon as the subject reached a point 10 feet from the confederate The request was as such: “Would you mind taking my tray back to the dishwasher for me, please?” Helping was defined as the act of the subject taking the tray as if to return it, and non-helping confederate whose appearance differed from the subject’s own. Wilson and Dovidio (1985) discovered that when asking for money for a phone call, an attractive female confederate dressed in a feminist manner received less help than an attractive confederate dressed in a traditional manner. However, unattractive feminists and traditionalists received the same amount of help. In an analysis of various experiments, Steblay (1987) found that location is also a factor in helping behavior: helping was more likely to occur in a nonurban than an urban environment. In addition, it has been found that a direct request for aid tends to increase the frequency of helping behavior, while an indirect request or no request at all tends to inhibit helping (Goldman, Broil, and Carrill, 1983; Wilson, 1980). Concerning gender as an influence on helping, Emswiller et al (1971) found that males received more help than females when asking for a dime, while Simon (1971) found that female confederates received more help than male confederates when pretending to have reached a wrong number in an attempt to call an auto repair shop, though the gender of the subject seemed to make no difference. This study incorporated a direct request for help to discover possible effects of the gender of the confederate and of the gender of the subject on helping behavior. It was believed that males would be more likely to help females than to help other males, but that females would not help either sex more often. Method Subjects Subjects consisted of patrons of a college snack bar; 14 males and 8 females participated. Subjects were not rewarded in any tangible manner and were treated in accordance with the “Ethical Principles of Psychologists” (American Psychological Association, 1981). Procedure This experiment utilized a 2x2 factorial design. 6 �was defined as the act of the subject walking 10 feet past the confederate without taking the tray. Timing by the experimenter was begun as soon as the request was made. Timing was stopped either when the subject took the tray as if to return it (helping behavior) or when the subject reached a point 10 feet past the confederate, toward the door (no-help behavior). (Since the confederate was equidistant from the starting and ending points for timing, it was thought that this would provide an accurate time index for those subjects who did not help.) Subjects who helped were stopped before they actually returned the tray and were debriefed. Subjects who did not help were followed by the experimenter and debriefed after their time was recorded. Procedures were accomplished as subtly as possible to avoid attracting the attention of the other patrons. Debriefing those subjects who helped consisted of (a) telling him/her that an experiment was being conducted on helping behavior and he/she had just performed as a subject, (b) asking him/her not to discuss the experiment with anyone, and (c) thanking him/her for participating. Debriefing those subjects who did not help was the same as for those who did help, but it was added that (a) the experiment was an attempt to develop a technique to get people to respond to a help request, (b) it was thought that a simple request is not enough to illicit help because there are too many other variables involved, and (c) the subject’s behavior was typical of the general public. (This was to avoid any psychological damage to the subject when he/she was “caught” not helping, and to insure th6 dignity and psychological well-being of the subject.) The non-helping subject was also asked if he/she heard the request for help, to allow the experimenter to judge if the data from this subject could be used. subject was recorded in a block according to his/her experimental condition: male confederate/male subject; male confederate/female subject; female confederate/male subject; female confederate/female subject (see Appendix A). An average time and standard deviation was calculated for each condition (see Ihble 1). Results The response time measurement for each with male confederates, with the quickest overall helping time for total female subjects. Scores were examined for statistical Table 1 Means and Standard Deviations for Helping Behavior SD Condition n M Male Confederate/ Male Subject 6 4.63 2.06 Male Confederate/ 2 2.55 0.495 Female Subject Female Confederate/ 3.54 1.54 Male Subject 8 Female Confederate/ 6 Female Subject 3.55 0.758 note: all time measured in seconds Additionally, means and standard deviations for total male confederates, total female confederates, total male subjects, and total female subjects were calculated (see Table 2). Inspection of Ibbles 1 and 2 indicate a slightly slower helping time for male subjects with male confederates, a slightly faster helping time for female subjects Table 2 Means and Standard Deviations for Helping Behavior n M Condition Male Confederate Total 8 4.11 3.54 Female Confederate Total 14 14 4.01 Male Subject Total Female Subject Total 8 3.30 note: all times measured in seconds 7 SD 1.99 1.22 3.30 0.81 �significance with an Analysis of Variance test (see Appendix B). Non-helping times (n = 3) were analyized with helping times (n = 19) due to actual response time constituting the dependent variable. Analysis revealed a statistically non­ significant difference [F(3,18)=1.201, p> .5; see Table 3]. demonstrating lack of support for the hypothesis. nonsignificant (see Thble 3). Previous studies have indicated that the gender of the confederate can increase amount of help given, but there is disagreement as to which gender receives more help, males or females (Emswiller, 1971; Simon, 1971). Results of this particular experiment, however, do not support the hypothesis. This indicates that the design of this experiment could be altered to improve internal and external validity. First, more subjects could be used to increase the number of scores. Only 22 subjects participated, and in the male confederate/female subject condition, only two time scores were achieved. A higher N may more readily indicate differences among groups. Also, since there were only three subjects who did not help at all, perhaps the manipulation was too strong. The presence of the crutches and leg brace may have elicited a sympathy response from subjects that may not normally occur, increasing the speed with which some reacted. However, without an easily identifyable reason for the confederate to ask a subject for help, subjects may have become suspicious. One definite problem with an experiment such as this is operationally defining the dependent variable. If helping was considered as taking the tray, and non-helping as passing by the confederate, this poses this problem of how to assign a time to a non-helper. One alternative is to arbitrarly assign a time (such as 10 seconds) for all non-helpers, but too large a value might produce a statistical significance that is not truly meaningful. Another alternative is to take the average amount of helping time and double it, assigning this value to the non-helpers, but again, this is fairly arbitrary and may pose analytical problems. Analyzing all time data together allowed inspection of length of time it took to help, but simply because the distance traveled for a “help” time was shorter than the distance traveled for a “no-help” time does not mean that “help” times will necessarily be faster—some non-helpers may walk much more quickly than Table 3 for Helping Behavior Source of Variation SS df MS F-index Treatment 8.17 3 2.72 1.20 Error 40.77 18 2.27 Total 48.94 21 *P < .05 Discussion Even though the findings of this experiment were not statistically significant, results showed some trends of the effect of gender on helping behavior, and thus were in support of the research finds of other researchers such as Emswiller et al. (1971) and Simon (1971). However, it was found that male subjects tended to help female confederates more quickly than they helped male confederates. Female subjects also seemed to help female confederates more quickly, though the difference is not as large as with male subjects (see Table 1). Additionally, the means for both the total male confederates and total male subjects were slower than for total female confederates or total female subjects (see Thble 2). It would seem that perhaps males are more uncomfortable helping other males than helping females, though females do not appear to have any tendency to shy away from helping their own gender. This may be a reflection of traditional roles of society, whereby males are more accustomed to aiding females and aren’t as accustomed to being asked for help by a male, while females traditionally have incorporated a more nurturing (possibly helping) role in society. Statistical analysis, however, proved 8 �helpers. Therefore, slower times do not necessarily mean less help. Though this experiment did not demonstrate statistical support for the hypothesis, mean scores indicate a tendency for gender to affect helping behavior. Design changes made to this experiment might provide statistically significant differences in accord with previous studies. Studies such as this one could be of value in the real world by indicating what kind of request is more likely to illicit helping behavior, and also, what kind of help one can expect in certain circumstances. Works Cited American Psychological Association. (1981). Ethical principles of psychologists (revised). American Psychologist. 36. 633-638 [From Publication Manual of the American Psychologist. (1988) Lancaster, PA Lancaster Press. Inc.) Emswiller, T., Deaux, K.. Willits, J. E. (1971). Similarity, sex, and requests for small favors. Journal of Applied Social Psychology, 1(3). 284-291 Goldman, M., Broil, R., Carrill, R. (1983). Request for help and prosocial behavior. Journal of Social Psychology, 119, 55-59 Simon, W. E. (1971) Helping behavior in the absence of eye contact as a function of sex of person asking for help and sex of person being asked by help. Psychological Reports 28, 609-610 Steblay, N. M. (1987). Helping behavior in rural and urban environments: A meu-analysis. Psychological Bulletin 102(3), 346-356 Wilson, D. (1980). Ambiguity and helping behavior. Journal of Social Psychology. 112, 155-156 Wilson, M., Dovidio, J. F. (1985) Effects of perceived attractiveness and feminist orientation on helping behavior. Journal of Social Psychology, 125(4), 415-420 9 �My Philosophy of Education By Peggy King Course: Foundations of Education Instructor: Charlene Davis The student was to write a short paper discussing her personal philosophy of education. She could choose to align herself with one of the four educational philosophies—F^rennialism, Essentialism, Progressivism, or Existentialism—or with any combination of these philosophies. I am having a great deal of trouble trying to define and label my philosophy of education. I do have some strong feelings about some aspects of education, however, so I will attempt to outline those and then see if they fit into one particular school of thought. It is easier for me to begin by saying what I do not believe in. I do not find much in the Existentialist school of thought that would be of great value to me in a school setting; it seems too abstract. Wouldn’t an existentialist outlook lead to a form of anarchy? I do not feel, as do the Progressivists, that young students are capable of judging what should or should not be in a curriculum. The planning, in my opinion, should be left up to the teacher. I am beginning to see that I lean towards a teacher-centered, or authoritarian view. 1 do not believe that any one religion should be taught in school. I feel strongly, however, that all children should be exposed to all of the world’s so-called “Great Religions’’ I think that this exposure would lead to greater tolerance of those who have different beliefs from our own. Many Americans are very intolerant of other religions and races; this is of great concern to me. I find the Perennialist view a bit too rigid and inflexible. I fear that it would be easy to place too much emphasis on the classics, to the exclusion of current subject matter that could 10 �also be valuable. I would definitely teach the classics in my classroom, but I would also emphasize current events, math, science, geography and foreign languages. The more ! write, the more 1 realize how strong my concern is for developing tolerance and an appreciation for other cultures in our children. I am absolutely appalled at how little today’s students know about geography. Closely related to that is the fact that very few Americans are fluent in any foreign language. Nearly all foreign school systems require their elementary students to learn a foreign language, usually English. Wouldn’t it be wonderful if an American president could speak Russian? If humans are to survive as a species, there needs to be much more tolerance, understanding and communication among the world’s peoples. Knowledge of a foreign language can also help one gain understanding of the English language, as many of our words come from other languages. 1 have often wished that I had taken Latin. Science and technology must be a part of any school’s curriculum. Mind boggling advances have been made in both areas and our society is becoming more technical every day. Children must be exposed to computers, as nearly all phases of our economy use them. I was not taught how to use a computer, so I am now somewhat fearful of them (“computer illiterate,’’ I believe it is called). Many children dislike science and there seems to be somewhat of an anti­ science attitude in America, which I find most unfortunate. So many wondrous things are happening right under our noses every day, but one cannot appreciate them without some scientific knowledge. I would require my students to become competent writers. Writing seems to be a lost art in our society. Children are often very poetic and they need to know how to transfer their thoughts to paper. Just having them keep a daily journal, as my current practicum teacher does, is a good start. I remember being required to write many essays and papers throughout my schooling and I am very thankful for that now (though I wasn’t at the time)! 1 would use a system of rewards for positive behavior. I have seen this done in my daughter’s classroom and in my practicum teacher’s classroom. It seems to be a very effective method of controlling the cassroom and of eliciting desired behavior from the children. I am not sure which of the education philosophies allows for such a system, however. 1 would also like to see a daily dose of physical education in my classroom. Brains function more efficiently when bodies are exercised. Important rules about how to function as a team and how to work in a group can be learned In physical education classes. Good conduct and sportsmanship are also very important side­ benefits. I was fortunate to attend schools that immersed me in everything from archery to soccer. It distresses me to see children sitting in front of television sets having both their bodies and their minds numbed. As a general rule, people feel better physically and mentally when they exercise regularly. Eureka! My powers of inductive reasoning tell me that an Essentialist is emerging from these ramblings. Being forced to write all of this down has been very helpful to me in clarifying my thoughts about curricula. In summary, I feel, as the Essentialists do, that the classics and the “3-R’s’’ are extremely important and should form the basis of a child’s education. In addition, we must not neglect foreign languages, science and physical education. I like the Essentialist idea of leaving room for currently useful topics in one’s curriculum. 1 believe that all of us should be versed in many areas so that we can all be useful citizens. It is extremely difficult to maintain a democracy when the public is poorly educated. Finally, 1 feel that intelligent choices and decisions come much more easily to those people who have had exposure to the subjects that I have discussed. 11 �Computerized Motor Control By Tim Gardner Course: Microprocessors IJI Instructor: David Arndt The assignment was to construct a digital to analog control circuit to drive a DC motor at variable speeds. The D/A converter circuit had to be driven through a parallel port of an 8-bit microprocessor system. The student also had to write a program that monitored a parallel port connected to a series of eight control switches. Each switch would drive the motor at a different speed. The program monitors the port connected to the switches, reads the input word, converts the input word to another binary word, and ships this word out through another port to the motor control circuit. The student had to analyze the program and explain how it worked. He also needed to explain how the motor control circuit worked and how the computer’s program manipulated the motor control circuit. Calling Program: MVI A,00 OUT 2F MVI A.FF OUT 2E These commands utilize Immediate (MVI A,00 & MVI A.FF) and Register Direct (OUT 2E & OUT 2F). MVI A,00 immediately loads the accumulator with the data 00. Utilizing I/O mapping, OUT 2F places the contents of the accumulator on the eight bit bi-directional data bus for transmission to the specified port. In this instance the specified port is the DDR B, which is located at address location 2F. The data 00, which is presently located in the accumulator, will configure the entire DDR B as an input. In the 8255 each bit can be configured as either an input or an output. For this particular experiment we want the entire eight bits of the DDR to be configured as an input to receive the inputs from the keypad as each key is pressed. MVI A,FF immediately loads the accumulator with the data FF. Once again utilizing I/O mapping, OUT 2E 12 �places the contents of the accumulator on the eight-bit bi-directional data bus for transmission to the specified port. The port specified in this case is the DDR A, which is located at address 2E. The data FF, which is currently in the accumulator, will configure each bit of the DDR A as an output. As in the DDR B each bit of the DDR can be configured as either an input or an output. They are all configured as an output in this case, although the upper bits D4-D7 will not be utilized in the performance of this program. Only the lower bits D0-D3 are utilized to control the motor in this exercise. Immediate addressing. MVI C,08 immediately loads the C register with the data 08. This register will be utilized as the counter for the key search routine where the program will search for the key that has been pressed up to a maximum of eight times. MVI D,00 immediately loads the D register with the data 00. This is done primarily to ensure that no erroneous data can possibly enter into the program. MVI E,00 immediately loads the E register with the data 00. The E register will be used in this program to vector the program to the appropriate location where the data for speed control of the motor is located. This is accomplished by placing the contents of the E register into the low byte address of the H&L pair which is loaded with the address of the data block which contains the data for controlling the speed of the motor. CALL 3100 JMP 300B These commands utilize combined (CALL 3100) and Immediate (JMP 300B) addressing. CALL 3100 stacks the program counter, reloads the program counter with the given address, jumps to that location and performs the subroutine located there, reloads the program counter with the original address and returns to the calling program. The subroutine which is called here is the motor control subroutine whereby the input data from the keypad, as indicated by the switch position, is input through Port B, analyzed and shipped out to the motor through Port A to control the speed of the motor. JMP 300B jumps to address location 300B each time the program is returned to the calling program from the subroutine. This is necessary for the system to evaluate each press of the keypad to send the appropriate data to the motor to control its speed. There is no subroutine called to return the microprocessor to an active mode; therefore the reset button must be pressed to reset the CPU when the various steps and readings are completed for this exercise. IN 2D JC 3200 STA 3012 DCR C INR E JNZ 310B RAR RET These commands constitute the loop whereby the keysearch program is performed. Addressing modes utilized are as follows: Register Direct (IN 2D, STA 3012), Register Implied (INR E, DCR C), Immediate, (JC 3200, JNZ 3I0B), and Register Indirect (RET). In 2D takes the data placed on the 8-bit bi-directional data bus by the specified port and moves it into the accumulator. The specified port in this case is Port B, which was configured in the calling program as an input. Whenever a key is struck on the keypad, the corresponding data will be input to Port B in the Binary form of the word. This is accomplished by the keypad whenever the keys are pressed, and finally to the Port B which is the input. This 5 V Vcc is seen by the port as a high level and the corresponding binary word is placed where it can be utilized to locate the appropriate message to send to the motor to slow it down or speed it up. STA 3012 stores the contents of the accumulator at address location 3012. This particular command is not utilized in Keysearch Subroutine: MVI C,08 MVI D,00 MVI E,00 The addressing mode utilized here is 13 �this program, but was inserted for the next program on security systems which will use the same keysearch program. INR E increments the contents of the E register by I. The E register is utilized here for the purpose of storing the number from 1-8 which has been pressed on the keypad. RAR rotates the contents of the accumulator right one position through the carry flag. The high order bit is set to the carry flag and the carry flag is set to the value shifted out of the low-order bit. This is done until the carry bit is at a high level at which time the carry flag will be set. As the RAR command is performed the contents of the E register is incremented by 1 each step of the rotation until the carry flag is set and the program jumps to the subroutine which will locate the appropriate data to send to the motor to control its speed. JC 3200 jumps to address location 3200 when the carry flag is set by the prior command. The subroutine located at this address performs the movement function that will send the appropriate motor control data to the motor. DCR C decrements the contents of the C register by 1. This register is used as the count for the keysearch and the decrementation is necessary to ensure that the proper count is made in the keysearch subroutine. JNZ 310B jumps to address location 310B and performs the subroutine until such time as the contents of the C register are zero, at which time the zero flag will be set and the program will continue with the next program command. RET returns the program to the calling program where it will hold with the motor running at the last programmed speed until such time as a new keypad is struck and the process is started all over again. This program is not returned to an active mode unless the reset button is hit. These commands constitute the subroutine whereby the data is picked up from the memory location to control the speed of the motor. Addressing modes used are as follows: Immediate (LXI H,4000), Register Direct (MOV L,E, OUT 2C), and Register Indirect (MOV A,M, RET). LXl H,40(X) immediately loads the H&L register pair with the address location 4000. This is the address location where the data to control the speed of the motor was stored prior to the initial input of the main program. MOV L,E moves the contents of the E register into the L register. The E register contents are the data for the count up in the previous subroutine. As the keysearch subroutine loops through the program to find the correct key that was pressed, the contents of the E register is incremented with each subroutine where the data from the E register is then moved into the L register. This register, being the lowbyte address location of the H&L pair, sets the low-byte address to whatever data is currently in the E register. This vectors the memory location to the proper address location in the 4000 block to pick up the appropriate data to speed up or slow down the motor. MOV A,M moves the data at the memory location indicated by the H&L pair into the accumulator where it is then stored. OUT 2C takes the data located in the accumulator and places it on the 8-bit bi­ directional data bus for shipment to the specified port. The port specified in this command is Port A, located at address location 2C. The DDR for this port was configured in the calling program as an output. The data located in the accumulator is the HEX data that will control the speed of the motor. This Hex number is converted to a binary count and shipped out Port A through S02, through the summing circuit and finally to the motor itself which will then either slow down or speed up according to the data which is output. This summing circuit will act as a voltage divider. In other words, the motor will run at full speed only when the data OF is picked up from the data block. A0-A3 are the only address lines being utilized for this program. As the data is Motor Control Subroutine: LXl H,4000 MOV L,E MOV A,M OUT 2C RET 14 �converted to the binary number and shipped, the corresponding data line will go high which will send the voltage across the resistor tied to that data line and combine with the other voltages coming across the summing circuit to control the speed of the motor. At OF all of the data lines will go high driving the motor at full speed. All other inputs will drive the motor at correspondingly slower speeds until key #1 is pressed, at which time the data picked up will be 00 and the motor will shut off. RET returns the microprocessor to the calling program where it will again wait for another key to be pressed and the program will start all over again. 4) Explain the purpose of the “look-up table.'' The look-up table is utilized to store the data that will control the speed of the motor. It is stored in the table as a Hex number and will be converted to the binary equivalent when it is called upon for shipment through the output port. Also, the look-up table is necessary as a reference point for the key that is pressed on the keypad. The keypad itself cannot control the speed of the motor because each key pressed only sends approximately 5 volts to the input at port B. This must be analyzed and interpreted to determine which control is desired, either a speed up or slow down. Questions 2) Analyze and explain the operation of the DC motor summing circuit. As the data is sent out through Port A to the summing circuit, the data lines A0-A3 will exert either a high or low input to the resistor on the data line to which it is connected. This gives a voltage drop across the resistor. The voltages will add together, hence the name summing circuit, at the inverting input to the op-amp. The non­ inverting input of the op-amp is connected to ground reference. The op-amp itself is connected in a differential configuration. It therefore will amplify the difference between the inverting and non-inverting inputs. The feedback resistor is utilized to feed a portion of the output back to the inverting input to help stabilize the amplification of the signal. The amplified signal is then applied to the motor to slow it down or speed it up. 3) Does the motor current change with respect to the output voltage of the op-amp? If so why? The chart shows us that as the output voltage of the op-amp increases so too does the motor current. This is because, as the input voltage to the motor increases, the input impedance of the motor increases and therefore there will be a corresponding increase in the current drawn by the motor. Conclusions This lab proved to be a very interesting lab to perform. We have seen how the microprocessor can be utilized in industrial applications for controlling the speed of motors. One of the problems encountered during this exercise was in getting the motor to run. We found that the current output of the op-amp was not enough to drive the motor. To correct this we placed a current amplifying transistor on the output of the op-amp to boost the current so the motor would run. This, however, presented another problem. We found that when the motor was run at full speed, or at low speeds for a longer period of time, the transistor would start to overheat. After trying a different combination of resistors to raise the input impedance to the motor, we finally decided on the original set-up with heat sinks connected to the transistor to prevent it from burning up. As a final step to the experiment, the following shows the input impedance of the motor at each successive step of the motor as the speed was increased. STEP I:=E/I=0/0=0 (motor off) STEP 2: = E/I = 1.67 V/440 mA = 3.8 ohms STEP 3: = E/I = 1.34 V/430 mA = 3.12 ohms STEP 4: = E/I = 2.45 V/470 mA = 5.21 ohms STEP 5: = E/I = 2.88 V/480 mA=6 ohms 15 �STEP 6: = E/I = 3.99 V/520 mA = 7.67 ohms STEP 7; = E/I=4.52 V/530 mA = 8.53 ohms STEP 8: = E/I=6.48 V/610 mA = 10.82 ohms (motor at full speed) correlation between the motor speed and the impedance of the motor. This is also the reason we had overheating of the transistor in the circuit. As the speed of the motor increased, the current drawn also increased, thereby causing an excessive draw on the transistor. That is why it was necessary to heat sink the transistor to prevent damaging it. As can be seen by the above data, as the motor voltage and current increases so too does the impedance of the motor. This shows a direct 16 �X T ca J* T itKaaaftT • ‘X'SB-Xl Msjm_____ . »u«woon ■«TB noaiNoo HOxcH •t»TJ sss MiTa �Speech in Tribute By Tanna 1 Trout Course: Public Speaking Instructor: Gale Alexander The assignment was to give a speech in tribute to an individual. The speech was delivered from an outline, but written in manuscript form for publication here. When she was 12 years old, she returned from school and approached the door of her parents’ business. This small department store had been a scene of success and affluence. When she entered, Hilde’s father told her that just a few minutes earlier soldiers had entered and taken possession of everything. Not only had her family lost its life work, but they could lose their lives as well. This is the beginning of the nightmare that my mother-in-law, Hilde, would have to endure. The place was Vienna, Austria, the year was 1938, the soldiers were Nazi S. S. Storm Troopers ... and she was a Jew. Efforts were immediately undertaken to get the necessary paperwork to flee to the United States. Time ran out as Austrian police came to get her father along with other Jewish men in her apartment building. Within hours her mother had booked passage to China, the only country open to enter without a visa. Hilde’s father managed to bribe his captors for a few days of freedom and they all fled in the night with four dollars apiece, leaving behind not only their personal possessions and heirlooms but also her grandparents, aunts, uncles and cousins. Arriving in Shanghi, China, one month later, Hilde found living conditions beyond belief. Raw sewage filled the streets with stench. Infected water and food were a constant threat. Rats 18 �Hilde came with her husband to Wyoming and began the difficult task of building her life during the post war years. She raised three children. But Hitler was not finished with Hilde’s family. Her mother’s deepening depression required Hilde to care for her each day while Hilde’s father worked. This continued for ten years until her mother’s death. Many years ago, I became her daughter-in-law and in that time, I have come to know a woman whose character is a model for all she meets. She Stans each day grateful to be alive, cherishing her loved ones. Hilde’s generosity extends far beyond the material gifts she so enjoys giving, to unselfish donations of time, energy and devotion to family and friends. She is a champion of freedom and hope. When I think of living for years in fear of every knock at the door, emotionally battered by often vicious captors, I feel most people would live out their lives in bitterness. But instead from a harsh, harsh beginning she brings to life a rare softness. When she holds her grandchild, it’s not just another grandmother holding her grandchild, its as if she is embracing the million and a half Jewish children who died at the hands of Nazi Germany not so long ago, not so far away. roamed everywhere. Lepers were commonplace. Dead Chinese babies lay in the gutters. Needing to survive, they began another business. Again utilizing the talents of the family, they began a very small factory producing uniforms. For the next two years Hilde helped the family piece their lives together. In 1941, the Army of Japan occupied Shanghi and again Hilde and her family were forced from their home. The business was seized and they were imprisoned in a ghetto with 20,000 other Jews. For the next three years she survived these conditions, one of which included a bombing in her ghetto when many friends were killed. Hilde and the other teenagers were forced by the Japanese to excavate the bodies of their friends from the rubble, a memory which haunts her to this day. In 1945, at the end of the war in the Pacific, she received information of the status of her family left behind in Europe seven years earlier. Her grandparents, aunts, uncles and all but two cousins had been murdered. It was in 1945 she met her future husband, a U. S. Army soldier, and moved to the United States. After a great deal of effort and two years time, she brought her parents to this country. 19 �Fixed Against the Wind By David Bovie Course: Ethics Instructor: Dr. Robert Carlson The student was to read an excerpt from The Prince, then assume a meeting five hundred years later with Oliverotto, a meeting in which Oliverotto defends his action. The student was to write an essay to convince Oliverotto that justice is the habit of giving someone his due (right); that he ought to practice justice willingly; and that justice will lead to happiness. The captain and crew of a ship afloat in the vast ocean need only wait for a storm to realize the importance of an anchor. The ship will be lost to the turbulent waves, or get smashed against the shore long before reaching its intended destination. So it is with human affairs. Without an anchor, humans become as lost as a schooner round the bend of Good Hope. Three aspects of this “anchorship” are necessary in regard to human values such as truth, justice, and happiness. First, values must be objective as opposed to subjective. An objective value is one that is unchanged by the way people think about it. Next, values ought to be absolute and not relative, meaning that something is true or just for its own sake. Nothing is comparatively true. Truth is not dependent but independent. The last quality of an anchored value is that it must be universal instead of particular. Everyone must be affected by it in the same way. Without all three qualities, the value becomes moveable, and men can make up their own rules of behavior. A good example of this is in Machiavelli’s book. The Prince. A minor character in the book named Oliverotto kills his uncle and all the leading citizens of the city of Fermo. He then siezes control of the city. In Plato’s book. The Republic, Thrasymachus defines justice as “the interest of the stronger.” Applying this definition, Oliverotto would have 20 �no difficulty justifying his act of barbarism. Socrates, later on in The Republic, gives a counter definition of justice. His definition states that justice is “the habit of giving someone his due or right.’’ If one can prove the superiority of this latter definition, then Oliverotto’s act should be universally condemned. In order to prove the truth of Socrates’ definition of justice, one must begin with the concept of the difference between real and apparent goods. A good is something which one desires. Real goods are those things which are essential to every man’s nature. Man’s nature is his essence, or that which makes up man. If one is kept from even one of these real goods all of his life, his nature will be unfulfilled or altered. Some of the real goods are health, wealth, pleasure, social interaction, and knowledge. Apparent goods are those things people want for their own sakes. It is through man’s understanding of what is essential to all other men that a sense of man’s natural debt to other men ensues. Adler said it best. “ ... only by the individual’s knowing what is really good for himself can he know what is really good for other men, too, and only through knowing this can he determine what an individual’s rights are—rights that ought to be secured by society and respected by other men.’’ Thus, there is a debt between men and between society and man. This is the basis for the natural rights of man, or Jefferson’s “unalienable rights.’’ When one man is denied these basic rights, bodies of men call that unjust. Justice, in an objective definition, rests on the notion of natural rights for man. Justice is the habit of giving someone his due or right. Oliverotto would not like the implication of this argument. Since the Socratic definition of justice is the true one, Oliverotto’s crime of murdering his uncle is violable. But Oliverotto does have a logical rejoiner. “Do all men pay their debts?’’ This implies that since most men do not pay all their debt to other men, why should one practice justice at all? The proposition to examine, then, is whether one ought to practice justice willingly. In order to understand the proposition, certain words must be defined. “Justice,” of course, is defined in the Socratic manner. “Ought” designates a complusion to act in a certain manner. Adler clarifies this further. “The word ‘ought’ expresses the notion of a duty or an obligation. We have a duty or an obligation to do what we ought to do.” “Willingly” allows no misunderstanding that the proposition, if true, would be carried out with no restraint of the will. This proposition is proven syllogistically. Most would grant that man ought to desire that which is really good for him. This is self evident. The words “really good” might be vague to some. This merely means that man should desire those things essential to his nature (health, wealth, pleasure, social interaction, and knowledge). The next portion of the syllogism is an evidential proposition. Justice is really good. This statement asserts that justice satisfies one or more of the real goods, and thus helps complete man’s nature. Man must interact with man. John Donne said it best. “No man is an island.” Social interaction is a real good. Man must also interact with man on an equal basis. Without such a basis between men, the other real goods cannot be secured and neither can man’s natural rights. Equality between men concedes the notion of giving what each man is due. Consequently, justice Is a real good. If one should desire what is really good, and justice is really good, then one ought to’ practice justice willingly. Oliverotto, then, should not only practice justice: he ought also to want to practice justice. This, however, may not be enough for the epicurean Oliverotto. He must know that leading a just life will lead to his happiness. To prove this, as usual, terms must first be defined. Happiness, as Adler puts it, is “a whole life enriched by the cumulative possession of all the real goods that every human being needs and by the satisfaction of those individual wants that result in obtaining apparent goods that are innocuous.” Justice has already been proven to 21 �be really good. To apply it to the definition of happiness, one can say that justice is necessary for the “cumulative possession of all the real goods.’’ In other words, leading a just life will lead to happiness. “The doctrine of Thrasymachus, where it is generally accepted, makes the existence of an orderly community entirely dependent upon the direct physical force at the disposal of the government,’’ wrote Bertrand Russell. He was right. Without objective, absolute, and universal values, no reason in the world exists why someone should not steal, lie, cheat, or kill. Therein lies the danger of a relative position. One maintains the relativity of truth, contends Allan Bloom, out of a desire to achieve a “higher good’’ of openness. Relativists believe that to remain flexible in their values leaves them open to other cultures, even when some traditions of these cultures are repugnant to anyone with any sense of morality. This is in agreement with their idea of democracy. Majorities aren’t right or wrong and don’t have to be. It is the process that is important. Most relativists, however, don’t see the ramifications of their position. Without the anchor of objective values, it is inevitable that a government become a tyranny. The famous line from a Bob Dylan song, “The answer is blowing in the wind’’ is false. It should say that the answer is fixed against the wind. 22 �Themes, Styles and Contrasts in Behind a Mask: The Unknown Thrillers of Louisa May Alcott By Don Claunch Course: American Literature I Instructor: Carolyn Logan The assignment was to read one of the authors in an assigned bibliography, then write a paper to consider the following questions: Should this writer—because of her ideas or her skill as a writer—be included in the canon of American Uterature? Should students of literature be as familiar with this writer as with writers usually anthologized, writers usually considered the mainstays of American writing? What dimension does this writer add to our study of American literature? Do you recommend that we read the author you chose? Why or why not? Selecting works for anthologies of American literature is not an easy task. Choosing material for an anthology must be, at least, very difficult simply because of the large number of works available for selection. Some works are nearly always included, and rightfully so. But should a student of American literature be exposed to only these standard works? I think not, and I believe that Behind a Mask: The Unknown Thrillers of Louisa May Alcott should be included in the regular collections of American literature. My careful examination of this collection has revealed themes relevant today, developed with Alcott’s unique style of character construction. Although not perfect in all aspects, the stories in Behind a Mask are an interesting contrast to the interpretive writings commonly found in American literature anthologies. Based on three factors—theme, style, and contrast to other works—Louisa May Alcott’s Behind a Mask 23 �should be anthologized with other works of American literature. Behind a Mask is a collection of four short novels, only recently discovered as having been written by Alcott. Published either anonymously or under the pseudonym A. M. Barnard, the four novelettes in the collection are “Behind a Mask, or a Women’s Power,’’ “Pauline’s Passion and Punishment,’’ “The Mysterious Key and What It Opened,’’ and “The Abbot’s Ghost, or Maurice Treherne’s Temptation.*’ Alcolt’s reason for writing without using her own name is unknown, and there is no reason given or evidence revealed in the stories. The first story in the collection, “Behind a Mask, or a Women’s Power’’ published in 1866 under the pseudonym A. M. Barnard, is a tale of a woman, Jean Muir, recently employed as a governess by the Coventrys, a wealthy English family. Jean Muir is not a governess but a professional actress set on revenge against the family which represents those things she despises. She accomplishes her revenge with her marriage to the patriarch of the old family. “Pauline’s Passion and Punishment,’’ published anonymously in 1863, is similar to “Behind a Mask’’ with a woman central character bent on revenge. The story is set in the exotic locations of Cuba where the central character Pauline is abandoned by her lover, who marries another woman. To accomplish her revenge against the lover, Pauline marries a young, wealthy, infatuated Cuban and uses her new husband as a weapon against her former lover. Pauline pursues her revenge to the destruction of both herself and her former lover. Published anonymously in 1867, “The Mysterious Key’’ is a story with a male central character named Paul. In the beginning of the tale, Paul is a lower-class employee of the wealthy English Trevlyn family. He eventually, through acts of heroism, comes into his own riches and social standing. The main idea of the plot is Paul’s attempt and eventual success in securing for his cousin Helen an inheritance which is rightfully hers. This inheritance happens to be the wealth of the Trevlyns, Paul’s former employer. The final selection in Behind a Mask is the novelette “The Abbot’s Ghost.’’ Published in 1867 under the pseudonym of A. M. Barnard, it is the story of a wealthy English family and their residence in an old English Abbey. The story’s plot concerns Jasper and Maurice Treherne and their love for Octavia, their cousin. Maurice Treherne is crippled, a result of an accident in which Maurice saved Jasper’s life. A mystery unfolds in this story as it becomes evident that Maurice is the rightful heir to the wealth and family estate, but the inheritance has been granted to Jasper, despite the fact that Jasper is alive because of Maurice’s heroism. The mystery is resolved in the end, and the inheritance properly given back to Maurice. An author incorporates themes into her work based on her own feelings, beliefs, biases, desires—essentially herself—and these recurring themes tell the reader a great deal about the author’s personal self. There are two major recurring themes in the four novelettes. Alcott placed strong recurring themes in her work, and it is evident that these themes reflect Alcott’s personal beliefs. But more than the fact that the themes meant a lot to Alcott, the themes in Behind a Mask are still relevant today. These themes, their relevance today and Alcott’s strong presentations of the themes have helped lead me to the conclusion that her work should be included in the regular collections of American literature. The strongest theme presented considers the inequality between female and male, an inequality not because of anatomical differences, but due to social differences imposed by the dominant males. Alcott’s theme indicates these differences need to be destroyed. Women deserve equality in all things, and the presense of inequalities results in a struggle between men and women. This theme is not presented in the beginning of “Behind a Mask,’’ but laid out piece by piece and Alcott builds upon it slowly to a 24 �challenge to the tournament so often held between man and woman—a tournament where the keen tongue is the lance, pride the shield, passion the fiery steed, and the hardest heart the winner of the prize which seldom fails to prove a brazen honor, ending in remorse (131). The theme in “Pauline’s Passion” does not deal with female-male inequality directly, but with the unfair treatment many women encounter from men, and a woman’s right to revenge. The result is a “tournament so often held between man and woman.” Strong words indicating a strong belief, a belief which Alcott must have held deeply. “Behind a Mask” and Pauline’s Passion” are very much alike in addressing the theme of the female-male inequality: each has a female central character; each woman is bent on revenge; each woman uses men as “puppets” in their attempts to achieve the goal; and each woman views the male wealth and social standing as a prize which fairly belongs to them. The third story in the collection to present this theme differs substantially. “The Mysterious Key” has a male central character, Paul, who knowingly is being used as a puppet. Paul is trying to secure an inheritance for his cousin Helen, an inheritance which is rightfully hers. This is not a story of revenge, but a story of a female’s rights, specifically the right to social standing, a title, a name. After achieving her rightful title and inheritance through the efforts of Paul, Helen and Paul have the following exchange: ... with a slight tremor in her voice (Helen) added, “Paul has done the work; he shall have the (inheritance). 1 only want my father’s name. Title and fortune are nothing to one like me. I coveted and claimed them that I might give them to you, Paul, my one friend, so tender and so true.” “I’ll have none of it,” he answered almost fiercely. “I have kept my promise and I am free You chose to claim your own, although I offered all I had to buy your silence It final climax. At the end of the first chapter Jean Muir reveals “I’ll not fail again if there is power in a woman’s wit and will’’ (11). The failure Jean Muir is talking about is a past failure to achieve what she believes is rightfully hers: money, social standing and equality with men. Instead of presenting her theme in the beginning of the story, Alcott explores the Coventry family affected by the mysterious power of Jean Muir. A short statement of the theme of this story is given in the final pages of the novelette as Jean Muir admits in a letter to her friend “the young Coventry is worth winning, but I prefer the title’’ (98). The title is held by old Sir John Coventry and this title is Muir’s goal. Further in the letter, she explains how she has won the prize of the title; she shows her joy: The enemy has surrendered! Give me joy, Hortense; I can be the wife of this proud monsieur, if I will. Think what an honor for the divorced wife of a disreputable actor ... for I only wait till the prize I desire is fairly mine ...” (101). The central idea of this quotation, “the prize I desire is fairly mine ...,” is another compact statement of the theme of “Behind a Mask”: equality is a prize which fairly belongs to women. “Behind a Mask” is a strong story: the heroine achieves her prize at the virtual destruction of an entire family; Alcott constructs her story by building on the theme piece by piece to the climax. In “Pauline’s Passion,” the theme “is an old story, but it shall have a new ending” (116). Not only is it an old story, but an old story relevant today, one hundred twenty years later. The theme is stated as a conflict between Pauline and her former lover Gilbert. Pauline begins her revenge against Gilbert by marrying Manuel; she presents herself and her young, wealthy husband to her former lover. Alcott then states the theme: ... the last generous feeling died in Pauline’s breast; for as she received the flowers, now changed from a love token to a battle gage ... (she) silently accepted his 25 �is yours by right—take it, and enjoy it if you can. I’ll have no reward for work like this.” He turned from her with a look that would have stricken her to the heart could she have seen it. She felt it ... exclaiming passionately, ‘‘Yes, I will keep it since I am to lose all else. I am tired of pity. Power is sweet, and I will use it ..” (206). Helen accepts the wealth, title and name she rightfully deserves and uses this newly acquired power to restore Lady TYevlyn and her daughter Lillian back to their state of wealth! This is an act of compassion that Alcott’s characters did not show in ‘‘Behind a Mask” and ‘‘Pauline’s Passion,” and 1 believe this is a continuation of the theme Alcott presents, with a twist: power gained should be used compassionately. An interesting parallel can be drawn between this story and its theme with the present day situation of children with divorced parents. Facts give the details of the numbers of children essentially abandoned by their fathers in today’s society. They share a similar fate with Helen: they have been abandoned by their fathers, do not share in their fathers’ wealth, and they do not share in any of their fathers’ heritages which are rightfully theirs. Although she was writing for an audience one hundred twenty years ago, Alcott’s themes are relevant today. The second recurring theme in Behind a Mask is closely related to the first and deals with the inequalities between the social classes and the struggles between the classes. In each of the four stories there is an explicit contrast between the social classes. In ‘‘Behind a Mask,” Jean Muir is a poor, homeless ‘‘divorced wife of a disreputable actor” (101) upon whom ‘‘Poverty seemed to have set its bond stamp” (6). In ‘‘Pauline’s Passion,” Pauline has neither title nor inheritance. Paul is hired as the 'Revlyn’s gardener in ‘‘The Mysterious Keyf’ In ‘‘The Abbot’s Ghost” there is no leading character of low social class, but there are striking contrasts between the wealthy TYehernes and their servant staff. The social classes are based on wealth: those who own land employ those who don’t. The wealthy land owner dominates the poorer laborer, and an illusion is created that the wealthy are a better and more perfect people. This theme examining the difference between the social classes is not as forcefully presented as the theme addressing the female-male conflict. But Alcott has some interesting and insightful things to say about the social class structure prevalent in her time. Although of a lower social class than the Coventrys, Jean Muir has the ability to convince them that she is not of lower social class, but their equal; and she is only in her present state due to some unfortunate circumstance. Muir is an actress, she can play any part, and the part she has chosen is one of high social standing. In a scene with Jean Muir and Gerald Coventry, the Coventry heir, Jean Muir, in the costume of a rich, upper-class woman, plays her part to perfection and the young Coventry begins treating her as an equal. Jean Muir reminds him: Ah, you forget! This dress, the borrowed splendor of these jewels ... all blind you to reality. For a moment I cease to be a servant, and for a moment you treat me as an equal ((55). Coventry treats Jean Muir as an equal because of the dress and jewels. She becomes an apparent member of the upper-class not because of some God given gift of nobility, some special talent or some law of nature, but because of a dress, some jewels and her ability to act like a member of the upper-class. Alcott says it is the ornaments of wealth that grant certain people higher social standing. Once wearing a certain dress and jewels, a ‘‘divorced wife of a disreputable actor” becomes a woman of high social standing. Alcott points out the absurdity of social classes. Does owning a nice wardrobe automatically make one woman better than another? I think not and neither did Louisa.May Alcott. Hired as a gardener for the lyevlyn estate, Paul also has the ability to make his employers see him as an upper-class member in ‘‘The Mysterious 26 �Key**: ... the boy gave an air to whatever he wore and looked like a gentlemen, even in his livery. The dark blue coat with silver buttons, his white-topped boots and bright spurs, spotless gloves, and lightly drawn belt were all in perfect order, all becoming, and in his handsome, dark face caused many a susceptible maid to blush and simper as they passed him (172). By dressing and acting the part, Paul convinces others to believe that he is a member of the upperclass. Louisa May Alcott uses the story and Paul to further point out the true differences between the social classes. In “Behind a Mask’’ and “The Mysterious Key,’’ the leading characters are in poverty, they work for upper-class land owners, they are able to convince their employers that they are upperclass members by dressing and acting “upperclass.” In both stories, the wealthy, upper-class families have become lazy, they think they are better than those of the lower-class, and they are conquered by the lower-class leading characters. Louisa May Alcott has taken these two stories and given us her ideas of the class differences: it is absurd; it has caused the upper-class to think they are better than the lower-class when wealth is the real determining factor of the classes; and the class differences (at least the attitudes of the upper-class towards the lower-class) need to be eliminated. This theme is applicable today, and these stories should be included in the anthologies of American literature. The themes Louisa May Alcott presents (with sometimes shocking force) are good reason for her works to be included in the anthologies of American literature. But what good would strong, relevant themes be if the author was unable to present those themes in convincing and readable manner? The satisfactory presentation of themes must be done artfully and convincingly; it must be done with a unique style. I believe that Louisa May Alcott’s works should be included in the regular collections of American literature because of her style in addition to her themes. Alcott uses the essentials of style specifically to create her characters. Her style of character development is the fundamental tool Alcott uses to create her tales. The character of Jean Muir is the most fascinating of all characters in this collection. The development of the character is structured so that the personality is built piece by piece to create an enchanting woman with seemingly supernatural powers over the male characters (and this reader). Alcott’s first description of Jean Muir sets the foundations of her character: ... the pale-faced girl in her plain black dress, with no ornament but a little silver cross at her throat. Small, thin and colorless she was, with yellow hair, gray eyes, and sharply cut, irregular, but very expressive features. Poverty seemed to have set its bond stamp on her, and life to have had for her more frost than sunshine. But something in the lines of the mouth betrayed strength, and the clear, low voice had a curious mixture of command and entreaty in its varying tones. Not an attractive woman, yet not an ordinary one; and, as she sat there with delicate hands lying in her lap, her head bent, and a bitter look on her face, she was more interesting than many a blithe and blooming girl (6). Alcott’s style presents Jean Muir as a contrast or contradiction within herself: she is thin and colorless, but betrays strength; she is not attractive, but not ordinary; she has a bitter look, but is more interesting than a blithe and blooming girl; her voice commands, but yet pleads. Alcott pyramids these contrasting/contradicting descriptions through the story to create a character who is mysterious and captivating. I admit a certain liking for Jean Muir; Alcott has constructed the type of woman I find attractive and seductive. It is easy to see how the Coventry gentlemen fall for this woman, and it is Alcott’s style in developing this charaaer that makes her story work. 27 �Using organization to reveal the character a bit at a time, with built in contradictions and contrasts, Alcott drops a second description of Jean Muir on the reader: Still sitting on the floor she unbound and removed the long abundant braids from her head, wiped the pink from her face, took out several pearly teeth, and slipping off her dress appeared herself indeed, a haggard, worn, and moody woman of thirty at least. The metamorphosis was wonderful ... (12). Alcott has painted a mysterious, but attractive picture of Jean Muir and then destroys it with one stroke. Development of this type, with contrasts and contradictions within Jean Muir, gives the story its suspence and intrigue. It grabs and forces the reader to read further, to discover the real Jean Muir. Jean Muir’s character is filled with contrasts and contradictions, which Alcott purposely uses as a style in completing her development. Not only are the descriptions of Jean Muir contradictions, but so are her actions. Jean Muir lures the men of the Coventry household by doing exactly what she should to attract a man: she plays hard to get; she shows off in front of the men when the chance arrives; she plays for the two brothers’ interests while playing them against each other. These actions are subtle, but it is apparent to the reader what is going on. Then, as she has done before, Alcott throws in a contradiction: ... with the same indignant voice, the same kindling eyes and glowing cheeks, {Jean Muir) said rapidly, “I know I have no right to speak in this way. I restrain myself as long as I can, but when I can bear no more, my true self breaks loose, and I defy everything. I am tired of being a cold, calm machine; it is impossible with an ardent nature like mine, and I shall try no longer. I cannot help it if people love me. 1 don’t want their love. I only ask to be left in peace, and why am I tormented so I cannot see. I’ve neither beauty, money, nor rank, yet every foolish boy mistakes my frank interest for something warmer, and makes me miserable. Think of me what you will, but beware of me in time, for against my will I may do you harm (45). Jean Muir denies that she has been striving for the attention of the Coventry men! This is a contradiction in the actions of the character of Jean Muir that Louisa May Alcott purposely used in her style in creating the character of Jean Muir. The reader must be attracted to this woman, if for no other reason than to deduce her motives. Jean Muir is captivating, to both the Coventry men and the reader. As part of the organization of the development of the character, Alcott reveals parts of the whole character a little at a time; but she hints at the future course of character development as a method of capturing the reader with the character of Jean Muir. An example is the last line of the previous quotation: “Think of me what you will, but beware of me in time, for against my will I may do you harm’’ (45). This is a statement of things to come, and Alcott builds the suspense with more revelations from Jean Muir: I am a witch, and one day my disguise will drop away and you will see me as I am, old, ugly, bad and lost. Beware of me in time. I’ve warned you. Now love me at your peril (86). In this quotation, Alcott reveals that there is another side to Jean Muir; she is not as she seems. The final development of the character takes place in the final chapter: Jean Muir has won her prize; her true self is revealed to the remaining characters; and the loose ends fall into place unifying the story. I have selected the style of the development of Jean Muir from “Behind a Mask’’ as only one example of the unique style of Louisa May Alcott. A complete discussion of her style could consume many pages, but the important point is that her style is unique and it contributes to the qualities of her writing. Character 28 �development is the principal tool Alcott uses in accomplishing the purpose of her stories. It is the unique style of character development that justifies my suggestion that Alcott’s work be anthologized in American literature. A survey of the anthologies of American literature will in almost all instances include a stock of regularly accepted works, regardless of who edits a collection. This is not necessarily bad, as some works deserve to be anthologized often (if not always) because of their unique qualities. Hawthorne’s The Scarlet Letter is an example that is regularly anthologized, and it deserves to be. The Scarlet Letter makes a statement on the human condition, it makes an educated reader ponder the story and it elevates the reader’s sense of life and humanity. It is interpretive literature at its best. As a contrast, there is Louisa May Alcott’s collection of stories from Behind a Mask. To delve further into Alcott’s work, I ask, “does the writing in Behind a Mask address the human condition? Is this the central purpose of her work?’’ I have attacked the first question in the discussions of theme: yes, Louisa May Alcott’s work in Behind a Mask does make a statement on the human condition. As for the second question, I don’t believe that Alcott’s primary purpose is to make a statement on the human condition. These four stories are escape literature, written primarily to entertain. The statement of the human condition is a by-product of her writing. The stories are set in foreign lands, although written by an American author; they are (in essence) mysteries, or thrillers, with a sense of the unknown, the mystic, the supernatural; they deal with the wealthy, a fascinating topic for the average, middle-class reader her stories were probably targeted for. These stories do not require the reader to ponder their message, they require no in depth study to reveal their true nature. They are good stories for cold winter nights by the fire, for relaxation, for entertainment. But does this mean that because these stories are basically escape literature, written primarily to entertain, they should be excluded from the anthologies of American literature? Not necessarily. Because Behind a Mask is escape literature, it offers an interesting contrast to Hawthorne’s novel, and it is for this reason of contrast that Behind a Mask should be included in the anthologies of American literature. There are distinct Contrasts between Behind a Mask and The Scarlet Letter. Hawthorne uses an allegory in The Scarlet Letter. There is no allegory in the stories of Behind a Mask. Hawthorne’s use of symbolism is very apparent: birds, flowers, and the scarlet letter itself are all symbols. There are no symbols in Behind a Mask. Hester, in The Scarlet Letter, is convicted and sentenced for a “crime!* The reader questions if a real crime was ever committed, or maybe a small indiscretion or breach of morals. The outcome of her crime: lifelong disgrace but the gift of a beautiful girl. In “Behind a Mask,’’ Jean Muir commits no “crime,” but stretches morals to the limit. The outcome: financial reward, the attainment of a name and title, the destruction of an entire family. The contrasts are unlimited. Louisa May Alcott’s work should be included in anthologies with The Scarlet Letter as a contrast. (1 believe this is particularly the case with the story “Behind a Mask.”) Both works were written at nearly the same time, they both present messages and statements on the human condition. But they contrast each other very well. These contrasts are found not only in the devices (symbol, allegory, characterization, plot) used in the works, but also as a contrast between escape and interpretive literature. To summarize briefly, three main reasons exist for including Louisa May Alcott’s Behind a Mask in the anthologies of American literature. First, Alcott’s themes are well stated and relevant today. Second, Alcott’s style, especially her style of character development, is unique. Third, the stories of Behind a Mask are a marked contrast to interpretive literature commonly anthologized. Louisa May Alcott’s works should be anthologized based on these three reasons. 29 �I don’t mean to suggest that Alcott’s presentation of themes, her unique style and her work’s contrast to others of the same period make Behind a Mask a perfectly crafted piece of literature. For a proper analysis, I must ask, “is there anything wrong with the work?’’ I believe there is. There are faults in the stories in Behind a Mask, not faults in technique, or mechanics, but faults related to the themes Alcott presents. I find the outcomes of the stories personally displeasing, vulgar and abrasive. I personally don’t see the need for destruction and the desire for revenge which is a minor recurring theme in Alcott’s stories. Jean Muir, a poor, lower-class woman, believes she deserves equality with the upper-class, dominant males. I agree. I don’t agree with her tactics, the outcome she engineers, and her desire for revenge. Does the fact that an inequality exists give Jean Muir the right to deceive, the right to set family members against each other, the right to destroy an otherwise upstanding family? I don’t believe so. The obstacles to equality were enormous then, as they are today. Jean Muir had an enormous task to achieve equality, but I personally believe that a struggle can be fought without using methods of deception and total destruction. Use of these methods placed Jean Muir on the level of her employers: wealthy landowners, nobles and monarchs were specialists at deception and destruction. Jean Muir’s battle would be better fought in a different fashion. Closely related to Jean Muir’s tactics are the tactics used by Pauline in “Pauline’s Passion.’’ Her desire for total revenge blinds her to all else. She marries and then uses her totally devoted husband for the sole purpose of destroying her former lover. The sad fact is that Manuel, her husband, submits to Pauline’s evil uses: Take all I have—fortune, name, my poor self; use us as you will, we are proud and happy to be spent for you! No service will be too hard, no trial too long if in the end you learn to love me with one tithe of the affection I have made my life (115). Pauline so wants revenge that she does not see what she has. The total devotion Manuel has for her is not seen, as Pauline is blinded by the desire for revenge and destruction of her former lover. She does not learn to love Manuel in the end, and the chance for a lasting, meaningful relationship is lost. I find this desire for revenge, the pursuit of destruction distasteful. 1 will admit that these stories would lack nearly all their substance if these themes were not present. This pursuit of revenge and destruction makes the stories thrillers and easy to sell. Perhaps if Alcott’s characters had used methods not so forceful and abrasive, a piece of interpretive literature would have been the result; and the primary purpose of entertainment would have been lost, as would their marketability. I agree with the major themes concerning the destruction of class and gender differences. I don’t agree with the methods Alcott’s characters use to accomplish their victories. The four stories in Behind a Mask are all similar: they have foreign settings, three are set in England, “Pauline’s Passion’’ is set in Cuba; they have characters that are wealthy; and there is some mystery involved or loose ends to be tied up in the conclusion of the story. Are all four stories of equal quality? No, they are not. “Behind a Mask’’ is the strongest of the four. Its central character is superbly developed as a woman who demands attention, demands to be loved and who turns out to be “a witch, ... old, ugly, bad and lost*’ (86). The plot of “Behind a Mask’’ is the most intriquing of the four with pieces given a bit at a time to hold the suspense and seize the reader. The outcome (although disagreeable to me) is well constructed, with Jean Muir engineering a coup d’etat ending in destruction of the Coventry family. “Pauline’s Passion’’ is the most abrasive of the stories. Its theme centers on the revenge aspect, and I find it displeasing. “The Mysterious Key’’ has no major faults, but it lacks the development and style of “Behind a Mask.’’ “The Abbot’s Ghost’’ 30 �is simply a love story, dressed up as a mystery surrounding the wrongfully granted inheritance and Maurice TYeherne’s handicap. There are no major faults with this story either, but again it lacks the style and essential character development found in “Behind a Mask” As an editor of an anthology of American literature, I would include “Behind a Mask” over the remaining three stories. The story is well written and deserves to be anthologized. Reaching a decision on whether these works should be anthologized or not was not an easy task. At times I thought they should and at times 1 thought they should not. During my examination and analysis, I would examine the themes and their presentation and conclude that the stories should be anthologized. But then I would study the results of the struggles presented in the themes and I would find the minor themes of destruction and revenge. With a sour taste, I would reject the stories and conclude that they should not be included in standard collections. I would re-read “Behind a Mask” and become secretly infatuated with Jean Muir (for all her faults), wishing she were not a fictitious character in a one hundred year old story. Through the unique method of development of Muir’s character, 1 would conclude that the work should be anthologized. But the ultimate deciding factor came out in the contrasts between Alcott’s collection and the standard anthologized works, especially The Scarlet Letter. If for no other reason. Behind a Mask should be read as a contrast to The Scarlet Letter. So I conclude that, given the weaknesses already discussed, the well developed themes, unique style of character creation and contrasts to other works of the same period are the main reasons for my suggestion that Alcott’s work be anthologized. Through all my mind-changing one thing remained: these stories are very entertaining, without sacrificing the message. The works of Louisa May Alcott, specifically the short novel “Behind a Mask,” should be included in the regular anthologies of American literature. Works Cited Alcott, Louisa May. Behind a Mask: The Unknown Thrillers of Louisa May Alcott. Madeleine Stern, Ed. New York: William Morrow and Co., 1975. 31 �Problems Affecting the Homeless By Daniel Meyers Course: Government in the United States Instructor: David Cherry The assignment was an optional extra-credit term paper of six to eight pages, properly cited. (This paper first appeared as a guest editorial in the Casper Star-fVibune March 23, 1988.) In 1937 President Franklin D. Roosevelt staled, “I see one third of the nation ill housed, ill clad, ill nourished” (la). To combat the problem Roosevelt instituted the social programs of social insurance, public assistance, and public health and welfare services (lb). Although it helped some, many were left poor. In 1980 President Reagan called for drastic cuts in social welfare programs (Ic). There are some programs for the homeless but they are miniscule compared to the need. Housing seems to be a key issue. The problem is nationwide, affecting even out of the way states like Wyoming. Congress is pressuring the President in his last years of office. A change seems to be in the air. The question is will homelessness be construed as a state or federal issue. Two or three thousand homeless in Wyoming would like to know (7&8). The verdict is still out and will be indefinitely if some have their way. The pertinent question is whether or not to aid the homeless. We may see policies similar to that of the Elizabethan Poor Law take effect if the country remains wedded to protestant work ethic standards. On January 6, 1988, President Reagan signed his first major housing bill. The bill would end 32 �temporary suspension of FHA mortgage programs beneficial to young families. The bill also helps the poor to attain rentals with government vouchers. These rentals are to be supplied by the private market (2). Although most homeless can not afford a mortgage, the rentals are sorely needed. In the past eight years no major housing bills have been passed but some housing assistance has come through via porkbarrel amendments to the immigration and seat belt laws (3). The issue of homelessness is between housing and employment. Robert Hayes of the New York based coalition for the homeless states, “the three word solution is: Housing, Housing, Housing” (4). The Opponent of this issue is James Starks of the Dallas Life Foundation. He would fit in tightly with the Reagan Administration and states, “What’s needed are jobsand training” (4). February 4th, 1970, mayor Richard Daly of Chicago gave several reasons for a deteriorating housing market: increasing interest rates, higher construction costs, scarcity of materials, and the propensity of contractors to build homes in the more affluent suburbs than in the city (5). The situation has deteriorated further in the ’80s. The number of assisted rental units has gone down from 220,500 in 1981 to fewer than 98,000 in 1987 (6). There seems to be little change from debates and bandaid politics. Progress has been made recently due to a weakening in the Reagan administration. Senator Al Gore of Tennesse, candidate for the presidency of the United States, has supported this legislation. H.R. 5140 with a $4-billion budget made possible new law which requires the Secretaries of Health and Human Services and Agriculture to develop a single application for S.S.I. and foodstamps (6). These services are to be made available to mental health and penal institutions to insure the individuals will not be put on the streets without regular support (6). I feel this is a major step in thwarting homelessness and reinstitutionalization. I was released from the Wyoming State Hospital in 1976 with no home to go to, a month’s supply of medicine for a chronic illness, $25, and a bus ticket to Casper. 1 was one of a few that survived this process, so I have been told. 1 do not know anyone else who did. 1 can appreciate this portion of the bill more than most (10). Other progressive measures include the right of homeless to pay homeless shelters and soup kitchens with their food stamps. The Emergency Food and Shelter Act was funded with $70 million. Though in 1982 these were the only monies allocated for the homeless (6). Is homelessness a state or federal responsibility? Are cities responsible for their own? Governor Mike Sullivan of the State of Wyoming recently confronted by the plight of the homeless states, “we’ll attempt to do what we can” (7). In the same article some Wyoming social workers doubt the existence of a homeless problem in Wyoming (7). Wyoming has done little for the homeless center in Jackson. The center in Jackson requires that a person have at least a minimum wage job to stay there (8). James Starks of the Dallas Life Foundation would support programs such as this. Some federal funds are received by Soul’s Anchor. Wyoming is a cold and unpopulated place and if the homeless are gathering here, they are gathering in multitudes in the larger cities of the country. With the little financial aid mentioned in this report, there is no way to alter the effects of homelessness (9). The outcome could be widespread disease and violence or possibly a massive die-off of the homeless. The protestant work ethic basically slates you get what you earn (Id). Work and you will be rewarded justly. If this is true, why does the unemployed homeless oilfield hand not have enough to eat. This is a scenario fitting for Wyoming. He created wealth for his state and in return the state has no plan to help him in his time of need. How many legislators own oil stock which benefited from this man’s labor. 1 would like to know. The Reagan administration and many others imply “get a job and you’ll have a home.” Sharon 33 �Shore, Director of the Casper Housing Authority, does not agree (3). Problems such as low wages, sub-standard housing, and poor economic conditions dispell the protestant work ethic myths. The two thousand to three thousand homeless people in Wyoming are also apt to disagree (7&8). However, there are some Wyoming social workers who feel the problem is not all that serious. It took only one unfortunate man to draw the good Samaritan’s attention. Two to three thousand homeless should draw the attention of Wyoming social workers. This causes me to question if these people know what field they are in. President Reagan has gotten away with it for eight years so why can’t they? We have a state in which our leaders are preparing to look the other way. I feel Wyoming will support in the future federal assistance to the homeless. It will create a bureaucracy to deal with the problem. The bureaucracy will be in doubt of whether or not there is a problem but will accept federal money anyway. In the last quarter of the twentieth century we need to do better than the Elizabethan Poor Law of 1601 where institutionalization began only because people were begging, not because they were poor, ill or homeless (Id). The Elizabethan Poor Law was instituted not because homeless persons were poor or ill but because they began to beg. This was outrageous to the upper classes. Aid was given to stop the begging. Is this the next phase of the homeless for America? 1 feel the Reagan administration has failed in handling such social issues as the homeless. The Wyoming state government is unsure about homelessness. The little aid given here and there is a bandaid approach to a bleeding jugular. Some wish to help with jobs, but where are they? Some want to use welfare but no one wants to pay for it. The Reagan administration turned its back on the homeless. The homeless situation is being debated with no clear cut answers. As long as this debate continues there will be little aid for the homeless. The debate has been going on since the 1930s when Franklin D. Roosevelt was President. Sixty years have passed and there is still no solution, only a brief respite during the Johnson Administration (the Great Society, in the ’60s) (lb). It makes one question the effectiveness of the American political system. In 15 years there will be an estimated 19 million homeless in America (9). The problem is bad and becoming worse. Action is needed now! Works Cited la. Zastrow, Charles. Social Welfare Inslilulions, Third edition (1986): pp.84. lb. Zastrow, Charles. Social Welfare Institutions, Third edition (1986): pp. 21-23. lc. Zastrow, Charles. Social Welfare Institutions, Third edition (1986): pp. 24. ld. Zastrow, Charles. Social Welfare Institutions. Third edition (1986): pp. 17-19. 2. Casper Star Tribune, “Reagan signs his first big housing bill” (Feb. 6, 1988): pp. B5. 3. Shore, Sharon; Director Casper Housing Authority, Interview, Feb (Feb. 17, 1988). 4. U. S. News and World Report (Feb. 9, 1987). pp. 10. 5. Daly, Richard J. “Urban Housing Needs” The Annals of America Vol. 19. pp. 104-109. 6. Leland, Mickey. “Toward a national policy to end homelessness” America (Jan. 31, 1987). pp. 69-71. 7. Farris, Scott. Casper Star Tribune “Homeless problem even in small Wyo towns” (Jan. 3, 1988). 8. Reverend Meff, Director The Central Wya Rescue Mission, (Soul’s Anchor), Lecture, SWCK 378, (Feb. 12, 1988). 9. NBC News documentry, “Home Sweet Home” (Jan. 15, 1988). 10. Meyers, Daniel. “Homeless person (1976).” 34 �Know Thyself By Cherie Kloefkorn Course: inlroduclion to Philosophy Instructor: Dr. Robert Carlson The student was to choose a topic related to the semester’s readings, formulate a question about the topic, and attempt to answer the question. The essay was not to be a research paper; rather the student was to think about the topic in relation to the works read, and use the works to help formulate an answer by citing them. examination as to what is his human use, and in this way come to know his own powers?’’ To “know thyself’’ means the education of the soul about itself and its relationship with the world it inhabits. Man is the only living creature with a spiritual soul. His choices for survival and good living are not innate qualities as are the instincts in other animals. Man’s soul provides him with cognizances and volution. Because man is a reasoning being, he must understand himself, the essence of his soul, if he hopes to fulfill his essential being. Allan Bloom writes, “ ... education is the taming or domestication of the soul’s raw passions—not suppressing or excising them which would deprive the soul of its Man’s existence is a journey through life’s classroom. The assignment each one of us has is to come to understand our own vital force. How can I possibly understand who I am? Socrates directed me to Delphi for the key. It was incredibly simple, “Know Thyself.’’ What does this inscription signify? Socrates would ask, “Do you think a man knows himself who knows only his name? Or is the case like that of the men who buy horses, who do not think that they know the horse they want until they have examined whether it is tame or wild, strong or weak, swift or slow, and how it is in all the other respects which make a horse useful or useless? Does not a man make this kind of 35 �■« energy—but forming and informing them as art. The goal of harmonizing the enthusiastic part of the soul with what develops later, the rational part, is perhaps impossible to attain. But without it man can never be whole.” Man must seek this wholeness if he is ever to realize this potential. In his existence he has the possibility for greatness. In what way can one come to know himself? Philosophy is the key to unlock the door of selfawareness. One must study the truths and principles of being; in other words, one must become a philosopher. Socrates advises, ‘‘Every seeker after wisdom knows that up to the time when philosophy takes over, his soul is a helpless prisoner, chained hand and foot in the body, compelled to view reality not directly but only through its prison bars, and wallowing in utter ignorance.” Man must be conscious of his life-long education. It is the basis of self-discovery. Some of this education is formal within the framework of our educational institutions. Certainly this aspect of learning is very important. It should be the foundation for logical thinking that the person will continue to use when he wrestles with issues and questions the rest of his life. William Bennett challenges students, ‘‘They should discover the works that tell us how men and women of our own and other civilizations have grappled with life’s relentless questions ....” This learning process must continue after formal education. Each person must come to know how he feels about goodness, wisdom, and justice as well as many other philosophical problems. William Bennett tells us to ‘‘ ... animate a conscious examination of life’s enduring questions.” The banker, the lawyer, the housewife, and nurse all need to philosophize, to come to know themselves and how they should live their lives. Socrates explains in the Phaedo, ‘‘ ... it is wisdom that makes possible courage and self­ control and integrity, or in a word, true goodness ....” Regardless of what trade or profession one endeavors in, one must seek to know the answers to life’s important questions in order to have the ability to make judgements and decisions. Socrates counsels, ‘‘Is it not clear that through self-knowledge men experience most goods, and that they experience most evils because of self­ deception? For men who know themselves know what they need, and they recognize what they can and cannot do.” Most people spend very little time in self­ reflection as was the case with Euthedemus when he said, ‘‘I was certain that I knew this, for I would hardly know anything else if 1 did not know myself.” Socrates showed him he really did not know himself just as Solzhenitsyn reproves us today. He says, ‘‘Many of you have already found out and others will find out in the course of their lives that truth eludes us if we do not concentrate with total attention on its pursuit.” The great minds of yesterday and today have the same message. Few seem to hear. Most people (Jo not take the time to find these doorways to enlightenment. They bump into walls without any principles or convictions to guide them. Perhaps the less they think about these things the easier it is to deceive themselves. Often it is not a lack of knowledge such as was the case with Euthedemus and Meno, but a deliberate avoidance as was the case with Callicles. I’m sure many people today would agree with Callicle’s interpretation of philosophy. ‘‘For philosophy, you know, Socrates, is a pretty thing if you engage in it moderately in your youth, but if you continue in it longer than you should, it is the ruin of any man.” People today are too busy or cannot be bothered with philosophical issues. They are engaged in the pursuit of human pleasures, the quest for fame, fortune, and power. Will Herberg states that, ‘‘With these convictions so rapidly losing their appeal to the modem mind, nothing has been left but the indulgence of pleasure, the anarchy of power and the chaos of ‘self-created values.’ The moral crisis of our time is at bottom a metaphysical and religious crisis.” He continues, ”Without grounding his being in something 36 �beyond, man cannot preserve his humanness.” And so man cannot hope to survive, let alone “live well,” unless he becomes a philosopher. He must learn what his basic spiritual needs are if he is to fulfill his potentiality. Solzhenitsyn warns us, ‘‘Even if we are spared destruction of war, our lives will have to change if we want to save life from self-destruction. We cannot avoid revisiting the fundamental definitions of human life and human society?’ One’s assignment in life is to ‘‘know thyself.” The quality of our lives will be reflected in the degree of earnest intention we give to this quest. Socrates asks each person, . to make your first and chief concern not for your bodies nor for your possessions, but for the highest welfare of your souls ...And Diotima tells us in the Symposium that man, . will find in such contemplation the seed of the most fruitful discourse and the loftiest thought, and reap a golden harvest of philosophy, ....” This truly is the key to self-knowledge. 37 �Spring 1989 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Casper College Challenge Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> Description An account of the resource This digital collection contains issues of Challenge, a publication of Casper College student writing from across the curriculum but outside of writing-specific courses. Issues of the publication date from 1987 to 1991 and 1993 to 1996. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Identifier An unambiguous reference to the resource within a given context CCA 04.ii.1996.01_Challenge Format The file format, physical medium, or dimensions of the resource PDF Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print publication Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 1989 Challenge Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> Date Created Date of creation of the resource. 1989 Description An account of the resource 1989 issue of Challenge, a publication of Casper College student writing from across the curriculum but outside of writing-specific courses. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Casper College Challenge, CCA 04.ii.1996.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.1996.01_Challenge_1989 Format The file format, physical medium, or dimensions of the resource PDF 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