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Identifier An unambiguous reference to the resource within a given context CCA 04.ii.c.2022.01_Exp_2023_Art_36 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/44d741ecd9613c89d550e041a1690102.jpeg 113199c866c023693938f84862eea026 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 Marialyce Tobin Artifacts and Travelogues 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 collection contains digitized copies of Marialyce Tobin's travelogues and photographs of physical objects she collected on her travels. 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Maialyce Tobin https://caspercollege.cvlcollections.org/files/original/2dc83f69cf367415d48763f44eab1e3e.pdf f0ba602e1d657d9376170e1201d73fdc PDF Text Text Community College Journal of Research and Practice, 32: 999-1007, 2008 8^ Rai itloHno Copyright © Taylor & Francis Group, LLC {< , ,9® ISSN: 1066-8926 print/1521.0413 online « > TayloraFrandsCroup DOI: 10.1080/10668920701831274 PUTTING COMMUNITY BACK IN THE COMMUNITY COLLEGE: THE CASE FOR A LOCALIZED AND PROBLEM-BASED CURRICULUM Downloaded By: [Hanson, Chad] AC: 32:36 * November 2009 Chad Hanson Department of Sociology, Casper College, Casper, Wyoming, USA In this article the move toward international education in the community college is questioned. Who benefits when two-year schools are globalized'? An alternative to the current international approach is suggested. The case is made that community colleges serve the public interest when curricula are centered on solving problems unique to the communities that host and support them. I Started teaching sociology at two-year schools during the decade of the 1990s, a time when the American Association of Community Colleges (AACC) was encouraging educators to adopt international curricula (Heelan, 2001). Their efforts were successful. Based on the results of a 2001 survey returned by 307 institutions, AACC researchers Blair, Phinney, and Phillipe reported that “82 percent of the colleges had international components in their courses, com­ pared with 40 percent in 1995” (2001,.p. 1). In addition, “The number of colleges with international business programs grew from 23 per­ cent in 1995 to 60 percent in 2000” (Blair, Phinney, & Phillipe, 2001, p. 1). The 1990s were watershed years in the move to globalize commu­ nity colleges, and the momentum continues into the new century. Speakers visit campuses to promote the idea, colleges host confer­ ences on the subject, and grant money allows instructors to add international components to their courses (Cissell & Levin, 2002). Address correspondence to Chad Hanson, Department of Sociology, Casper College, 125 College Drive, Casper, WY 82601. E-mail: chanson@caspercollege.edu 999 �Downloaded By: [Hanson, Chad) At: 22:26 4 November 2006 1000 C. Hanson Faculty leaders and administrators both remain committed to fashioning two-year colleges as institutions with an international flavor (King, 1990; Emerson & Newsom, 1995; Romano, 2002; Farnsworth, 2006). In the beginning, I was drawn to the idea. Sociologists like to think of themselves as worldly characters, and as such we are susceptible to movements that sound even vaguely cosmopolitan. But as I began learning about the effort to globalize two-year schools, the initiative began to seem inconsistent with my approach to teaching. And as I developed a better understanding of the move­ ment toward an international curriculum, I discovered that the move is out of step with the larger goals of social science or higher education. In the social sciences, international perspectives and cross-cultural comparisons are commonplace. They are regular parts of our courses. Sociologists have long understood that students learn about them­ selves by comparing their beliefs and values to those of others. We call the strategy “seeing the strange in the familiar” (Macionis, 2007). We view American life through the lens of other cultures. For example, in courses on crime and delinquency, the difference between American and Japanese parenting techniques are often discussed. The Japanese approach to discipline includes a practice similar to “grounding,” although when Japanese kids are grounded they are not allowed to be inside the home with their parents or sib­ lings (Barkan, 2004). By contrast, American children conceive time spent indoors as an infringement on their personal freedom, raising questions about how time spent with family came to be construed as punishment. Comparisons such as these abound in social science, but in the push to globalize public colleges, the intent has not always been to use the perspectives of others to cast illuminating light on our own norms or conventions. In particular, supporters of the new curricu­ lum are reluctant to use the views of others to raise questions about the actions or behaviors of international businesses (King, 1990). As I listened to speakers, and later as I read authors extolling the virtues of globalization, it became clear that the intent is to “shape student thinking primarily with employers in mind” (Farnsworth, 2006, p. B17). In the new curricula, little attention is paid to unfair labor practices or political movements meant to strengthen environmental laws. Similarly, global education advocates are seldom interested in test questions or in-class activities centered on the practice of outsourcing U.S. jobs or the techniques corporations use to avoid paying taxes. �• ' Downloaded By: [Hanson, Chad) AC; 33:26 4 November 2008 Putting Community Back in the Community College 1001 The move to adopt an international curriculum is driven by freemarket values. The movement’s origins stem, not from social philoso­ phy or research on student development, but from needs that grew out of human resource departments in the private sector. Tow explains, “Corporate Personnel Directors say their companies need managers and employees with greater international knowledge and experience,’’ and in response to the demand for employees familiar with the language and customs of others, community colleges altered their curricula to curry favor with companies trading across national borders (2001, p. 30). The upshot of the effort has been a surge of funds from govern­ ment agencies and corporations, both attuned to the idea that col­ leges contribute to the economy by training students to use skills of value in the labor force (Stoessel, 2002). The move toward interna­ tional curricula has been lucrative for colleges (Levin, 2001). But in the rush to transform the community college into a global institution, staff and faculty have become inclined to adopt a naive, uncritical, almost cartoon-like appreciation for all things international. For example, in a 2001 article for the AACC’s Community College Jour­ nal, Farnsworth suggested that international education holds the potential to change students to the point that their experience matches that of Dorothy, the main character in The Wizard of Oz. He recounts the moment in the picture when Dorothy is lifted away from her community by a tornado: Dorothy is ripped away from the sparse black and white landscape of rural Kansas by the tornado. She spins through a whirlwind of confus­ ing sights and sounds, drops with a jarring thud somewhere comple­ tely different. With her dog Toto under her arm, she hesitantly opens the monochrome door of the old farmhouse, and with a slight gasp... walks into the glorious Technicolor world of Oz (Farnsworth, 2001, p. 10). Farnsworth goes on to connect the imagery of Oz to education, by suggesting that “Part of the learning process—of becoming an ‘edu­ cated’ person—now must involve opening the lives and minds of stu­ dents to the wonders of the new Oz’’ (2001, p. 11). Societies marked by free-trade agreements and inexpensive consumer goods are the new Oz to which the American Association of Community Colleges hopes to orient students. However, global education of the kind pro­ moted by the AACC lacks a sustained critique of world trade; and if the dominant approach to curricula lacks a critical component, the �1002 C. Hanson framework cannot facilitate critical thinking or critical literacy on the part of students (Shor, 1992). In the literature published by the AACC, societies and cultures increasingly shaped by the advance of global capital are conceived as Oz-like worlds of “glorious Technicolor,” but the image of magnificence and wonder stands in contrast to the picture of globalization painted by academics. University of Wisconsin sociologist Al Gedicks explains: Downloaded By; [Hanson, Chad] AC: 23:26 4 November 2006 From the Amazon Basin to the frozen stretches of northern Saskatchewan, to the tropical rainforests of Southeast Asia and Central Africa—energy, mining, logging, hydroelectric, and other mega-projects have uprooted, dislocated, and destroyed native communities (Gedicks, 1993, p. 13). As public nonprofit institutions, colleges and universities are charged to encourage students’ social, moral, and cognitive development. Each form of development involves fostering students’ skills in such a way that they can compare and assess competing points of view. The goal is to create settings in which students and teachers struggle to build a thorough understanding of human endeavors. “The deep purpose of higher education is to steward this transformation so that students and faculty together continually move from naivete through skepti­ cism to commitment” (Parks Dolaz, Keen, Keen, & Dolaz Parks, 1996, p. 12). Public colleges have a duty to move students away from credulity and toward a capacity to make judgments with respect to the merit and morality of the cultural patterns unfolding around them. With respect to such patterns, any assessment of the business practices shaping life in modern societies makes it plain that interna­ tional corporations are not staffed with cheery munchkins or wellintentioned fairies. In the case of global giants such as Enron the offices are no longer staffed at all, as the organization imploded in a flurry of greed and malevolence. Further, of those organizations currently successful in the world market, an examination of their work reveals a wide-spread pattern of disregard for social problems that arise in the locales where they do business (Stiglitz, 2002). In the parlance of international economics, persistent global poverty, geographic dislocation, and environmental degradation are described as “externalities.” They are considered unintended consequences of trade, not central to the process of profit-making. The new world of global commerce may be wrought in Techni­ color, it may even be glorious in some ways and for certain entities. But the faculty of public colleges have an obligation to evaluate �Downloaded By: [Hanson, Chad) AC: 22:2$ 4 November 2008 Putting Community Back in the Community College 1003 international trade with a critical eye, and from a range of different perspectives. Unfortunately, international curricula fell into place before two-year college faculty debated their purposes. We have yet to conduct a close examination of the assumptions that lie at the foundation of the new approach to community college educa­ tion. In the absence of deliberations on the intent or consequences of the new approach, staff and faculty have come to believe that two-year schools exist to advance international business. With the wonders of inexpensive foreign-made goods dangled before us so as to produce an almost trance-like acceptance of the status quo, we find ourselves caught in the glow of international commerce, while matters of local concern smolder in our midst. For example, in the community college curriculum, we give scant attention to the battles waged by nonprofit organizations struggling to address the social and ecological problems that burgeon in the wake of eco­ nomic development (Schuyler, 1999). Consequently, in the spring of 2003 I presented a group of 35 students with a summary of a plan for drilling 50,000 new natural gas wells in Wyoming’s Powder River Basin, 30 miles north of the Casper College campus (Beers, 2000; Lavelle, 2001). Students were dumbfounded. Certain of them had spent time overseas in nations such as Germany, Sweden, and Guam as members of the military or as part of high school or college student exchange pro­ grams. On the whole, the group was well-read and well-traveled, but they were unaware of the effort to turn a portion of Wyoming’s wide open spaces into an industrial landscape at the hands of global companies. Should natural gas development go ahead as planned, the commercial activity will benefit multinational corporations based throughout the U.S., Europe, and Canada. At the same time, the drilling rigs will degrade American public land and trample the geographic history and cultural values of long-time Wyoming residents (Duffy, 2005). My students were initially outraged by the prospect of their home state’s landscape becoming altered beyond recognition, and their pas­ sionate response to the threat posed by the new development fueled a lengthy in-class discussion about natural resources, consumer habits, and the stewardship of public land. Ideally, discussions such as these take place at meetings of the city council, the county commissioner, the state legislature, and in federal offices. As an educator, I can only hope the perceptions and sentiments formed in the context of college courses reach beyond the classroom, off the campus, and into our communities. I am confident, in the case of this example, that discus­ sions continue in other quarters. However, if I would have chosen a �Downloaded By; [Hanson, Chad] At: 22:26 4 November 2006 1004 C. Hanson topic far removed from local concerns, I could rest assured the dialo­ gue would have died as students stepped into the hallway after class. For instance, I could have planned an activity focused on an inter­ national problem such as deforestation in South America, but to do so would have kept students from the realization that global pro­ cesses have present and immediate implications. Without a strong focus on local issues and social problems, international education places a mask over forces and events that impact communities. More­ over, when conducted in uncritical terms meant to glorify students’ roles as consumers and employees, international education becomes apolitical, blinding students to their responsibilities as citizens. As a case in point, in the spring of 2001 1 asked a group of students in northern Wisconsin two questions with respect to the public ser­ vants representing them in our democracy. First, I asked them to write the names of all the Green Bay Packer’s players they knew or could remember. The lists were long. So lengthy, I was forced to give them more time than I planned. Roughly two-tliirds of the students finished the roster. Those students then began writing the names of retired players or athletes placed on injured-reserve. After they finished, I asked them to write the names of the officials that represent them at the city, county, state, and federal levels. Two-thirds of the students were familiar with the governor, roughly one half knew the city’s mayor, a handful of students cited one of the two senators represent­ ing them in Washington, but the majority either sat silent or laughed out loud in the manner of people asked to perform a hopeless task. My students are distracted from their duties as citizens in a self­ governed society. They are not alone, however. Whether we are pre­ occupied with sports, work, television or consumerism, the majority of us abdicate our role, our right, and our responsibility to play an active part in American public life (Putnam, 2000). Two-year colleges have the potential to serve as a hedge against the apathy that per­ vades our social and cultural networks. An engaged college classroom holds the promise of inspiring and empowering students to act upon the problems present in their localities. However, if the curriculum is centered on geographically distant themes, disconnected from com­ munities, then college courses simply serve as additional distractions. Higher education curricula must include international perspec­ tives—that much is understood—but the question is “Global edu­ cation for what purpose?” Currently, the international curriculum is aimed at equipping students with skills related to opening new labor markets (Tow, 2001; Farnsworth, 2006). The result of their work could well be a loss of jobs or a lower quality of life for neighbors and fellow citizens. By contrast, a genuine higher �Downloaded By: [Hanson, Chad) AC: 32:2fi 4 November 2008 Putting Community Back in the Community College 1005 education provides students with the ability to conceive global commerce in terms of its multiple and wide-ranging effects: social, economic, and environmental. A significant body of educational theory and research dating back to the work of John Dewey (1916) points toward the necessity of taking students from the local and particular, to the broad and general. Thus, from the standpoint of the two-year curriculum, the starting point is here at home, within our families, churches, schools, and neighbor­ hoods. For both social and educational purposes, our in-class activities must be drawn from our vicinities; and if public colleges are going to play a role in the effort to reconnect education to communities, it is going to mean “establishing or re-establishing relationships with com­ munity groups—and not just businesses” (Gamson, 1997, p. 13). Of course, courses and programs designed to spotlight local issues must eventually become regional if not global in scope. Responsible educators “pay careful attention to the patterns that connect the local and the regional with the global” (Orr, 1994, p. 160). But the intent is to create an environment where students develop the habit of analyz­ ing local conditions from the standpoint of how they are influenced by international forces. After all, if community college students are not willing and equipped to address the social and economic pro­ blems in their own communities, then who will address them? The citizens of other nations? Foreign governments? Neither scenario seems likely or desirable. In the preface to the 1983 Oz, Baum suggests that his story “aspires to being a modernized fairy tale, in which the wonderment and joy are retained and the heartaches and nightmares are left out” (Baum, 1983, p. xvi). Similarly, the effort to internationalize the community college has been an attempt to sell the joys and wonders of globaliza­ tion, while drawing attention away from the “wars, pollution, starva­ tion, species extinctions, and genocides” associated with the new international order (Perkins, 2004, p. 57). It was an easy sell. The spectacle of otherness is seductive for both students and faculty, but the one-sided focus on the benign aspects of globalization puts us in the undesirable position of advocating, as opposed to evaluating international business or global politics. The literary critic Gore Vidal explains, “In sharp contrast to gray flat Kansas, Oz seems to blaze with color. Yet the Emerald City is a bit of a fraud. Everyone is obliged to wear green glasses in order to make the city appear emerald green” (1983, p. 258). In effect, by propagating uncritical probusiness international curricula, we are asking students to wear green glasses. Conversely, if colleges upheld their responsibility, the curriculum would function as a cold, clear �1006 C. Hanson microscope—classrooms serving as forums where global social and economic patterns could be assessed from the standpoint of human and ecological interests. In the light of clear and hard analysis, places like Kansas will seem less monochrome and more closely connected to global forces than students or faculty often imagine. Furthermore, if we put our communities back at the center of our efforts, students will likely come to see that “There is no place like home,” and that is a point upon which Dorothy and I agree. Downloaded By: [Hanson, ChadJ AC: 22:26 4 November 2006 REFERENCES Barkan, S. (2004). Criminology: A sociological understanding. Upper Saddle River, NJ: Prentice-Hall. Baum, L. F. (1983). Preface. In M. P. Hearn (Ed.), The wizard of Oz: The critical heri­ tage series (pp. ix-xvi). New York: Shocken Books. Beers, C. (2000). It’s a gas. Wyoming Wildlife, 64(6), 22-29. Blair, D., Phinney, L., & Phillipe, K. (2001). International programs at community colleges. AACC research brief Washington, DC: American Association of Com­ munity Colleges. Cissell, A. & Levin, D. (2002). Federal funding for community college international education programs and activities. In R. Romano (Ed.), Internationalizing the community college (pp. 145-158). Washington, DC: The Community College Press. Dewey, J. (1916). Democracy and education. New York: MacMillan. Dully, R. (2005). Political mobilization, venue change, and coal-bed methane conflict. Natural Resources Journal, 45(2), 409-440. Emerson, M. & Newsom, R. (1995). Further defining the role of the community college: A model taxonomy for international education programs. Community College Journal of Research and Practice, 79(10), 501-516. Farnsworth, K. (2001). The values of a global perspective. Community College Journal, 8-14. Farnsworth, K. (2006). The four lessons that community colleges can learn from for-profit institutions. The Chronicle of Higher Education, 55(10), B17-B18. Gamson, Z. (1997). Higher education and rebuilding civic life. Change, 29(i), 10-13. Gedicks, A. (1993). The new resource wars: Native and environmental struggles against multinational corporations. Boston: South End Press. Heelan, C. (2001). Working toward a global view. Community College Journal, 77(4), 4. King, M. (1990). The community college’s international vision. AACJC Journal, 67(4), 37^0. Lavelle, M. (2001, March 12). High stakes on the prairie. U.S. News and World Report, 130, 52-54. Levin, J. (2001). Globalizing the community college: Strategies for change in the 21st century. New York: Palgrave. �Downloaded By; {Hanson, Chad] At: 22:26 4 November 2006 Putting Community Back in the Community College 1007 Macionis, J. (2007). Sociology. 11th ed., Upper Saddle River, NJ: Prentice-Hall. Orr, D. (1994). Earth in mind: On education, environment, and the human prospect. Washington, DC: Island Press. Parks Dolaz, L., Keen, C., Keen, J., & Dolaz Parks, S. (1996). Lives of commitment: Higher education in the life of the new commons. Change, 25(3), 11-15. Perkins, J. (2004). Confessions of an economic hit man. San Francisco: BerretKoehler. Putnam, R. (2000). Bowling alone: The collapse and revival of American community. New York: Simon and Schuster. Romano, R. (Ed.) (2002). Internationalizing the community college. Washington, DC: The Community College Press. Schuyler, G. (1999). A historical and contemporary view of the community college curriculum. In G. Schuyler (Ed.), Trends in community college curriculum. New directions for community colleges. No. 108 (pp. 11-15). San Francisco; Jossey-Bass. Shor, I. (1992). Empowering education: Critical leaching for social change. Chicago: University of Chicago Press. Stiglitz, J. (2002). Globalization and its discontents. New York: W. W. Norton. Stoessel, E. (2002). Curriculum development: Using federal grants to strengthen business programs and activities. In R. Romano (Ed.), Internationalizing the community college (pp. 99-110). Washington, DC: The Community College Press. Tow, K. (2001). The global student. Community College Journal, 7I{4), 30-31. Vidal, G. (1983). On rereading the Oz books. In M. P. Hearn (Ed.), The wizard of Oz: The critical heritage Series (pp. 256-270). New York: Shocken Books. � 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 Putting Community Back in the Community College: The Case for a Localized and Problem-Based Curriculum 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. 2008-11 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_11 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available <em>Community College Journal of Research and Practice</em> is published by Taylor &amp; Francis Group, LLC https://caspercollege.cvlcollections.org/files/original/f4311db163e00d107878b41700541bd6.tif 8da799c21f74d640f7d0d5d3f3cf3b89 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. 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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> 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 Jay Roccaforte 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_37 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/fd9cb1badbb6c3654f5c15a857365893.pdf 30bdf5948bf7dc015964de337002e1f1 PDF Text Text QUALITY OF LIFE CASPER COLLEGE SOCIAL SCIENCE SEMINAR APRIL 6 7 1978 �GREATNESS AFTER ALL, IN SPITE OF ITS NAME, APPEARS TO BE NOT SO MUCH A CERTAIN SIZE AS A CERTAIN QUALITY IN HUMAN LIVES. IT MAY BE PRESENT IN LIVES WHOSE RANGE IS VERY SMALL. PHILLIPS BROOKS THAT IRREGULAR AND INTIMATE QUALITY OF THINGS MADE ENTIRELY BY THE HUMAN HAND. WILLA SIBERT GATHER LOOK BENEATH THE SURFACE; LET NOT THE SEVERAL QUALITY OF A THING NOR ITS WORTH ESCAPE THEE. MARCUS AURELIUS ANTONINUS LONG LIFE WITHOUT IMPROVEMENT IN THE QUALITY OF LIFE IS ONE OF THE TRAGIC SEQUELS TO TECHNOLOGICAL DEVELOPMENT IN MANY COUNTRIES. HALFDAN MAHLER IN OUR OWN DAY, IT HAS BEEN THE BUSINESSMAN . . . WHO HAS CONTINUED TO ENHANCE THE QUALITY OF LIFE NOT ONLY FOR THE SELECT AND THE WEALTHY BUT FOR ALL OF US. FRANCIS J. DUNLEAVY IT IS THE QUALITY RATHER THAN QUANTITY THAT MATTERS. LUCIUS ANNAEUS SENECA �QUALITY OF LIFE CASPER COLLEGE SOCIAL SCIENCE SEMINAR �THURSDAY. APRIL 6 8:45 A.M. DURHAM HALL BRUCE TOLLEFSON seminar director WELCOME "...so, WHILE THE QUALITY OF LIFE IS UP, INEQUALITY OF LIFE IS ALSO UP." 2 �THURSDAY. APRIL 6 9:00 A.M. DURHAM HALL ANGUS CAMPBELL '•THE CHANGING QUALITY OF AMERICAN LIFE" FOLLOWING THE ADDRESS BY DR. CAMPBELL, COFFEE AND DOUGHNUTS WILL BE SERVED IN THE LOBBY. 3 �THURSDAY, APRIL 6 10:30 TO 11:U5 A.M. DURHAM HALL DISCUSSION PANEL "ENERGY: YOU CAN FUEL ALL THE PEOPLE SOME OF THE TIME; YOU CAN EVEN FUEL SOME OF THE PEOPLE ALL THE TIME; BUT YOU CAN’T ..." STAN HATHAWAY TOM STROOCK DICK BROWN GEORGE CRAWFORD "SOMETHING MUST BE WRONG...MY READINGS INDICATE THAT THEY'VE DECIDED TO DESTROY THEIR OZONE SHIELD WITH DEODORANT SPRAYS..." 4 �THURSDAY, APRIL 6 10:30 TO 11:45 A.M. ADMINISTRATION BUILDING, ROOM 198 DISCUSSION PANEL "BIOMEDICAL ETHICS: AND LET DIE" LIVE ROBERT ATHERTON ANGUS CAMPBELL KENT CHRISTENSEN HARRY DURHAM EDWIN WILLEMS GAIL ZIMMERMAN NOT MORE THAN 20 PERCENT OF SURGERY IS DONE TO PREVENT DEATH OR PROLONG LIFE. THE REST IS DONE TO IMPROVE THE QUALITY OF LIFE, AND WE HAVE NO SYSTEMATIC DATA ON THE VALUE OF THE RESULTS. JOHN BUNKER, STANFORD UNIVERSITY 5 �THURSDAY, APRIL 6 1:30 P.M. DURHAM HALL RICHARD CHENEY "GOVERNMENT AND THE QUALITY OF LIFE" FOLLOWING THE ADDRESS OF MR. CHENEY, PUNCH AND COOKIES WILL BE SERVED IN THE LOBBY. 6 �THURSDAY, APRIL 6 3:00 TO 4:15 P.M. DURHAM HALL DISCUSSION PANEL "IMAGES OF THE GOOD LIFE: CELLULOID, SILICONE AND • • • 9'» • ROBERT CARLSON ANGUS CAMPBELL LYNNE CHENEY CELESTE COLGAN DENNIS QUINN 1 �_________ THURSDAY, APRIL 6___________ 3:00 TO A:15 P.M. ADMINISTRATION BUILDING, ROOM 198 DISCUSSION PANEL "ROLE OF GOVERNMENT: WILL THE UMPIRE WIN THE GAME?" RICHARD CHENEY STAN HATHAWAY ROBERT HEILBRONER SCOTT JONES THE IDEA OF INDEPENDENCE REQUIRES RESISTANCE TO THE HERD SPIRIT NOW SO WIDESPREAD, TO OUR WORSHIP OF QUANTITY, TO OUR UN­ THINKING DEVOTION TO ORGANIZATION, STANDARDIZATION, PROPAGANDA, AND ADVERTISING. DANIEL GREGORY MASON �THURSDAY, APRIL 6 8:00 P.M. DURHAM HALL ROBERT HEILBRONER "THE OUTLOOK FOR CAPITALISM" \ 9 �FRIDAY, 9:00 A.M. APRIL 7 DURHAM HALL EDWIN WILLEMS "NOW I HAVE IT, NOW I DON'T: BEHAVIORAL ECOLOGY AND THE QUALITY OF LIFE" "LET THEM GO, THEY ALREADY LOOK ENDANGERED. BESIDES, THEY MAY BE CARCINOGENIC." ----------------------------- 10----------------------------- �FRIDAY, APRIL 7 10:30 TO 11:^5 A.M. DURHAM HALL DISCUSSION PANEL "POPULATION: GILLETTE, JAPAN AND OTHER SMALL PLACES" GEORGE CRAWFORD EDWIN FLITTIE ROBERT HEILBRONER EDWIN WILLEMS "WE HAVE SOLVED THE PROBLEM, THERE IS NO ROOM TO BREED." 11 �FRIDAY, APRIL 7 10:30 TO 11:h5 ADMINISTRATION BUILDING, ROOM 198 DISCUSSION PANEL "RECREATION AND LEISURE: TIME ON MY HANDS" ANGUS CAMPBELL SWEDE ERICKSON ROBERT MOENKHAUS DENNIS QUINN GEORGE WILSON 12 �FRIDAY, APRIL 7 1:30 P.M. DURHAM HALL DENNIS QUINN ’’POVERTY IN PARADISE” 13 �FRIDAY, APRIL 7 3:00 P.M. DURHAM HALL CONCLUDING PANEL ”HOW DO YOU KNOW WHEN YOU HAVE IT?" PARTICIPANTS ARE THE SPEAKERS AND VISITING PANEL MEMBERS OF THE SEMINAR. "TELL ME AGAIN WHAT A GOOD TIME I'M HAVING." 14 �ANGUS CAMPBELL B.A., M.A. UNIVERSITY OF OREGON, PH.D. STANFORD UNIVERSITY. PROFESSOR OF PSYCHOLOGY AND SOCIOLOGY AT THE UNIVERSITY OF MICHIGAN SINCE 1950, DR. CAMPBELL IS ALSO PROGRAM DIRECTOR, SURVEY RESEARCH CENTER, INSTITUTE FOR SOCIAL RESEARCH. HIS DIVERSE PROFES­ SIONAL ACTIVITIES INCLUDE POSTDOCTORAL STUDY IN SOCIAL ANTHROPOLOGY, FULBRIGHT FELLOWSHIP IN NORWAY, CONSULTANT TO THE FORD FOUNDATION IN POLAND AND YUGOSLAVIA, COMMITTEE AND ADVISORY WORK ON THE SST-SONIC BOOM, AND COMMUNITY REACTION TO THE CONCORDE. HIS NUMEROUS PUBLICATIONS INCLUDE THE RECENT THE QUALITY OF AMERICAN LIFE: PERCEPTIONS, EVALUATIONS, AND SATISFACTIONS (WITH P.E. CONVERSE AND W. L. RODGERS). 15 �RICHARD CHENEY A GRADUATE OF NATRONA COUNTY HIGH SCHOOL, MR. CHENEY ATTENDED CASPER COLLEGE AND THE UNIVERSITY OF WYO­ MING WHERE HE EARNED HIS B.A. AND M.A. IN POLITICAL SCIENCE. A SERIES OF FELLOWSHIPS PROVIDED THE OPPORTUNITY TO WORK AS AN INTERN IN THE WYOMING STATE LEGISLATURE, AND A STAFF MEMBER FOR THE GOVERNOR OF WISCONSIN WHILE HE CONCURRENTLY WORKED ON HIS DOCTORATE IN GOVERN­ MENT. A FINAL CONGRESSIONAL FELLOWSHIP TOOK HIM TO WASHINGTON, D.C. WHERE HE SERVED AS A STAFF MEMBER IN THE HOUSE OF REPRESENTA­ TIVES AND HELD POSTS IN TWO EXECUTIVE AGENCIES. HIS MOST RECENT GOVERNMENT SERVICE WAS AS CHIEF OF STAFF TO PRESIDENT GERALD FORD. 16 �ROBERT HEILBRONER B.A. HARVARD (SUMMA CUM LAUDE) PH.D. NEW SCHOOL FOR SOCIAL RESEARCH, LL.D. LASALLE AND RIPON. DR. HEILBRONER IS CURRENTLY THE NORMAN THOMAS PROFESSOR OF ECONOMICS, AND CHAIRMAN, DEPARTMENT OF ECONOMICS, THE GRADUATE FACULTY OF THE NEW SCHOOL FOR SOCIAL RESEARCH. HIS FIRST BOOK, THE WORLDLY PHILOSOPHERS HAS BEEN PUBLISHED IN MORE THAN TWENTY LANGUAGES. MANY OF HIS OTHER WORKS INCLUDING THE FUTURE AS HISTORY, THE GREAT ASCENT, AND AN INQUIRY INTO THE HUMAN PROSPECT HAVE RECEIVED SIMILAR ACCLAIM. DR. HEILBRONER'S MAIN FIELDS OF INTERES7 ARE CLASSICAL POLITICAL ECONOMY AND CONTEMPORARY TRENDS IN CAPITALISM. 17 �DENNIS QUINN B.A., M.A.^ PH.D., UNIVERSITY OF WISCONSIN. DR. QUINN IS PROFESSOR OF ENGLISH AT THE UNIVERSITY OF KANSAS, FORMER DIRECTOR OF PEARSON INTEGRATED HUMANITIES PROGRAM. HE HAS STUDIED AND RESEARCHED WITH FULBRIGHT SPONSORSHIP IN HOLLAND AND IN SPAIN. HIS TEACHING AND RESEARCH FIELDS OF INTEREST INCLUDE ENGLISH RENAISSANCE LITERATURE, JOHN DONNE, 17TH CENTURY PROSE AND POETRY, KING JAMES BIBLE, CLASSICAL POETRY AND PHILOSOPHY, AND MEDIEVAL THEOLOGY. DR. QUINN HAS PUBLISHED A NUMBER OF ARTICLES IN THESE AREAS OF INTEREST. 18 �EDWIN WILLEMS B.A. BETHEL COLLEGE (SUMMA CUM LAUDE) M.A., PH.D., UNIVERSITY OF KANSAS. DR. WILLEMS IS PROFESSOR OF PSYCH­ OLOGY, UNIVERSITY OF HOUSTON; PROFESSOR OF REHABILITATION, BAYLOR COLLEGE OF MEDICINE; AND DIRECTOR, BEHAVIORAL ECOLOGY PROGRAM, TEXAS INSTITUTE FOR REHABILITATION AND RESEARCH. HE IS AN ACTIVE REVIEWING EDITOR FOR A NUMBER OF PROFESSIONAL JOURNALS AND CONSULTANT IN AREAS OF REHABILITATION RESEARCH, EDUCATION FOR THE. HANDI CAPPED, AND CHILD BEHAVIORAL ANALYSIS. DR. WILLEMS HAS PUBLISHED EXTENSIVELY IN MANY PROFESSIONAL JOURNALS AND BOOKS. A MAJOR FIELD OF INTEREST IS BEHAVIORAL ECOLOGY. 19 �PANEL MEMBERS ROBERT ATHERTON, ASSOCIATE PROFESSOR OF ZOOLOGY AND PHYSIOLOGY, UNIVERSITY OF WYOMING. B.S. UNIVERSITY OF OKLAHOMA, M.S. WICHITA STATE UNIVERSITY, PH.D. UNIVERSITY OF MARYLAND. DICK BROWN, PUBLIC AFFAIRS REPRESENTATIVE, PACIFIC POWER AND LIGHT. B.S. UNIVERSITY OF WYOMING. ROBERT CARLSON, INSTRUCTOR OF ENGLISH AND PHILOSOPHY, CASPER COLLEGE. A.A. CASPER COLLEGE, B.A., M.P., PH.D. UNIVERSITY OF KANSAS. LYNNE CHENEY, LECTURER IN ENGLISH FOR THE UNIVERSITY OF WYOMING PROGRAM AT CASPER. B.A. COLORADO COLLEGE, M.A. UNIVERSITY OF COLORADO, PH.D. UNIVERSITY OF WISCONSIN. KENT CHRISTENSEN, CASPER PHYSICIAN AND SURGEON. PRE-MED, UNIVERSITY OF WYOMING. M.D. UNIVERSITY OF COLORADO. PRESIDENT, WYOMING STATE MEDICAL SOCIETY. GEORGE WILSON, ASSISTANT SUPERIN­ TENDENT OF SCHOOLS EMERITUS IN CHARGE OF THE DIVISION OF MUNICIPAL RECREATION AND ADULT EDUCATION, MILWAUKEE PUBLIC SCHOOLS. B.A., M.A. MARQUETTE UNIVERSITY, PH.D. INDIANA UNIVERSITY. CELESTE COLGAN, FORMER INSTRUCTOR AND CHAIRMAN, LANGUAGE AND LITERATURE DIVISION AT CASPER COLLEGE. B.A., M.A. UNIVERSITY OF WYOMING, PH.D. UNIVERSITY OF MARYLAND. HARRY DURHAM, CASPER PHYSICIAN AND SURGEON. PRE-MED, DENVER UNIVERSITY. M.D. NORTHWESTERN UNIVERSITY. MAYO CLINIC, 20 �SURGERY INTERNSHIP. OF SURGEONS. FELLOW, AMERICAN COLLEGE SWEDE ERICKSON, DIRECTOR OF ATHLETICS AND PHYSICAL EDUCATION, CASPER COLLEGE. B.S. KANSAS STATE UNIVERSITY, M.ED. UNIVERSITY OF WYOMI NG. EDWIN FLITTIE, PROFESSOR OF SOCIOLOGY, UNIVERSITY OF WYOMING. B.S. UNIVERSITY OF COLORADO, M.A. STANFORD UNIVERSITY, PH.D. NORTHWESTERN UNIVERSITY. STAN HATHAWAY, LAWYER, CHEYENNE. FORMER GOVERNOR OF WYOMING. A.B., LL.B. UNIVERSITY OF NEBRASKA. SCOTT JONES, INSTRUCTOR OF POLITICAL SCIENCE, CASPER COLLEGE. A.B. GEORGE WASH­ INGTON UNIVERSITY, M.A. UNIVERSITY OF MARY­ LAND, PH.D. AMERICAN UNIVERSITY. ROBERT MOENKHAUS, INSTRUCTOR OF SOCI­ OLOGY, CASPER COLLEGE. B.A. ELMHURST COLLEGE, B.A., M.S. UNIVERSITY OF WYOMING, M.DIV. EDEN THEOLOGICAL SEMINARY. TOM STROOCK, PRESIDENT, THE STROOCK LEASING CORPORATION. CHAIRMAN, WYOMING RE­ PUBLICAN PARTY (1975-1977). B.A. YALE UNIVERSITY. GEORGE CRAWFORD, PROFESSOR AND CHAIRMAN, DEPARTMENT OF PHYSICS, SOUTHERN METHODIST UNIVERSITY. B.A., M.S., PH.D. UNIVERSITY OF TEXAS. SPECIAL INTEREST IN FOOD, POPULATION AND ENVIRONMENT. GAIL ZIMMERMAN, INSTRUCTOR OF ZOOLOGY AND MICROBIOLOGY, CASPER COLLEGE. A.A. McCOOK COLLEGE, B.S. CHADRON STATE COLLEGE, M.A. MONTANA STATE UNIVERSITY, PH.D. UNIVERSITY OF WYOMING. 21 �NOTES 3:00 P.M., THURSDAY, APRIL 6, ADMINISTRATION BUILDING ROOM 298. FILM AND SLIDE SHOW BY GEORGE WILSON ON LEISURE ACTIVITY. TO ASSIST US IN EVALUATING THIS SEMINAR AND TO HELP US PLAN NEXT YEAR’S SEMINAR, IT IS REQUESTED THAT YOU TAKE A FEW MINUTES AND COMPLETE THE EVALUATION FORMS WHICH WILL BE PASSED OUT TO PART OF THE AUDIENCE AT EACH SEMINAR EVENT. THE SOCIAL SCIENCE SEMINAR IS SUPPORTED WITH A MATCHING GRANT FROM THE WYOMING COUNCIL FOR THE HUM/SNITIES. THIS FINANCIAL ASSISTANCE IS SINCERELY APPRECIATED. 24 �I FEEL SURE WE WILL REALIZE THAT PROGRESS CAN BE MEASURED ONLY BY THE QUALITY OF LIFE - ALL LIFE, NOT HUMAN LIFE ALONE. THE ACCUMULATION OF KNOWLEDGE, THE DISCOVERIES OF SCIENCE, THE PRODUCTS OF TECHNOLOGY, OUR IDEALS, OUR ART, OUR SOCIAL STRUCTURE, ALL THE ACHIEVEMENTS OF MANKIND HAVE VALUE ONLY TO THE EXTENT THAT THEY PRESERVE AND IM­ PROVE THE QUALITY OF LIFE. CHARLES A. LINDBERGH STOP TALKING ABOUT "THE QUALITY OF LIFE." LEAVE THE QUALITY OF LIFE TO POETS AND LOVERS. KEEP GOVERN­ MENT PLANNING TO THE MINIMUM LEVEL OF THE TOLERABLE. GIVE THE PEOPLE BREAD AND LET THEM MAKE THEIR OWN CIRCUSES. PAUL GOODMAN IF WE COULD UNDERSTAND WHY NATURE BEHAVES AS IT DOES, IT WOULD BE OF TREMENDOUS HELP TO MAN IN SHAPING A NEW QUALITY OF LIFE FOR MANKIND. TO ME THE QUALITY WOULD CORRESPOND ANA­ LOGICALLY TO A GREAT PAINTING WHICH IS OF VALUE BECAUSE OF WHAT IS LEFT OUT AS WELL AS WHAT IS INCLUDED. JONAS SALK OUR MAIN PRIORITY SHOULD BE THE QUALITY OF AMERICAN LIFE, RATHER THAN THE CONTAINMENT OF COMMUNISM. WE MUST STRENGTHEN OUR OWN SOCIETY. COMMUNISM IS LIKE A DISEASE; IT ATTACKS A ROTTEN BODY BARBARA TUCHMAN �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Casper College Social Science Seminar Booklets Rights Information about rights held in and over the resource <div class="element-text"> <div class="element-text five columns omega"> <p><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></p> </div> </div> Date Created Date of creation of the resource. 1969-1995 Description An account of the resource Scans of booklets given during Casper College's Social Science Seminars.<br /><br />NOTE: Some booklets are duplicates with different cover art Type The nature or genre of the resource Image, Text Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Margaret Demorest Papers, CCA 10.2011.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 10.2011.01_Demorest_SocialScienceSeminar Format The file format, physical medium, or dimensions of the resource PDF Publisher An entity responsible for making the resource available Casper College Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Booklet Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Quality of Life 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. 1978 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Margaret Demorest Papers, CCA 10.2011.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 10.2011.01_Demorest_SocialScienceSeminar_12 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available Casper College https://caspercollege.cvlcollections.org/files/original/06f1b4f37452cf509b96f19f89327d21.pdf 6e447c028357f26ea18ea001db0e233c 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 1950 Thunderbird Annual Yearbook 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. 1950 Subject The topic of the resource Casper College -- History.; Community colleges -- Wyoming -- History Description An account of the resource Digitized copy of the 1950 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 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 Queens 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. 1950 Subject The topic of the resource Casper College -- History.; Community colleges -- Wyoming -- History Description An account of the resource Digitized copy of the Queen's section for the 1950 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/2d1914599b4665535bcdb02dea8f25cb.jpg 4e0b62d88da2ee76aecedb554e3c51c0 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 CY Ranch 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> Description An account of the resource Photographs of the CY Ranch in Casper, Wyoming. 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. Frances Seely Webb Collection. Goodstein Foundation Library, Archives and Special Collections (Western History Center), Casper College, Casper, WY, 82601. Identifier An unambiguous reference to the resource within a given context NCA 01.v.1985.02_CYRanch Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Frances Seely Webb; Emilie Demorest Mosher Collection 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 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 R.M. Devine and his 3 sons 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. 1900 Subject The topic of the resource Casper (Wyo) -- History. Description An account of the resource R.M. Divine and his 3 sons (handwritten information about the photo) Type The nature or genre of the resource Text 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. Goodstein Foundation Library, Archives and Special Collections (Western History Center), Casper College, Casper, WY, 82601. Identifier An unambiguous reference to the resource within a given context NCA 01.v.2024.12_MyMomsCasper_13b Format The file format, physical medium, or dimensions of the resource JPG Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Frances Seely Webb; Emilie Demorest Mosher Collection https://caspercollege.cvlcollections.org/files/original/c622cbed413c944d16417705a2cab47c.jpg 669afc1d819bf18c7f30c63ceead9a85 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 Copies of Photographs used in Casper: A Pictorial History Rights Information about rights held in and over the resource See individual items in this collection. Description An account of the resource This digital collection contains copies of photographs used in Edna Gorrell Kukura's and Susan Niethammer True's 1986 publication, <em>Casper: A Pictorial History</em>. Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource Edna Gorrell Kukura (1913-1986); Susan Niethammer True (1946-) Is Part Of A related resource in which the described resource is physically or logically included. Casper: A Pictorial History Photograph Collection, NCA 01.v.2009.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context NCA 01.v.2009.01 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photographic print Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Raid of a Bootlegging Operation at the Salt Creek Oil Fields Rights Information about rights held in and over the resource Publication and use of this photograph is courtesy the Wyoming State Archives. Description An account of the resource This is a copy of a photograph used in Edna Gorrell Kukura's and Susan Niethammer True's 1986 publication, Casper: A Pictorial History. 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. Casper: A Pictorial History Photograph Collection, NCA 01.v.2009.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context NCA 01.v.2009.01_StillsatSaltCreekOilFields Format The file format, physical medium, or dimensions of the resource JPG https://caspercollege.cvlcollections.org/files/original/cddfa741f9cd55dd996747149405b8b5.jpg 58a74d1b1f13da9f68775eae3998a936 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 Book 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 RAIL 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. 2025 Description An account of the resource Cover of Kai Carlson-Wee's collection of poetry<em> RAIL</em> Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource Kai Carlson-Wee, Sandy Knight Identifier An unambiguous reference to the resource within a given context RAIL Format The file format, physical medium, or dimensions of the resource JPG Publisher An entity responsible for making the resource available BOA Editions LTD