885 10 9871 https://caspercollege.cvlcollections.org/files/original/f5cdf491e2808777799e8e3f725bc218.pdf bc448e320fe57e0005fc45775622d337 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 Casper College 1981 Thunderbird Annual 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. 1981 Subject The topic of the resource Casper College -- History.; Community colleges -- Wyoming -- History Description An account of the resource Digitized copy of the 1981 Casper College Thunderbird annual yearbook. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Casper College Thunderbird Annuals, CCA 2023.01 WyCaC US. Casper College Archives and Special Collections 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 Annual Print Yearbook Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Table of Contents 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. 1981 Subject The topic of the resource Casper College -- History.; Community colleges -- Wyoming -- History Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Digitized copy of the Table of Contents section for the 1981 Casper College Thunderbird annual yearbook Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Identifier An unambiguous reference to the resource within a given context Casper College Thunderbird Annuals, CCA 2023.01 WyCaC US. Casper College Archives and Special Collections Format The file format, physical medium, or dimensions of the resource PDF https://caspercollege.cvlcollections.org/files/original/5adf8af426f14f73f573b0c27e72ac08.pdf f1deef12d23359f99eaf844fb7c3b463 PDF Text Text Chad Hanson Take a Picture When you live in Wyoming, your home often serves as a staging area for trips to the parks of the old frontier—Yellowstone and Grand Teton. I wouldn’t have it otherwise. My wife and I enjoy acting as tour guides and outfitters. When our visits to the parks numbered in the single digits, I stood beside friends, siblings, and nephews and we stared at jagged rock formations. We fixed our eyes on sparring elk, stately herds of buffalo, and steaming azure-colored pools. We searched for adjectives to describe what we saw: serene, majestic, out-of-this-world.Then we repeated the terms wherever they were needed. -Two summers ago, something started to change. I pulled up next to a crowd of tour­ ists alongside a highway in the northeast corner ofYellowstone. Each person held an optical device. There were binoculars, spotting scopes, and telephoto lenses, each one trained on a member of the Slough Creek wolf pack that bounced and played in a field of sagebrush and prairie grasses at the base of a hill. Shutters clicked, flash units pulsed, and the onlookers produced a chorus of “oohs” and “aahs.” I like wild animals. Each year, I make a point of watching them when I’m in the parks. I’ve written countless letters to government officials and members of Congress, urging for the animals’ protection. I am committed to the presence of wolves and bears in the Greater Yellowstone region. Even so, while I stood before one of ■wildlife-watching’s most sought-after prizes, I found myself pulling away from my camera to scan the scene around me in the ditch on the side of the road. There were men and women in the group, young and old, all festooned in brightly colored clothing: hats with atypical bills, footwear made for different occasions, back­ packs with patches sewn on them, and sunglasses that gave people the look of human flies. I heard three different languages. A couple standing next to me spoke French. A family behind me shared a story in one of the Slavic tongues, and I also recognized an Asian dialect. All around me, human beings shuffled and chattered, voices rising and falling as people related to each other. A row of parked cars rested behind us, half on tar and half on gravel. Each one was chosen to say something about the owner. There were sensible Hondas, rough and tumble trucks, and perky Subarus. These people interested me more than the dark spot in my zoom lens chasing its tail through a meadow. Throngs of people fill our parks. Yellowstone receives more than three million visi­ tors every year. If you drive the park’s highways in the summer, you will notice that people and cars are the defining features of the area. For most of us, our fellow "visitors are a source of frustration. We believe our experience of nature is diminished by each person with whom we share the world. We feel romantic about solitude. We adore the image of a lone cowpuncher shifting back and forth in a saddle, his horse stepping toward the sunset. 87 �REED My friend Carl lost two wives to cancer in a span of seven years. Afterward, he bat­ tled depression. Today, he is remarried, but for a time he struggled with a deep feeling of loneliness. At the height of his condition, I watched him chase a ten-year-old out of a fishing hole so he could have it for himself. Two years ago, on the Firehole River, a mile north of Old Faithful, I watched three men gear up for fly fishing. They sat on the tailgate of a pickup truck. When they fin­ ished rigging their rods and zipping their vests, the men dispersed along the stream, far enough apart so they could not see or hear one another. Everything we’ve been taught suggests that we should put distance between ourselves and others. Then we start com­ peting. We ask, “How many did you catch?” When I fish alone, I enjoy being by myself, but when I fish with companions, I like to fish with them. In August, my friends Bear and Graham visit from Idaho. I don’t think they would mind if I called them sld bums. They work when they want. They live in peace, and they ski like high-velocity members of a Russian ballet company. They come to Wyoming in the off-season when the snow melts oh the west side of the Teton Range. They are rarely in a position to buy out-of-state fishing permits, so they leave their fly rods back at home. Therefore, we only have one rod with us when we hike along the shore of a river. It’s a perfect three-to-one ratio. We fish each bend and pocket as a team. We com­ plement each other when the fly falls gently onto the surface. We cooperate, and when we’re through, it feels like we did something together. Last spring, my wife and I set up our canvas teepee in Yellowstone’s Norris Camp­ ground on the shore of Solfatara Creek. The majority of the families there slept in trail­ ers or recreational vehicles. I took a walk through the campsites after we unloaded our gear. I noticed rigs with names hke Hornet and Predator. A pit bull growled at me through the -window of a camper van. Back at the tent, I told Lynn I expected a manufacturer to soon unveil a new flagship RV called the Leave-Me-Alone-or-I-WillKick-Your-Ass. We visit parks and nature for the seclusion. We drive through hours of traffic. Then we set up camp in beehives of activity. It’s enough to test the most garrulous and outgo­ ing of us, but we survive because we all ignore each other. This summer, I find myself sitting in a row of chairs, set up auditorium-style in the basement of a natural history museum in Seward, Alaska. The chairs are pointed toward a television set.The screen flickers with a live feed from a camera mounted on an island. Birds like gulls, loons, and puffins cover the island from the summit to the shore. The curators call the exhibit Gull Cam. It’s a popular display. As I sit in my chair, people 88 �come and go. There are no fewer than twenty people watching at a given time. Nobody says a word to anybody else. Side-by-side in our seats, each of us pretends that we are in the middle of a private visit with the animals. i thought about taking a boat to the island. I figured it might be fun to strut into the camera’s view. I wanted to duck walk back and forth, flap my elbows, shoot my neck in and out, and squawk like a seagull. I felt like showing the bird watchers that people aren’t really so bad. We’re more compelling than most of the other creatures on this Earth. By all rights, we ought to mount cameras on the corners of busy intersections and gather to watch pedestrians. If you are going to watch people in parks, you’re going to see them taking photo­ graphs. Visitors have been making images of the parks in Wyoming for more than a cen­ tury. The first Europeans to visit the area were astounded. When they saw the land sur­ rounding the Snake River watershed, they believed they had entered a place of Biblical significance. Since the rugged peaks and valleys showed no signs of cities or settlements, they assumed the landscape mimicked Eden—nature as God intended—unmarred by homes or factories or farmers’ fields. The great artists of the day flocked to the region. Painters like Thomas Moran and Albert Bierstadt rushed to see the grandeur. For the first time, artists began to make images VTith no human subjects. The land spoke for itself, and it captured the imagination of the railroad companies. Businessmen hoped to capitalize on westward migration, and they used pictures of forests, lakes, and wildlife to lure tourists and settlers across the Mississippi to the mountains. Their advertisements succeeded. They convinced Americans to travel west—to hunt, fish, and revel in the beauty of the surroundings. They also persuaded lawmakers to create and then protect the parks, exempting our scenery from the scars of logging, mining, and real estate development. In the same era, we became a society of employees. We began to punch time clocks during the week. In the span of two generations, a majority of us made our living by means not connected to land or animals. We worked shifts, indoors, at desks, or on assembly lines. When we were lucky, we were granted twp weeks off, and when those two weeks showed up on the calendar, we took vacations. Travel turned into a form of leisure. We invented sightseeing. Since our vacations account for a small number of our’days on this planet, we began to look for a way to commemorate the time we spent away from our jobs. Fortunately, cameras went up for sale at the same time we started to look for a way to prove that there was more to our lives than what we did for work. Ironically, composing photographs is work. For groups and nations shackled by Cath­ olic guilt and Protestant work ethics, the act of leisure is unsettling. The next time someone asks what you are doing, tell them, “Nothing,” then see how they respond. Do­ ing nothing is not an option for Americans, Germans, or the busy people of Scandinavia. Tourists from nations like ours adjust knobs, set up tripods, and click shutters as a hedge 89 �against the angst associated with spending time in unproductive ways. Picture-taking is also a way to remind ourselves that our stories contain meaningful chapters. We want to illustrate the passages so desperately that we take unnecessary risks. A half a dozen tourists are killed or injured on the South Rim of the Grand Can­ yon each year. They ignore warning signs, step onto ledges, and then fall while taking photographs. Last summer, I watched a fly fisher wrestle a brown trout to the ground on the bank of the Yellowstone River. He used his foot to pin the flopping fish on the shore, then he took a photo from above. Dry pebbles stuck to the trout’s skin. The spectacle struck me as awkward, even lamentable. The fisherman would not let the trout back into the river without proving that he owned it, temporarily. The scene reminded me of a phrase coined by Native Americans. The Ojibway describe some of us as “far-hearted.” While the vacationer struggled with the trout, his heart hved somewhere else. In the early years of the frontier, native people refused to let photographers take im­ ages of them. They thought cameras had the power to steal souls. I can see why they felt that way, but for most of us, the act of taking pictures is binding. Pho'tographs connect us to landscapes, animals, and each other. A century ago, we lived in large, extended families—three generations on the same farm or homestead. Today, small family units bustle from town to town in search of the most abundant revenue stream. In the process, we lose our sense of a place’s history or of a like-minded group of people who can help us define ourselves. So we take photo­ graphs. In a book of essays titled On Photography, Susan Sontag explains that photos came along at the right time to offer disconnected people a way to take back or establish a sense of community. When cell phones started to come with cameras, they became almost ubiquitous. But in homes with children, we still find the greatest number and widest range of cameras. You can see the intent on the faces of parents when they point a lens at their kids with a snowy peak in the background. They’re shooting a web of significance onto the siblings with the hope that the image will hold them together by bearing witness to the shared experience. Crowds gather at the base of Old Faithful six times a day. Likewise, the parking lots with scenic views of the Grand Tetons are full from June to September. We know what we’re supposed to value, and we have a good idea which photos we are supposed to carry home. There is comfort in knowing that you’ve travelled in a direction that is well-regarded by others, but this approach is not perfect. When parks become our des­ tination, travel plans turn into nothing more than strategies for collecting pictures. I like to think that travel offers more than just an opportunity to fill hard drives and kitchen drawers with images of people grinning in front of landmarks approved by society. �There are also consequences attached, to approaching life as an image. The camera shapes our notion of what is worth seeing. Parks are worth seeing. But what about the land and animals that fall outside the boundaries of parks? When we decide that one landscape or animal species is worth our attention, in the same step we are deciding that others are unworthy. For example, some species are considered majestic when they’re in the parks, but they become pests if they happen to walk outside the lines.The buffalo ofYellowstone serve as a case in point. Buffalo don’t know what we’re up to when we define and redefine the land according to our whims. We can stand with our feet on either side ofYellowstone’s northern bor­ der. We can look to the left, and call what we see there a park.Then we look to the right and say, “Grazing allotment, measured in animal units per month.” Buffalo don’t know the difference, so they wander into Montana toward the end of December, We attempt to haze them back into the park by helicopter, but if the choppers don’t scare them into Wyoming, the creatures are destroyed. They’re killed because some of them carry an infection called brucellosis, which can cause cows to abort their calves. The concern is that the disease could spread from buffalo to cattle. But brucellosis is not native to this continent. Livestock brought the condition with them from their homes in Spain and France, then gave the infection to the herbivores of North America. If the buffalo gave it back to them, Christians would likely call that reaping what you sow. Wyoming is a land of contrasts. Within its borders, you’ll find the last vestige of a complete, intact ecosystem: Greater Yellowstone. To the south and east, big swaths of land have been offered up as a biological and geographic sacrifice. Near the town of Pinedale, Wyoming, just an hour’s drive from Grand Teton, there lies a region where natural gas drilling pads are so numerous and so close together, the area looks like a me­ chanical pincushion. T& the north and east, coal mines ravage the land. In the Thunder Basin, we dug an open pit so deep and wide its scale rivals the river canyons of the West. Tourists don’t visit Thunder Basin, Photographs are not taken. Nobody wants to re­ turn from a vacation with a picture of a strip mine or a drilling rig. So the gas fields remain out of sight. Open pits don’t cross our minds, and the aerial image ofWyoming keeps changing. People from all over the world snap photos inside the borders ofYel­ lowstone and Grand Teton, satisfied that we live in a kind of earthly paradise. Mean­ while, the gears of industry turn the rest of the state into an outdoor factory. The United States is a new nation compared to places like Japan. The Japanese love nature as much as they love economic growth. They live in urban apartments. They work long hours in corporate offices. Then they go home to bonsai trees, tiny reminders of nature, groomed to strict cultural standards. Our parks are bonsai trees, islands of carefully pruned organic matter, floating in a sea of mechanization. Life in our national parks has changed, even in the short history since white people 91 �REED settled the West, The first European visitors carried shotguns and rifles. We carry cam­ eras. Our relationship with the scenery is different today. When the parks were first established, we felt intimidated by nature—wild animals, brutal winter storms, and hostile Indians. People turn to guns when they’re afraid, but we don’t have much to fear anymore. Everybody knows that we not only tamed the natural world, we beat it into submission. Now we take photographs. We take pictures when we feel sentimental. Photos of the shrinking glaciers on the Grand Tetons are nostalgic. The Ucross Ranch is an artist’s retreat east of the Big Horn Range in Northern Wyo­ ming, In the fall of 200S, the organization commissioned a series of photographs. They paid twelve artists to take pictures of the natural gas pumping stations in the Powder River basin, an area of sage flats, rolling hills, and rugged breaks formerly untouched by roads or fences or buildings. When the photographers finished, the Ucross Foundation presented the images in the form of a travelling exhibit. They titled the work “The New Gold Rush. In the two years that followed, the pictures appeared in museums across the West. “The New Gold Rush” was scheduled to appear in Casper’s largest art museum in the fall of 2006. Two weeks prior to the opening, the gallery’s director, announced that they would not host the exhibit after all. Public galleries depend on donations to run programs and manage their affairs. In Wyoming, the most generous donors earned their fortunes in the new gold rush—the rush to turn the nation’s last remaining tracts of wide-open space into gas drilling operations. Images are powerful. When the local newspaper covered the museum’s decision to keep patrons from seeing the photos, I thought, The artists that made these prints are dangerous. The/re like a dozen Pancho Villas with adjustable lenses. Last year, the Federal Government went through a process of planning for the future of the Bighorn National Forest. I packed my camera and headed to the mountains. My luck, the balsam roots were blooming. The waters sparkled and a fresh coat of diamonds covered the glaciers. I sent the pictures to the Director of Planning, along with a note that said. See what you 11 ruin you allow logging in here? Did I influence the outcome of the Forest Service plan? Judging from the final report, I would have to say no. But I’m just one guy with an old Nikon and two semesters’ worth of art classes. Can you im­ agine all the potential in the cameras spread around this country in the summertime? This year, I started taking photographs of people taking photographs in Yellowstone. 92 � 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 Magazine 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 Take a Picture Rights Information about rights held in and over the resource <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Chad Hanson Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_63 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available <em>Reed Magazine</em> is published by San José State University https://caspercollege.cvlcollections.org/files/original/9b784647ed4114d96d3331d8da336157.png 91a3aa0b4a77930f89ea6a989cb17624 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 Digital Newspaper 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 Tarzan production at Casper College Rights Information about rights held in and over the resource <div class="element-text five columns omega"> <p><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></p> </div> Date Created Date of creation of the resource. 2020-11-01 Type The nature or genre of the resource Text/Image Creator An entity primarily responsible for making the resource Rachelle Trujillo Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Chinook Student Newspaper, CCA 08.i.2023.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context Nov_TarzanProduction Format The file format, physical medium, or dimensions of the resource PNG Publisher An entity responsible for making the resource available Casper College https://caspercollege.cvlcollections.org/files/original/373bb2263bca49d5ac9d598fc0c62567.pdf 39f93496d3153f82fd276b77536f6e61 PDF Text Text V AM Conversations AMCIUCAM SOCIOLOCAOU AS$OCMTfOM Teach Softly and Debunk with a Big Stick: A Response to “Evolution, Biology, and Society: A Conversation for the 21st-Century Sociology Classroom” Teaching Sociology 38(1) 50-53 © American Sociological Association 2010 DOI; lO.1177/0092055X09354075 http'7/ts.sagepubcom ®SAGE Chad Hanson' I would like to begin by thanking Richard Machalek and Michael Martin. Their work serves as a reminder that our discipline is diverse and dynamic. I appreciate the effort to urge us to include genetic concepts in lower-division courses, but I do not share the enthusiasm for sociobiology. In what follows, I suggest that the call to include genetic principles in the sociology curriculum is part of a historic effort to discuss social patterns in terms that are individualistic, and in the end I offer my views on the role of freshman-level courses in an academy where the boundaries of fields are shifting. I reviewed Machalek and Martin’s (2010) essay in the spring of 2009. Al that time, I felt surrounded by the field of biology. The year marked the bicen­ tennial of Charles Darwin’s birth, and also the 150th anniversary of the publication of On t/ie Origin of Species. Television news covered the occasion, and the blogosphere buzzed with discus­ sions of Darwin’s contribution to science and humanity. The completion of the Human Genome Project added meaning to the event, and in the wake of that accomplishment. Social Forces (Guo 2006) and the American Journal of Sociology (Bearman 2008) both published issues committed to exploring the link between genes and behavior. A story even appeared in the Chronicle of Higher Education, boasting a subtitle that claimed, “Genetic research finally makes its way into the thinking of sociologists” (Shea 2009). Machalek and Martin’s suggestions for teaching hinge on the thought that 21st-century break­ throughs in biology now warrant the inclusion of genetic concepts in our lower-level classes. But there has been no revolution in the field of sociobiology. The preceding suggestions are instead part of a slow but long-running attempt to use biology to explain or account for human trails and actions. The attempt begins, arguably, with Herbert Spencer’s 19th-century social Darwinism; the effort runs through the 20th century with the controversial publication of books such as The Bell Curve (Hermstein and Murray 1994); and the line of thought continues here in the 21st cen­ tury, up to and including this very conversation. There is nothing new about attempts to use genetics to interpret social life. For example, when Machalek and Martin present biological concepts for faculty members to include in soci­ ology courses, the citations date back 27 years or more. When they describe how our personal traits grow out of an interaction between genes and the environment (p. 42), they quote from Sociobiology and Behavior, a 1982 book by David Barash. When they mention that we pos­ sess a nearly universal potential for language (p. 42), they turn to the 1975 work of the linguist Noam Chomsky, and when they explain how human beings are biologically prone to develop skills that allow us to detect behaviors such as 'Casper College. WY. USA Corresponding Author: Chad Hanson, Casper College. Department of Sociology. 125 College Drive. Casper. WY 82601, USA Email: chanson@caspercollege.edu DownHtaMd from nnpjAto.taoapub.csm at WYOMING COMM COLLEGE LIBRARIES on January 27,2010 �Hanson 51 lying and cheating (p. 42) they cite a study con­ ducted in 1966. Machalek and Martin are right to point out that there is an increasing tendency to look toward individuals and their unique biology to e?q}Iain social behavior, but that tendency has not been driven by persuasive new research or evidence. The completion of the Human Genome Project marked a significant breakthrough; however, that undertaking concluded that humans are 99.9 percent identical. Even though that still leaves room for wide-ranging variety, the finding suits most soci­ ologists, as we tend to assume that our similarities outweigh our differences, at least at birth. The heightened focus on genetics has resulted not from new, compelling explanations of behav­ ior but rather from a shift of emphasis in our soci­ ety. Geneticists and sociobiologists have been more successful than others when it comes to con­ vincing the public of the value of their work and perspective. Alvin Gouldner (1970) first discussed this matter almost 40 years ago. He suggested. The most basic changes in any science commonly derive not so much from the invention of new research techniques, but rather from new ways of looking at data that may have long existed. Indeed, they may neither refer to nor be occasioned by “data,” old or new. The most basic changes are in theory and in conceptual schemes, especially those that embody new back­ ground assumptions. They are thus changes in the way the world is seen, in what is believed to be real and valuable, (p. 34) At this stage in our history, the genetic explanation for behavior enjoys a privileged position in the marketplace of ideas. An unschooled observer might ask why we do not turn to the humanities for an understanding of the human condition, but I have doubts about whether the editors of the American Journal of Sociology have plans to pub­ lish an issue with the American Academy of Poets. With few exceptions (Miley 1988; Moran 1999) I am also unaware of any “Conversations” in Teaching Sociology in which authors plea for the inclusion of poems or sonnets in the sociology cur­ riculum. For reasons that relate to the exercise of power, attention is lavished on some fields, to the exclusion of others. Within the academy, the histor­ ical record is unequivocal: masculine, hypothesis­ testing, hard sciences triumphed over soft, feminine accounts of social history or personal biography (Bean 1998). At present, the fields of biology and medicine dominate discussions of a broad spectrum of issues, including obesity, homicide, and alcohol­ ism. Thus, grant money flows toward researchers who take a genetic approach to such topics. In the American Sociological Association’s 2005 presidential address, Troy Duster (2006) docu­ mented the difference between grants awarded to life scientists and those who emphasize the role of social structure in the analysis of social prob­ lems. The differences were noteworthy. In the supplement to the 2008 volume of the American Journal of Sociology, Freese (2008;S28) also suggested that attempts to understand the link between genetics and social structure are currently considered “hip,” and he is correct, at least with respect to the views of those in a position to award grants or publish articles. As a case in point, the Robert Wood Johnson Foundation provided partial funding for the American Journal of Sociology's genetic supplement (Bearman 2008). The foundation’s goal is to improve health care delivery. In The Medicalization of Society, Conrad (2007) suggests that genetic explanations for behavior are welcomed into public conversations. He explains that our culture has been primed for the genetic point of view, because of “an abiding faith in science, rationality, and progress; the increased prestige of the medical profession; and the American penchant for individual and techni­ cal solutions to problems” (p. 8). As a nation, our assumptions about the underpinnings of our actions lean toward biological science. With respect to undergraduate students, socio­ biology is the perspective that they bring with them to class. In my introductory courses, students start each semester assuming that violence, greed, and selfishness are all part of the natural order. In my courses on marriage and family, students imagine that new mothers are guided by the benevolent hand of parental instincts, and when I teach criminology, I find that students believe that the high U.S. crime rate is the result of prolonged, elevated levels of testosterone. Thus, the question becomes. What are we to do as teaching sociologists? 1 do not know anyone who would deny that our lives rest, delicately, on foundations of biology. Familiarity with one single case of autism or Alzheimer’s disease is enough to remind us that we are all trapped in OcMMoaded front nOpJfaoM^tpub.oom al WYOMING COMM COLLEGE LIBRARIES on January 27,2010 �52 Teaching Sociology 38( I) the web of genetics. For most, the web is support­ ive. For some, it is unthinking and ruthless. Still, I believe I can speak for at least a subset of us when I say that we became sociologists because, after careful thought, we determined that geneticists will always be limited to explaining a small por­ tion of our similarities and differences. Most of us surely came to realize that the variables that shape who we are and what we become are historic and cultural. We manage our identities and determine our actions as we observe norms, enact roles, and share the values maintained within the groups to which we are meaningfully attached. As such, are we obliged to include a wide range of genetic terms and concepts in our lower-level courses? I say no. I see no need for an adjustment to the way we address biological views on human character or potential when we teach introductory courses. In my class, 1 take time to talk about the dubi­ ous history of sociobiology. I discuss the most egregious of the attempts at eugenics. Then I move to a more immediate application of biolog­ ical principles. 1 tell students that my male pattern baldness is a sign that my genes are more highly evolved than those of them with lush, full, apelike heads of hair. At this point in the term, they know when I am playing the role of the court jester. Machalek and Martin paint a more sober picture of biological research. They work to make a case that our thoughts and actions often proceed on the basis of a “common, biological platform shared by all humans" (p. 42). Of the concepts they describe, 1 plan to use the “startle response” as an example of the degree to which our genes deter­ mine our behaviors (p. 43). I know that my students will appreciate the discovery that people all over the planet squint their eyes and clench their back­ sides when a firecracker goes off unexpectedly. Introductory students deserve the best of what our discipline offers. I realize that priorities are subjective, but from my standpoint, sociobiology is not our field’s finest or highest achievement. There is a place for sociobiology within the disci­ pline, but studies of genetics and social structure are best reserved for graduate students or upper­ division undergraduates. The population of stu­ dents who take the introductory course have differ­ ent goals than those who enroll in our advanced classes. Most introductory students are not sociol­ ogy majors. They take our courses as part of the liberal arts curriculum. The introductory class is often their only exposure to the field. Thus, the survey course serves a distinctive role. Students take introductory biology and psychology along­ side sociology in their freshman or sophomore years, and at that time we should offer an effective counterpoint to the views espoused in fields where attention is focused on individuals, as opposed to historic and cultural context. I am sympathetic to the call to cross the bound­ aries of disciplines. My background is interdisci­ plinary, and I cherished the time I spent in pursuit of a multifaceted degree, but I did not venture into other fields until after I earned two credentials in the field of sociology. I benefited from having an intellectual home, so to speak, and I have done my best to pass that lesson on to my students. Wellestablished disciplines are needed to make the most of projects where researchers take an interdis­ ciplinary approach. Each field brings something valuable to a study—a method or a perspective. Without strong and unique fields, interdisciplinary woric simply becomes undisciplined. No matter where genetic principles are taught in the curriculum, however, the suggestion to stay apprised of new biological research is laud­ able. For my part, I have already taken the steps that Machalek and Martin suggest, although for different reasons than they had in mind. If discus­ sions with students are part of your courses, then the views, if not the data, of biologists are already present in your classroom. We owe it to students, and we owe it to ourselves, to stay engaged with scientists working to unravel the mysteries of genes. I can think of no better way to make our debunking sophisticated. With respect to our colleagues in the life scien­ ces, Machalek and Martin are right to point out that they have begun to see the limits of a narrow, biological perspective on human endeavors. For the sake of advancing all the fields of the acad­ emy, we should be in a position to help them bring social theory and social research to bear on what are ultimately social problems. That will likely mean sharing concepts and vocabulary. It should also mean collaboration on research that brings out the best in diverse disciplines. The improvement of our understanding of humanity gives us reason enough to consider the data and findings of biochemists and geneticists. 1 keep a quotation from one of my favorite poets in the top drawer of my office desk, however. It is a line in a poem by Muriel Rukeyser (1968). In The Speed of Darkness, she wrote, “The universe is made of stories, not of atoms” (p. 111). OownloMM from nttpJ/taoaa^tpub.ooni « WYOMING COMM COLLEGE LIBRARIES on January 27.2010 �Hanson 53 REFERENCES Barash, David P. 1982. Sociobiology and Behavior, 2nd ed. New York; Elsevier. Bean, John. 1998. “Alternative Models of Professorial Roles: New Language to Reimagine Faculty Work.” Journal of Higher Education 69(5): 496512. Bearman, Peter. 2008. “Introduction: Exploring Genetics and Social Structure.” American Journal of Sociology 114(Suppl.): v-x. Chomsky, Noam. 1975. Reflections on Language. New York: Pantheon. Conrad, Peter. 2007. The Medicalization of Society: On the Transformation of Human Conditions into Treatable Disorders. Baltimore, MD: Johns Hopkins University Press. Duster, Troy. 2006. “Comparative Perspectives and Competing Explanations: Taking on the Newly Configured Reductionist Challenge to Sociology.” American Sociological Review 71(1): 1-15. Freese, Jeremy. 2008. “Genetics and the Social Science Explanation of Individual Outcomes." American Journal of Sociology 114(Suppl.): Sl-35. Gouldner, Alvin. 1970. The Coming Crisis of ff'estem Sociology. New York: Basic Books. Guo, Guang. 2006. “The Linking of Sociology and Biology.” Social Forces 85(1): 145-49. Hermstein, Richard and Charles Murray. 1994. The Bell Curve: Intelligence and Class Structure in American Life. New York: Free Press. Machalek, Richard and Michael W. Martin. 2010. “Evolution, Biology, and Society: A Conversation for the 21st-Century Sociology Classroom.” Teaching Sociology 38(1):41-51. Miley, James. 1988. “By Its Right Name: The Relevance of Poetry for Sociology.” Teaching Sociology 16(2): 173-76. Moran, Timothy Patrick. 1999. “Versify Your Reading List: Using Poetry to Teach Inequality.” Teaching Sociology 27(2): 110-25. Rukeyeser, Muriel. 1968. The Speed of Darkness. New York: Random House. Shea, Christopher. 2009. “The Nature-Nurture Debate, Redux.” Pp B6 Chronicle of Higher Education. January 9. Bio Chad Hanson teaches sociology at Casper College in Casper, Wyoming. When he is not in the classroom he studies the behaviors of brook trout; up to his knees in mountain streams and with a fly rod in his hand. His book The Community College and the Good Society: How the Liberal Arts were Undermined and fVhat we can do to Bring them Back is forthcoming from Transaction Publishers. DownMaM (rem hBpJMo.Mgepub.oom al WY0MN6 COMM COLLEGE LBRARIE5 on Jwtuary 27,2010 � 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 Journal 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 Teach Softly and Debunk with a Big Stick: A Response to "Evolution, Biology, and Society: A Conversation for the 21st-Century Sociology Classroom" Rights Information about rights held in and over the resource <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2010-01 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Chad Hanson Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_13 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available <em>Teaching Sociology</em> is published by the American Sociological Association https://caspercollege.cvlcollections.org/files/original/b1104f2873315e8d932c805aaa035d01.jpg fa71ed5f0cd17205a88bc3267725f48c https://caspercollege.cvlcollections.org/files/original/e47f6caad37b8335c7f640c6e9f72d98.jpg e8661354edca2acb2320a750db476752 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 Byron Clapp Photographs 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> Type The nature or genre of the resource Image Language A language of the resource ENG Identifier An unambiguous reference to the resource within a given context NCA 01.v.2024.03_ByronClappPhotographs Format The file format, physical medium, or dimensions of the resource JPG Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photo 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 Team Group Photo 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> Description An account of the resource The photo depicts a group photo of a girls sports team. Their names are listed on the back. Type The nature or genre of the resource Image Language A language of the resource ENG Identifier An unambiguous reference to the resource within a given context NCA 01.v.2024.03_Photo2 Format The file format, physical medium, or dimensions of the resource JPG https://caspercollege.cvlcollections.org/files/original/bf7b2c55a470b290a5caa4bc51aabb3e.jpg df841226258cb007967ba0406ae2a692 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Postcard 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 Teapot Rock Postcard 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> Subject The topic of the resource Historic sites -- Wyoming -- Natrona County; Teapot Rock/Dome (land formation) Description An account of the resource Photograph of Teapot rock formation. Type The nature or genre of the resource Image Is Part Of A related resource in which the described resource is physically or logically included. History of Teapot Dome, NCA 01.2023.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context SpecColl 01.i.2023.01_TeapotRock Format The file format, physical medium, or dimensions of the resource JPEG https://caspercollege.cvlcollections.org/files/original/abf16011d352206436fc87dd5bf90e91.tif e07bcfcbaf241f36381f6763371231bb 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. 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 Teeth Rights Information about rights held in and over the resource <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> <div id="dublin-core-rights" class="element"> <div class="element-text five columns offset-by-two"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns offset-by-two"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns offset-by-two"> <div id="dublin-core-rights" class="element"> <div class="element-text"><em>Expression</em><span>&nbsp;</span>claims first North American rights to submissions selected for publication. All rights revert back to the author/artist after publication.</div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2024 Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource Sierra Farquhar-Baltazar Is Part Of A related resource in which the described resource is physically or logically included. Expression Literary and Arts Magazine, CCA 04.ii.c.2022.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.c.2022.01_Exp_2024_Art_79 Format The file format, physical medium, or dimensions of the resource TIF Publisher An entity responsible for making the resource available Casper College https://caspercollege.cvlcollections.org/files/original/38c257dad06e86105a7eae7a6cb33a26.jpg 86281136a52cc431d703bd16e4e5f722 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 Records of Weather Service Office Station #74 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> Date Created Date of creation of the resource. 1940-1992 Description An account of the resource This digital collection currently consists of the profile photo albums and station histories of Weather Service Office Station #74. This station was the first weather station and operated on top of the hanger at Wardwell Field. Type The nature or genre of the resource Image; Text Creator An entity primarily responsible for making the resource Weather Service Office Station #74 Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Records of Weather Service Office Station #74, NCA 01.ii.2003.1. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context NCA 01.ii.2003.01 Format The file format, physical medium, or dimensions of the resource JPG Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Telegram 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 Telegram from Neil Coulter, U.S. Weather Bureau, and U.S. Senator Cliff Hansen to Casper Air Terminal 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> Date Created Date of creation of the resource. 1970-02-10 Description An account of the resource February 10, 1970 telegram from from Neil Coulter, U.S. Weather Bureau to Casper Air Terminal expressing sincere thanks and best wishes. This telegram is found in a profile of Weather Service Station #74 outside of Casper, Wyoming where Wardwell Field was located. Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource Cliff Hansen; Neil Coulter; U.S. Weather Bureau Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Records of Weather Service Office Station #74, NCA 01.ii.2003.1. Casper College Archives and Special Collections (Western History Center). Identifier An unambiguous reference to the resource within a given context NCA 01.ii.2003.01_StationProfilePhotos_74_23 Format The file format, physical medium, or dimensions of the resource JPG https://caspercollege.cvlcollections.org/files/original/572b8b521c05babffa158bfc678d415b.pdf 6b023e3c258fed1c3208a3f11fc968de PDF Text Text T05tal TcUgvapb-CabU Company Form 103—W276 THE INTERNATIONAL SYSTEM No. POSTAL TELEGRAPH , MACKAY RADIO ISSUED AT . COMMERCIAL CABLES ALL. AMERICA CABLES (PATE) (CITY) Received from _______ ___ ^Dollars THE AMOUNTOF TO BE PAID TO CHARGE mis MCmy OROER IS ACCEPTED IN POSTAL TELEGRAPH-CABLE COMP ACCORmNCC WITH THE TERMS ANO CONDITIONS OF THE WRITTEN CON. TRACT THIS DAY ENTERED INTO WITH mis TELEGRAPH COMPANY. ER AOENT �Hovember 4^ 1057 Joseph McGi’ath EarXaport Terrace ciailn lALbXlQ, XreXaM hear sir: On October 11, ^2Q.OO to your Hurst, College or on© book on 1937, I wired by Postal ieiejrtuh a<?ent, Mias K» Kayes, 4 Laurel Food, Cork, Xi*el&nd, in payiiient the October e7th rnce, Alao on October 11, 1 wired yexu* e^^ent, Mias K« Hayes by Western Union T©l©^;raph "On© Part £• A* hordin. One Part, C# A, Starkey, Ten Parts. For b. lliuty.” X had o;^eoted to received aoknowledgeoient this reiaittanoe at least by October 27th, but X have not received si<.oh notlc© to date* Your agent, MIbb Hayes, iias handled remittances for me In the paat> and X have reoelved an aoknovledge* moot in due time. Can you, or will you advise me at your convenience. If this transaction was properly recorded, I am anxious to have this Information because of futire events. If it le properly handled, it seems to ms the most satisfactory way of nandlln^ ti^o matter. Thankin?: you, 1 am Very truly yours. � 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 Roy B. Minty Papers 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> Date Created Date of creation of the resource. 1930-1939 Description An account of the resource Roy B. Minty was a livestock broker out of Casper, WY. His office was located in the lobby of the Henning Hotel. Researchers will find letters and telegrams exchanged between Minty and Draper and Draper Incorporated Wool out of Boston, Massachusetts among other items of potential interest to the sheep and wool industry in Wyoming during the 1930s. Minty's papers consist of correspondence, data on Wyoming sheep ranchers from 1934, correspondence in regard to the Careyhust Ranch from 1937-1939, information on a Wind River Day School lamb sale, as well as ledgerbooks, settlement slips, bills of sale, contracts, agreements, and more. These records date from the late 1920s to the late 1930s. Type The nature or genre of the resource 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. Archivists are happy to assist anyone with accessing the physical or electronic copies of these records. The Casper College Goodstein Foundation Library is glad to grant uses of this material that it actively manages and cares for and will provide its publication policy upon request. Language A language of the resource ENG Identifier An unambiguous reference to the resource within a given context NCA 01.ii.2023.03_RoyBMintyPapers Extent The size or duration of the resource. 37.5 megabytes (3 folders, 43 files) 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 Paper telegraph and letter 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 Telegraph and Letter to Ireland 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> 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. Archivists are happy to assist anyone with accessing the physical or electronic copies of these records. The Casper College Goodstein Foundation Library is glad to grant uses of this material that it actively manages and cares for and will provide its publication policy upon request. Date Created Date of creation of the resource. 1937-10-11 1937-11-04 Description An account of the resource This digital record consists of a telegraph and follow-up letter sent to Dublin, Ireland by Roy B. Minty in 1937. Minty was a livestock broker out of Casper, WY. His office was located in the lobby of the Henning Hotel. Researchers will find letters and telegrams exchanged between Minty and Draper and Draper Incorporated Wool out of Boston, Massachusetts among other items of potential interest to the sheep and wool industry in Wyoming during the 1930s. Minty's papers consist of correspondence, data on Wyoming sheep ranchers from 1934, correspondence in regard to the Careyhust Ranch from 1937-1939, information on a Wind River Day School lamb sale, as well as ledger books, settlement slips, bills of sale, contracts, agreements, and more. These records date from the late 1920s to the late 1930s. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Roy B. Minty Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Roy B. Minty Papers, NCA 01.ii.2023.03 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context NCA 01.ii.2023.03_IrelandTelegraphandLetter Format The file format, physical medium, or dimensions of the resource PDF Extent The size or duration of the resource. 2 pages https://caspercollege.cvlcollections.org/files/original/b744c644088e793e8c574945c520e718.tif c5b4a6180925f7a00daa1a1ff7803fe5 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 Magazine 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/. 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All rights revert back to the author/artist after publication.</div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2023 Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource Madison Harvey Is Part Of A related resource in which the described resource is physically or logically included. Expression Literary and Arts Magazine, CCA 04.ii.c.2022.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.c.2022.01_Exp_2023_Art_94 Format The file format, physical medium, or dimensions of the resource TIF Publisher An entity responsible for making the resource available Casper College