Quintessence 2012 - University of Wisconsin

Quintessence
An Annual Publication of Student Work
Copyright 2012
Contents
Front Cover ” Disintegration”
Hyun-June Kim
Math Question of the Month
Osama Abdl-Haleem ....................................................................................1
Is Family Guy Going too Far?
Allyson Hastings ...........................................................................................2
1,440 Minutes or 86400 Seconds
(Ray) Ruifu Ma ............................................................................................6
Bio-Wars
Erin Unbehaun..............................................................................................8
Art Work entitled “Portrait of Jordan”
Desmond Hardy-Linsy ..................................................................................10
Art Work entitled “Untitled”
Kim Wagner .................................................................................................11
Acceptance of Intelligent Design Versus Evolutionary Theory in “Inherit the Wind”
Noah Bradley................................................................................................12
Your Government. Your Voice.
Emily Rebhan ...............................................................................................15
The Observation of Optimal Foraging Patterns in the Eastern Gray Squirrel
Janelle Anderson..........................................................................................17
Back Cover “Portrait of Anthony”
Hannah Sweet
Foreword
Colleges have different ways of representing themselves to the general public. For many, a mascot
or a sports team comes to mind when they hear the word university. Colleges these days make
special efforts to establish themselves as a brand in the competitive higher education market. UWRichland’s Quintessence, an annual publication of student work, is one way that our campus
communicates its purpose.
Quintessence features outstanding student work from the previous academic year. This year, our
cover art is provided by Hyun-June Kim. In this self-portrait, Kim frames himself within the context of
the UW-Richland campus. Since earning a certificate in art in May 2012, Hyun-June has moved on to
study art at The School of the Art Institute of Chicago.
As the pieces in this year’s Quintessence show, we offer many ways at UW-Richland for one to grow
into a liberally educated person. Whether it means analyzing the humor in Family Guy or the optimal
foraging behavior of the Eastern Gray Squirrel, one of the purposes of a college education is to
develop a richer understanding of ourselves and the world around us. These pieces help us do that.
They also help us connect with those beyond the campus. They serve to represent us and the work
that we do.
Dean Hagen
Acknowledgements
The UW-Richland Quintessence Committee thanks the faculty and staff for their on-going support of
excellent student achievement, especially those who submitted work for this publication. The chair
wishes to thank Dorothy Thompson for her assistance. We appreciate the continuing financial and
intellectual support of the Richland County Campus Foundation whose generosity keeps this
publication an annual tradition.
The 2012 Quintessence Committee
Clif Cavanaugh, Chair
Sheryl Skibba
Lisa Behling
Steven Duval
Math Question of the Month: February 2012
Osama Abdl-Haleem
(UWR Math Question of the Month, Professor Ben Ellison)
Description of Assignment: After defeating the evil dragon that was attacking the
countryside, you have been summoned to meet the royal family. They are exceptionally
grateful, and they have offered you the hand of the prince or the princess, whichever
your preference. However, there is a catch. The prince/princess is behind one of four
doors, labeled A, B, C and D. Unfortunately, you only get to open one door a day. Even
worse, the adjacent rooms are connected (so A is connected to B, B is connected to A
and C, C is connected to B and D, and D is connected to C. Note that A and C are not
connected), and every night the future love your life moves from the room he/she is in to
an adjacent room. Even worse, you only get four days to open the doors. Come up with
a strategy so that you are guaranteed to find the prince/princess within four days.
The Quickest Way to W in a Wife
Day 1: Open door C.
She cannot be in C or else you’d have found her on the first try. Not very fun.
Night 1: She moves from D to C or from B to C or from B to A or from A to B.
Essentially she cannot be in door D come morning.
Day 2: Open door B.
At this point she cannot be in doors B or D.
Night 2: She moves from A to B or from C to B or from C to D.
Come morning she cannot be in A or C
Day 3: Open door B.
She now cannot be in either A, B or C. She must therefore be in D.
Night 3: She moves from D to C.
Regardless of which of the above possibilities she takes, she must at this point be in D.
Day 4: Open door C and claim your wife.
Thus the answer is: C,B,B,C (although B,C,C,B also yields the same result.)
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Is Family Guy Going Too Far?
Allyson Hastings
(ENG 102, Composition II, Professor Marnie Dresser)
Description of Assignment: Write an argumentative research essay.
“Tom, you're so far in the closet, you're finding Christmas presents” (Family Guy Viewer). As
demonstrated by this quote from the popular animated show Family Guy, it is clear that the producers of
this show do not stop short of saying blatantly offensive things to make the audience laugh, which also
draws them into intense criticism.
The show’s fans support its use of raunchy humor, but those who oppose it feel it goes far
beyond what should be allowed on television. In response to this controversy, I am of two minds of the
claims made that Family Guy is unnecessarily offensive and goes too far in its content. On the one hand,
I agree that the show often crosses the line with its satirical and often offensive humor. On the other
hand, I'm not in agreement that the show is blatantly aiming its jokes at one particular group. I feel that
the show’s purpose is to entertain, and take a humorous look at American culture as a whole. I do not
believe the creators have the intent of disenfranchising or offending one particular group of people. As a
fan of Family Guy, I feel the audience needs to take a deeper look at the show and its meaning to truly
have an understanding of its often brash satirical humor. To realize the premise of Family Guy, an
individual needs to make a close observation of the individual scenes and what they are trying to convey.
First airing in the winter of 1999, Family Guy is an animated series that focuses on taking a
satirical, mocking view of popular culture. The show centers on the daily lives of the Griffin family, their
friends and neighbors. The family consists of a dimwitted, overweight father named Peter, his stay-athome-wife, Lois, and their three children, Chris, Meg, and Stewie. Chris is similar in many ways to his
father in dimwittedness and obesity. Meg is pretty much walked on by the rest of the family and is often
the target of their insults. Stewie is an evil genius baby hell bent on world domination. The series often
toys around with Stewie's sexuality and leaves the audience unsure of his sexual identity. The Griffin’s
own a talking dog named Brian, who is a struggling alcoholic novelist. Brian is often is involved in the
family’s mischief-making and often brings some of his own into the mix (Ricke 120). The television show
is adult animated sitcom that is a satire of popular culture and middle class American life. It is often drawn
into controversy due to its use of raunchy and often times offensive humor.
Those who object to Family Guy may feel that the show is offensive to minorities and targets
them specifically. Family Guy does make many crude remarks to all persons in the show, but as stated in
an article by LaChrystal D. Ricke, the majority of insults in Family Guy are not aimed at out-groups, but at
those individuals who are similar to the persons making the insults. As the research in Ricke’s article
stated, “Male aggressors were most likely to direct derogatory messages at characters categorized as
white” (Ricke 129). This is where I feel potentially angry and offended groups fail to miss the premise of
Family Guy’s mocking nature and therefore, feel they are specifically being targeted, when in all reality
Family Guy makes a mockery of pop culture as a whole. This being said as found by the research in the
article, white characters were the most likely to be the senders of offensive messages in general, and this
is likely due to the fact that the main characters are white. Those who protest the show often express that
the show is cruel because they feel it makes a habit out of making fun of those who are different, but as
Ricke’s research shows, the characters who made a habit of throwing insults at others were just as likely
to be the victims of insults themselves.
Oftentimes when Family Guy is portraying stereotypes and using derogatory speech, it is actually
poking fun at those who believe or enforce such stereotypes. One episode of Family Guy that has been
drawn into controversy for its portrayal of homosexuals is one titled “You May Now...Uh…Kiss the Guy
Who Receives” (“Receives”). The title itself is likely enough to offend some, as it provides a very vivid and
sexually over toned visual of a homosexual couple. In this episode, Brian’s homosexual cousin comes for
a visit and makes the proclamation that he would like to marry his boyfriend. This leads the Griffins’ to
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eventually stand by his side in working to make gay marriage legal in the family’s town (TV.com). Lois, in
her uncertainty towards gay marriage, decides to visit her priest to get his view on things. While she is
there, the priest shows her a documentary, which is intended to assist the viewer in knowing if they are in
contact with a homosexual. The documentary shows two different scenarios that supposedly portray to
the viewer if that person is homosexual. The first scenario shows two men sitting on a couch discussing
Madonna. W hen the one man states that he “enjoys her early work”, he is classified as gay. Next, the
documentary portrays a man at a doctor’s office. When the doctor goes to draw his blood, a green acid
substance spews out and burns the floor. The documentary uses this as a detriment of the man’s
homosexuality. After he is labeled as gay, a large insect like creature then busts out of the man’s body
and attacks the doctor (“Receives”). From this scene alone, a viewer could get a very negative
connotation of Family Guy and misinterpret the show’s writers as homophobic. In defense of Family Guy, I
find agreement with the statement in Dhaenen’s and Van Bowel’s article “Queer Resistances in the
Adult Animated Sitcom”, which describes the purpose behind including such an unreservedly offensive
scene. They state that, “…the transformation of the gay character into a grotesque and horrific monster
reads a satire of homosexual panic” (Dhaenens and Van Bauwel 131). This means that the writers of the
show use a scene such as this not to mock homosexuals or to make them seem inferior, but to point out
the unjust thoughts of homophobic persons. Throughout its episodes, Family Guy contains many scenes
similar to this, which are not intended to mock a specific group, but instead to none the less to mock the
false or exaggerated stereotypes surrounding the group.
Others who are against Family Guy may feel that is having an adverse effect on the youth of the
nation. Though I concede that Family Guy may have negative effects on young viewers, I still insist that
the creators of Family Guy should not be blamed because the show is not intended for a young audience.
Most Family Guy episodes are rated PG14. As defined on (tvguidelines.org), this rating is used to signify
that most parents would not find the program suitable for a youth under the age of 14. This rating is in
place to protect children from viewing material that they may not yet be mature enough to understand.
According to Oldenburg’s findings, the show is aimed at 18-49 year old males but is grossly popular
among teens. There have been some episodes which have been viewed by almost 900,000 children
under age 11 (in Ricke 122). As demonstrated by the rating it has received from the television industry,
Family Guy is not a show that should be viewed by children. An audience of that age is very
impressionable, and they should not view Family Guy as they do not yet have the maturity to understand
the use of satirical humor and may take the show’s dark humor seriously (Ricke 123). Parents need to
monitor what their children watch on television and make sure what their children are viewing is
appropriate for them.
Though I completely support Family Guy’s right to use edgy humor in an adult show, there are a
few instances where even I feel that they go too far. One of these instances is when the show makes a
direct statement towards Sarah Palin and her infant son who has Down syndrome (“Extra Large
Medium”). In this episode, Chris and Stewie become lost in the forest. Chris vows that if he makes it out
of the situation alive, he will express his feelings to a girl named Ellen from his math class. Ellen is
described by Chris as “sweet with beautiful eyes”. It is later revealed that Ellen has Down syndrome. After
the boys have gotten rescued, Chris gets himself a date with Ellen. Throughout the date, Ellen is very
demanding and rude to Chris. Finally Chris becomes fed up and angrily states, “I don’t care how hot you
are. I don’t much like being treated this way” (“Extra Large Medium”).The date ends there leaving Chris
sadden but happy he had the experience. The seemingly innocent episode was drawn into intense
controversy for a statement Ellen makes to Chris during their date. W hen Chris asks Ellen about her
family, Ellen responds that “My dad’s an accountant, and my mom is the former governor of Alaska”
(“Extra Large Medium”). I feel a statement such as this is simply uncalled for as it directly targets an
individual. Sarah Palin is a politician, so perhaps the creators of the show feel that she is somehow less
human or more appropriate to mock than other individuals. Yet a sober analysis of the matter reveals that
Sarah Palin is a mother of a special needs child, who was still dealing with the disheartening news of her
son’s Down syndrome diagnosis at the time the episode was released. I feel the episode would have
been much better without the remark, and I feel it actually took away from the episode because instead of
laughing at the following scenes, I was still replaying the remark in my mind and thinking of how much it
would hurt Sarah Palin if she were to hear it. I feel that as a mother of a special needs child, she was not
deserving of such an insensitive comment. I later found out that the comment did in fact, hurt Palin as she
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stated on Fox News Channel's The O'Reilly Factor, “When is enough enough? And when are we going to
be willing to say, you know, some things just aren't really funny” (qtd. in Hubbard). Though a comment
such as the one aimed at Palin in the episode is inexcusable, the episode does earn some of my respect
back through its featuring Ellen in a positive light. The episode works to portray individuals with Down
syndrome as being people who are just like everyone else. As stated by the show’s creator Seth
MacFarlane in an e-mail to the New York Times, he was “proud of the way that the Ellen character was
portrayed. She is headstrong, outspoken and, at times, almost domineering. The fact that she has Down
syndrome was deliberately played as a secondary element to her character” (qtd. in Itzkoff). I very much
enjoyed the fact that an episode of Family Guy featured someone with Down syndrome and showcased
them as desirable to one of the main characters. In addition to this, as many people who became
outraged over this particular episode fail to note, the actress who played the part of the girl with Down
syndrome actually has Down syndrome herself. The actress, Andrea Fay Friedman, defended Family
Guy and expressed that she felt that the comment towards Palin was only a joke and shouldn’t be taken
seriously. She noted that she was raised to have a sense of humor and intended to make a mockery of
Palin, not her son. Refuting this, I still do not think the comment was necessary, even if it was voiced by
an actress who has Down Syndrome herself, but I do think it is wonderful that the actress was a part of
the show. I can very much identify with what was stated by Gail Williamson, the executive director of the
Down Syndrome Association of Los Angeles upon being asked to comment on the controversy. She
explained in an interview with the New York Times that, “Within ‘Family Guy,’ the character [Ellen] was
fully included, well-rounded, dynamic, not dealing with stereotypical Down syndrome issues. If we’re
asking for full inclusion in the schools and full inclusion in the world, we should appreciate full inclusion
with other genres. Even if those genres are not what we appreciate” (qtd. in Itzkoff). In a positive light,
Family Guy while making fun of everyone, also does it’s share in including every one. The show features
characters from all spectrums of life, from varying disabilities, to sexuality, no one is left out and I think
that inclusion is what makes the show great.
In conclusion, viewers need to realize that Family Guy is not a show intended for a general
audience. Though I agree that the show is sometimes over the line with its humor, the creators also have
a right to free speech, and they should not be denied that right simply to spare people’s emotions. Family
Guy is immensely popular among its fan base, and these fans have a right to watch what they enjoy. It
contains mature humor that is commonly intended to make a satire of pop culture as a whole, not one
specific group or culture. Before people get offended by Family Guy, they should dig deeper and possibly
watch a few episodes so that they can base their opinions on facts instead of emotion. Those who are
easily offended or dislike the content of the show only have to make one swift thumb movement and
change the channel to something they find more suitable.
Works Cited
Dhaenens, Frederik, and Sofie Van Bauwel. “Queer Resistances in the Adult Animated Sitcom.” 2012.
PDF file.
“Episode Summary.” TV.com. CBS Interactive, 2012. Web. 24 Apr. 2012. <http://www.tv.com/shows/
family-guy/you-may-now-kiss-the-uh-guy-who-receives-664920/>.
“Extra Large Medium.” Family Guy. Fox. 14 Feb. 2010. Television.
“Family Guy Viewer Male #1.” Family Guy. Fox. 14 Feb. 2002. Television.
Hubbard, Jeremy. “Palins Cry Foul on ‘Family Guy’ Down Syndrome Episode, Others See ‘Sense of
Humor.’” Editorial. ABC World News. ABC News Internet Ventures. Yahoo! - ABC News Network,
20 Feb. 2010. W eb. 29 Apr. 2012. <http://abcnews.go.com/WN/sarah-palin-family-guycontroversy-rages/story?id=9898355#.T52vtKv2a8A>.
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Itzkoff, Dave. “‘Family Guy,’ Palin and the Limits of Laughter.” Editorial. New York Time’s. N.p., 19 Feb.
2010.
Web.29Apr.2012.<http://www.nytimes.com/2010/02/20/arts/television/20family.html?_r=3&scp=1
&sq=%22seth%20macfarlane%22&st=cse>.
Ricke, LaChrystal D. ““Funny or Harmful?: Derogatory Speech on Fox’s Family Guy.” Apr. 2012. File last
modified on June 2012. PDF file.
“Understanding the TV Ratings.” The TV Parental Guidelines. TV Parental Guidelines, n.d. W eb. 5 May
2012. <http://www.tvguidelines.org/index.htm>.
“You May Now Kiss The...Uh...Guy W ho Receives.” Family Guy. Fox. 30 Apr. 2006. Television.
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1,440 Minutes or 86,400 Seconds
(Ray) Ruifu Ma
(ENG 098, Basics of Composition, Professor Sheryl Skibba)
Description of Assignment: Students were required to select one of the following topics
as established in class: 1. the individual, living or dead, that I would want to spend 24
hours or more with is . . . 2. If you had only 24 hours left to live, what would you do and
why . . . or 3. If you could think yourself to any location, and had only 48 hours left to
live, where would you go and why? Your essay of 2 – 3 pages should capture the
essence of what makes your choice significant while establishing audience relation and
providing rich details in order to maintain their interest.
“Why do people love me but hate you?” life asked death one day. Death responded, “Because
you are a beautiful lie and I am a painful truth.” Therefore, I don’t fear, I have already prepared myself
to face death. The afore-mentioned brief conversation is a part of my reason for facing the truths of
dying. However, before I die, I want to do some things which are full of meaning and worth. While
some may choose to play computer games, a few want only to have a good rest, others prefer to stay
with their parents, while several will opt to continue working; however, what would I do?
If I had only one day left to live, the biggest worry I have of death is that I don’t want the people I
care about to suffer. If I could avoid that in any way, I would. Although I do not want to face it, yet I
realize that I cannot hide or evade death. I want to go silently, but I think I should not to be so
selfish.If I had only one day left to live, I would go and visit all the persons I miss. I would tell the
members of my family that I love them and show them how important they are, although I quarrel with
them at times. I would let my parents know how much I love them. Sometimes I want to tell them, "I
love you", but it is difficult to state aloud. I would catch this last chance of my life, and declare my love
out. I would hug every person who has helped me, supported me, enriched my experience, and hurt
me. I would say everything out in my heart. I would visit all the relatives of mine, and tell them that I
love them, too. I would spend good quality time with them being in the moment.
If I had only 1440 minutes left to live, I would try to make contact with the boy that I have cared
about and see if he is available to spend part of a day with me, because I never stopped caring about
him. I just realized that we couldn't be together, and so we aren't. We loved each other, but we are
just confident that we know each other deeply. Friendship is more precious than love.
If I had only 86400 seconds left to live, I would tell the juniors to take care of time and be happy
daily as they value their relationships. How time flies, my life is nearly over; the juniors must recognize
the brevity of life. There are numerous things that I want to do, but I have no time. If you do not want
to have any regrets when you are dying, just catch the time and make full use of each moment. Time
and tide wait for no man or woman. We should make time our slave, not our master.
If I had only one day left to live, I would take time to be in nature, to appreciate the beauty of the
world around us. I would like for it to be in autumn; my favorite time of year. I would take some time to
savor the little pleasures in life. I would go to the beach to watch the sea and the sun rise. Either way,
I would smell the salt air, and feel the dampness of the beach just before dawn.
If I had only 86400 seconds left to live, I would pronounce everything out in my heart. I would
share my feelings with others. I would visit all relatives of mine, and tell them that I love them, too. I
would spend good quality time with them, being in the moment and appreciating each of them for being
unique.
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If I had only 1440 minutes left to live, I would try out everything that I have not yet attempted. I would
go skydiving, parasailing, and race on a race track with the car I have put my eye on for ages. I would
fulfill my own bucket list. A task that I must do before I leave the world for good.
If only I had one day left to live, I will sign up to be an organ donor. This body which I will leave
behind would be of good use to scientists or doctors for further experiments to make another’s life
better. My organs will also be better off given to those who are in line waiting for a donation; thereby,
potentially eliminating their extreme pain that they are not even supposed to feel.
If I had only one day, 1440 minutes, or 86400 seconds left to live, I would not leave any regrets in
my life. Whether time is measured in cycles of days, minutes, or seconds each moment is precious.
The life you have left is a gift. Cherish it; enjoy it now, to the fullest. Do what you want to now – avoid
regrets.
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Bio-Wars
Erin Unbehaun
(CHE 123, Chemistry and Society, Professor Brandon Fetterly)
Description of Assignment: Take on the identity of an element and write your
autobiography. Your autobiography should be a story first and foremost. Include the
chemical and physical details about yourself, your discovery, history or current
applications always weaving them into your story. You are encouraged to be as creative
and zany in writing your story as you want to be.
A long time ago, in a strange liquid far, far away, is where this strange tale began. I’m a lone
KOH knight named Potash the chosen one that will lead the flakes to the veggie-oil galaxy. One atom
away from the Potassium₁Oxygen₁Hydrogen₁universe. I know it’s a mouthful, so I and my elemental
flakes all around me, call this world KOH, for short. One day lounging in my beaker, enjoying the cloudy
dust air above; I was whisked off to a strange, strange place.
All at once, the beaker is flying up, up and away from my perch on the shelf, and there I am
falling. Helpless and along for the ride I wait… SPLASH! What is this strange substance I ask myself? It
is clear, relatively odorless, and I can’t taste anything and I’m getting this sudden state of drunkenness.
In a booming voice I hear; “my name is METHANOL, and I’m using my 99.9% purity to manipulate you!”
Now I know that I’m not at KOH anymore I think to myself, shuddering with fear. “My name is Potash,
what is it you want from me?” “I want your element young KOH Knight, together we can take on Jaba
and the Free Fatty Acids before he turns this whole universe into soap.”
“How can I be of service Methanol, I’m just a knight?” “Well young KOH Knight, I’m going to
shake this vessel violently and your flaky friends and I will become Methoxide. With our carefully
measured dangerous mixture, we can take on Jaba and ensure our survival to fuel the future.” Knowing I
can’t get back home because of my drunken stupor Methanol has put on me, I reluctantly accept
Methanol’s request. “Hold on to your flakes young Potash while I shake the vessel,” Methanol says with a
sinister voice.
WEEEE, up, down, side to side over and under, twisting and turning, this is the most exhilarating
experience of my long life. Once all the splishing, splashing and sloshing was done, I found myself
floating around, bouncing into the walls of Methanol’s vessel. Methanol is no longer this large scary
substance; we are one. I can feel new powers surging throughout my particles. “You did well young
Potash, are you ready to take on Jaba?” Methanol says. With my newfound powers and attitude, I tell
my new friend that I’m ready.
“What is that strange thing trying to dock onto our vessel?” “That Potash, is the hose called “the
worm hole” that will take us to our nemesis’, Jaba and the Free Fatty Acids” thunders Methanol. Ready
for action the lever is pulled, and we swoosh through an entrancing tube and run into a warm, thick,
smelly substance. W hat is this place? Methanol says to me, “this young Potash, is the veggie-oil
universe, your destiny.” In the thick liquid ahead, I see these strange looking things Methanol refers to as
a “carbon atom chain attached to a glycerin backbone”. Floating around next to them are the rogue
chains of Jaba’s Free Fatty Acids that have detached themselves from the sovereign glycerin chain.
Methanol explains to me that with precise hits to their chains, we can convert the gangs
ofglycerin chains to a Methyl ester. Methanol warned me in his vessel that if the molecules from the H2O
galaxy interfere with our war on the Free Fatty Acid gang, that all hope will be lost. The Free Fatty Acids
are capable of multiplying and consuming our catalyst mixture, thus transforming us into soap for
eternity.After blending and mixing into the veggie-oil, the presence of the rogue H2O soldiers are nowhere
to be found.
Upon this discovery, we circulate the veggie-oil universe with fury, gobbling up and destroying as
many of glycerin chains as possible. Once the oil settles, our atmosphere is vastly different! It is a strange
amber substance with a peculiar, yet familiar smell. “What is this strange substance we are in, and what
8
are these things attached to us, inquires Potash. “W e are carbon atoms, to ensure our survival we let
you hop onto our chain.” “What is that dark gooey substance below us,” I asked the atom? “That
is our buddy glycerin, whom we dropped our allegiance with to join your force. We saw what you guys
did to Jaba and the chain gang and feared for our survival.”
Upon completion of this dangerous mission, the young knight Potash, was forever known to the
flakes of the planet KOH as Master Potash. The Veggie-Oil Universe has been saved, we have made
new alliances with the atoms, and Master Potash takes a long water bath slumber in the amber liquid of
the Veggie-Oil. After his nice warm bath, Master Potash enjoys his trip round and round in the worm
holes of the Veggie-Oil Universe to dry. Young Potash has transformed this smelly goo into a usable
green fuel that will power the vehicles of the future, that will forever be known as the Biodiesel Nebula.
Works Cited
Rickdatech. Basic Biodiesel Chemistry. Make-biodiesel.org. 2008. Web. 25 March 2012
Banas, Timothy. FACTS ABOUT POTASSIUM HYDROXIDE. livestrong.com. 14 June 2011. W eb. 25
March 2012
U.S. ENVIRONMENTAL PROTECTION AGENCY OFFICE OF MOBILE SOURCES. Methanol Basics.
EPA 400-F-92-009. August 1994. Print. 25 March 2012
9
Desmond Hard y-Linsy, "Portrait of Jordan"
30 x 40 inches, charcoal on paper, 2011
Art l0 l: Intra to Drawing- Dr. Steven Duval
10
Kim Wagner, "Untitled"
Size Variable, Mixed Media, 2012
Art 112: Three Dimensional Design- Dr. Steven Duval
11
Acceptance of Intelligent Design versus Evolutionary Theory in “Inherit the
Wind” Noah
Bradley
(ENG 288, Religious Traditions in Literature, Professor Marnie Dresser)
Description of Assignment: An argumentative literary analysis paper, requiring
research.
Within Jerome Lawrence and Robert E. Lee’s classic play “Inherit the Wind” there is a wealth of
historical summations and clashing ideologies: the most obvious of which being the debate over
the scientific basis of evolution and the biblical ideology of intelligent design. It’s clear to see that the
people of Hillsboro subscribe heavily to the teachings of the church and shun ideas that conflict with
what they’ve been taught. I believe the authors used this pious town as a way to reflect the general
thinking processes of the majority of American society. As such I will attempt to explain the beliefs
of the people of Hillsboro by applying them, as if they were actual people, to the various studies
found in my secondary source, “Death and Science: the Existential Underpinnings of Belief in
Intelligent Design and Discomfort with Evolution” written by Jessica L. Tracy, Joshua Hart, and
Jason P. Martens.
In “Death and Science” Tracy et al. hypothesize that the overarching acceptance of intelligent
design and negative attitudes towards evolutionary theory stems primarily from death anxiety and
is the result of terror management and the need to maintain a certain amount of psychological
security (Tracy, Hart, and Martens 2). “We tested the hypothesis that heightened mortality
awareness would lead individuals to embrace IDT [intelligent design theory] and reject ET
[evolutionary theory]” (Tracy, Hart, and Martens 2). To test their hypothesis Tracy et al. set up five
studies each with differing representative samples ranging from the general public of varying
American states and Canadian Provinces, to undergraduate students (specifically psychology
majors), and finally a sample consisting of both undergraduate and graduate students from the
natural sciences (Tracy, Hart, and Martens 4). The experiments were simple: in each of the studies
Tracy et al. continually put participants in the experimental groups in situations that focused on
death, primarily the participant’s own eventual demise. These exercises consisted of such things
as having the subject imagine, in detail, their own death, or simply reading excerpts from articles
about death. The control groups were given activities designed to stimulate a similar response to
their respective experimental groups without the focus on death: for example, imagining a dental
procedure as a more common form of terror management (Tracy, Hart, and Martens 3-4). After
these experiments, participants took surveys that would allow the authors to determine which
theory the subject ascribed to most strongly at this particular moment in time, from which they were
able to determine if the exercises had an effect on their beliefs or not. As predicted, mortality
salience, the awareness of one’s own death, correlated with belief in intelligent design, although at
dramatically varied levels. For instance, the study that focused on the general public showed the
greatest acceptance for intelligent design theory and the greatest apathy towards evolutionary
theory (Tracy, Hart, and Martens 7-8). The study with its sample taken from natural science majors,
predictably, responded more strongly to evolutionary theory as their mortality salience increased
(Tracy, Hart, and Martens 10). Most interestingly, the study focusing on undergraduate
psychology students seemed to adopt a sort of middle ground. Students in this sample seemed to
be able to rectify their religious beliefs with scientific explanations taught to them (Tracy, Hart, and
Martens 6). Tracy et al. predicted early on in the paper that this type of thinking may come to light:
“Because IDT superficially appears consistent with both the scientific and religious worldviews, a
wide range of individuals (e.g. school teachers, university students, religious believers) may feel
they can support IDT and maintain allegiance to their science-educated and/or religious
communities” (Tracy, Hart, and Martens 2). In summation, these types of individuals are seeking
common ground between religion and science, rather than mere differences. This is the stance that
I believe the characters Bertram Cates, Henry Drummond, and, to some extent, Rachel Brown from
“Inherit the Wind” take on.
12
“Inherit the Wind” is loosely based on the Scopes “monkey” trials of the early 20th century that dealt
with the issue of teaching Darwin’s theory of evolution in schools as opposed to the more accepted
teachings of the Bible. The play centers around Bertram Cates, a school teacher who has been
arrested upon breaking a law that forbids teaching any originating theory of humanity that conflicts with
that of the Bible. Cates, although seemingly a nice guy, becomes the focal point of the townspeople of
Hillsboro’s anger as they desperately defend the Bible’s teachings. W hen it is learned that the attorney
who will act as prosecutor is former presidential candidate Matthew Harrison Brady, a deeply religious
and popular man, the town seems to go into an even greater tizzy of excitement and the focus on Cates
is lessened. The people of Hillsboro soon learn that the man who will represent Cates is Henry
Drummond, an old friend and rival of Brady. This sparks a rather heated and polarizing debate between
the two juggernauts of law that become increasingly less about Cates’ innocence, and more about the
question of why Charles Darwin’s “Origin of Species” is, in anyway, inferior to the Bible. In the end,
Cates is found guilty and is charged a mere one hundred dollar fine, much to the dismay of many
townsfolk and Brady. This mirrors the outcome of the Scopes trial when John T. Scopes was found
guilty, but was never charged on account of a technicality ("Scopes").
Although “Inherit the Wind” centers on religion, and the majority of characters within it seem all
too happy to defend their beliefs to the bitter end; I do not believe that piety was the authors’ intent.
For one, it seems as though the characters that are the most pious, are also the portrayed as the
least human. This could simply be due to my own personal biases, but I believe that the authors
deliberately designed these characters to reflect certain people who are so wrapped up in their faith
that they become out of touch with the world around them. I think this idea is made even clearer
toward the end of the play when Drummond is describing the kind of person Brady was to
Hornbeck: “A giant once lived in that body. But Matt Brady got lost. Because he was looking for God
too high up and too far away” (Lawrence and Lee 128). There also seems to be some contrived
resentment toward religion, at least organized religion, on the part of the authors in the scene where
Rachel is on the stand describing Cate’s reaction to Tommy Stebbin’s death. When Rachel says
“…Pa preached that Tommy didn’t die in a state of grace, because his folks never had him
baptized” (Lawrence and Lee 77). Cates responds, “Tell ‘em what your father really said! That
Tommy’s soul was damned, writhing in hellfire!” Cates, after being called a sinner, goes on to claim
“Religion’s supposed to comfort people, isn’t it? Not frighten them to death!” (Lawrence and Lee
77).
I’ve noticed a few similarities between the people of Hillsboro and the general population
sample in Tracy, Hart, and Marten's “Death and Science”. I think that the reason these characters
are so adamant in their unwillingness to consider a differing view on the origin of life is due to their
need to manage the terror brought on by death anxiety. To the people of Hillsboro, who are largely
uneducated in the sciences, acceptance of evolution would come at the price of having to admit
that there is no life after death: that death is simply the end. This is understandably a difficult
concept to envision and most would rather avoid this thought altogether. W hat I find most
interesting though are the similarities between the group of psychology majors studied and the
characters of Cates and Drummond. Although Cates has a rather heated outburst in scene one of
act two, I don’t get the impression that he is anti-religion: he just has a differing view. Shortly after
Cates’ outburst Rachel quotes him in response to Brady’s probing stating, “God created man in his
own image—and Man, being a gentleman, returned the compliment” (Lawrence and Lee 79). To
me, this seems as though Cates has not fully written off religion, but merely the type of religion
found in Hillsboro and preached by Reverend Brown. Conversely to this, Cates also seems as
though he could fit in with the natural sciences majors in the “Death and Science” article who tended
to view evolutionary thinking and natural events more positively after presented with a reminder of
death. This type of worldview, shared by individuals of similar beliefs, tends to ascribe that the
natural world is more beautiful when seen as a collection of creations by nature itself rather than by
some divine entity. This aspect of Cates’ personality is shown very early in the play when Cates tells
Rachel “…that man wasn’t just stuck here like a geranium in a flower pot; that living comes from a
long miracle, it didn’t just happen in seven days” (Lawrence and Lee 8).
Whether it be from a psychological need to manage death anxiety or purely an appeal to
tradition, many people will continue to ascribe to a wealth of different religions and ideologies.
Unfortunately, it’s basic human nature that causes us to believe our personal viewpoint is
intrinsically right and that other views are wrong: this is a major cause of hostility toward differing
13
groups. Like the characters in “Inherit the Wind”, it is just often easier to stay within our own minds
and ignore the thoughts and opinions of others that might conflict with our own. However, the world
is not static; it remains ever changing and we cannot expect that others views will always coincide
with our own. W e must learn to adapt and accept change, even if we don’t agree with it, we must
allow others the right to agree or disagree if they so choose. This is what I believe to be the most
important message of “Inherit the Wind”
Works Cited
Lawrence, Jerome, and Robert E. Lee. Inherit the Wind. New York: Random House, 1955. 1-129.
Print.
Tracy, Jessica L., Joshua Hart, and Jason P. Martens. "Death and Science: The Existential
Underpinnings of Belief in Intelligent Design and Discomfort with Evolution." PLoS ONE.
(2011): 1-14. Print.
"Scopes Trial." Wikipedia. N.p., 03 May 2012. Web. 7 May 2012.
14
Your Government. Your Voice.
Emily Rebhan
(COM 103, Introduction to Public Speaking, Professor Zoie Lutz)
Description of Assignment: Persuasive Speech
A young man, 18 years old, walks into the office of his state representative in Madison. He’s from
Sauk Prairie, a high school senior, and he needs something. As a young child he was adopted. Now, as
an adult, he wants to know who his birth parents are, but the state law prohibits him from looking at those
records. He contacts his state representative about it, and he suggests the student comes to Madison for
this meeting, because something needs to change.
I am an intern at the capitol in Madison for state Senator, Dale Schultz. Part of my job is to
answer emails, phone calls, or letters written by his constituents. Since I started interning there,
something that has continually surprised me is how few people take the time to contact their senator or
representative. On the survey that you answered for me, only five of you indicated that you have
contacted your representative or senator. W hen I asked you why you thought so few people take the time
to contact their legislators, the vast majority of you indicated that you felt that it just wouldn’t matter, that it
just wouldn’t make a difference. Today, I would like to persuade you that it does make a difference when
you contact your state senator or representative. When you contact them, you can become influential in
the success of legislation, you educate your legislators from your personal life experience with important
issues, and you become a voice for change for issues that you care about.
First, I would like begin with your power to make a difference by influencing the success of
legislation. On April 4th, 2012, I interviewed Terri Griffiths who is the chief of staff for state representative
Ed Brooks. I asked her if it makes a difference when people, like you and me, contact their elected
legislators. She told me, “Yes, it does make a great difference.” She said that when Representative
Brooks is deciding how he will vote on legislation, he first asks her how many people have contact his
office about it. Usually, only 5-6 people have done so, and since I have been an intern, I have seen
representatives and senators change their votes because those 5-6 people contacted them. In my
interview with Terri Griffiths, I asked her how many people contact their representative’s office. Now,
Representative Brooks represents 50,000 people. She told me that only 2-3 percent of them will contact
him. That 2-3 percent speaks for the entire district. You have a voice, each of you, and because so few
people use theirs, your voice has a greater power than you might think.
A second way that you make a difference when you contact your state representative or senator
is that you educate your legislators about your personal life experience with important issues. You are all
experts in your own life experiences. For example, on the survey that you answered, the vast majority of
you said that you were cared about the issue of abortion. In your life, something has happen that made
abortion not just an issue for the news or the cultural debate, but something very personal. It has touched
your life, or the life of someone you love. Experiences like that are vital for representatives to understand.
When they are deciding how they will vote on bills, or what bills they will start writing, your story of how
this issue has affected your life can change or make up their mind. On April 4th, 2012, I interviewed Tom
Jackson who is a staff member for state senator Dale Schulz and has worked in the capitol for over
twenty years. He told me that because legislators need to know about literally thousands of issues, they
become in his words, “a mile wide and a foot deep.” When you share your personal stories about issues,
whether it is drunk driving, or abortion, or concerns about how you will pay for your college education, you
are educating your representative and senator, perhaps about issues that they just haven’t had a real-life
experience with. Since I have been an intern, I have learned that the majority of the bills that are written in
Madison first began with a constituent, someone like you or me, who contacted their legislator’s office
about a concern that needed to be dealt with.
A third way you make a difference when you contact your state elected officials is that you
become a voice for change for issues that you care about. I have heard many people accuse my
generation of being apathetic. I have heard people say, “Oh, they just don’t care about anything
important.” According to the publication, “Are you talking to me: A Guide for reaching Young Voters”
published by Harvard University, “Young people are not apathetic. They care deeply about key political
15
issues.” I could not agree with that statement more. Issues have touched each of your lives. Maybe it’s
been bullying. Maybe it’s been drunk driving. Maybe it’s been abortion. Whatever the issues are, there
are laws that regulate them. No one would suggest that the laws that we have here in W isconsin are
perfect. W e can change that. According to a civic education publication that is published by the Loyola
University Chicago, “Democracy is dependent upon the willingness of citizens to get involved in and
informed about public matters.”
In conclusion, I am asking you to seriously consider how influential your voice can be when you
contact your state representative or senator. W hen you do so, you make a difference by influencing the
success of legislation, you educate your legislators from personal life experience with important issues,
and you become a voice for change for issues that you care about. I know that it is very easy to feel that
laws are set in stone, but they aren’t. They can be changed, but it takes participation. Every day, millions
of men and women are serving in our military all over the world to protect our American freedom. One of
those freedoms can be found in the first amendment of our constitution. According to the National
Archives, which is the place where our nation’s constitution is stored in Washington D.C., our constitution
gives “We the People” the right "to petition the Government for a redress of grievances.” When you
contact your representatives, you are taking part in a democratic process that is deigned to millions of
people throughout the world.
Do you remember that young man I told you about in the beginning of my speech? The high
school senior who wanted to find out who his birth parents were, but was prohibited from doing so by
state law? Well, he worked with his representative, and the process took about a year, but now, in the
state of W isconsin, children who are adopted can legally find out who their birth parents are.
Each of you has a voice. Never underestimate you powerful your voice can be.
Work Cited
"Are You Talking to Me?." Harvard Institute of Politics. Institute of Politics, 2008. Web.
<http://www.iop.harvard.edu/var/ezp_site/storage/fckeditor/file/pdfs/ResearchPublications/IOP_Voters_Guide.pdf>.
11 Apr 2012.
Griffiths, Terri. Personal Interview. April 4, 2012.
Jackson, Tom. Personal Interview. April 4, 2012.
National Archives. "Bill of Rights Transcript." Archives. National Archives, n.d. Web. 11
<http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html>.
Apr 2012.
"Political Engagement: Getting Informed and Involved." The Center for Urban Research and Learning.
Loyola University Chicago, n.d. Web. 11 Apr 2012.
<http://www.luc.edu/curl/projects/past/passport/docs/Unit01PoliticalEngagement. pdf>.
16
The Observation of Optimal Foraging Patterns in the Eastern Gray Squirrel
(Scuirus carolinensis)
Janelle Anderson
(BIO 201, Principles of Ecology, Professor Teresa Schueller)
Description of Assignment: Each student was responsible for asking a question of ecological
interest, formulating a testable hypothesis, designing data collection procedures, collecting and
analyzing data, and writing a report summarizing the project and research results.
Abstract: The foraging behavior of the Eastern Gray Squirrel (Scuirus carolinensis) has been studied
numerous times. According to the optimality theory, if an animal forages optimally it should choose the
most profitable prey type in order to maximize its overall fitness. I propose that the Eastern Gray Squirrel
in West Krouskop Park, Richland Center, WI. will not forage optimally according to the optimal diet model.
The foraging behavior of the Eastern Gray Squirrel was observed and it was found that the squirrels in the
park did not forage optimally according to the optimal diet model.
Introduction: Optimization models are largely used in behavioral ecology in order to analyze the foraging
behavior of animals. Costs and benefits of foraging can be analyzed through these optimization models.
Animals spend a lot of time feeding, so it is relatively simple to study their foraging behavior. If an animal forages
optimally it should choose the prey type that has the highest energy content; this prey type would be the most
beneficial to the animal. According to the optimality theory, a predator should choose the prey type that will
maximize its overall fitness. This fitness refers to the animal having better reproduction and survival compared to
others. Also, according to the optimality theory, when an animal is foraging, it should forage in such a way that
maximizes its energy intake. The design of an animal becomes shaped by natural selection, and the animal
optimizes its resources based on the ecological problems that it may face. According to the classical model of
prey choice, also known as the optimal diet model, a predator that is hunting for two different types of prey or
more should take into account factors including the encounter rate of the prey types (λ), the handling time (h),
and the energy content (E) of each of the prey types, and the predator should forage in an efficient manner while
taking these factors into account. While taking these factors into account the predator should choose the most
profitable prey type. The profitability of a prey type is calculated as follows: E1/h1 and for the second prey type
E2/h2,which is the energy content of the prey type divided by its handling time (Krebs & Davies, 1984). This can
be calculated using this equation of the classical model of prey choice:
(1)
If a predator is foraging optimally, it should only select the most profitable prey type.
According to the classical model of prey choice, the predator should ignore prey type two if the energy
content from just prey type one is greater than that from feeding on both of the prey types. If this is true
the predator should ignore the second prey type. In other words, if the energy gain from prey type one is
greater than that from prey type one and two combined, the predator should only select prey type one
(Krebs & Davies, 1984). According to Lewis (1980), the consumption of the most wanted prey type
should be related to the abundance of that prey type; the consumption of prey types that are less
preferred are independent of abundance.
Previous studies have been conducted involving the foraging behavior of the Eastern Gray
Squirrel (Scuirus carolinensis). The classical model of prey choice fails to take into account the predation
risk that the Eastern Gray Squirrel may face while foraging, and this could influence the optimal foraging
behavior of the Eastern Gray Squirrel. Lima et al. (1985) studied this factor, along with many others,
involving the foraging behavior of the Eastern Gray Squirrel. In their study they also found that smaller
17
prey items were eaten immediately on the spot while larger prey items were carried off to the tree nearest
to where the prey item was found, and then consumed. In another experiment, Lima and Valone (1986)
studied the role that predation plays in the diet selection of the Eastern Gray Squirrel. They found that, in
contrast to the classical model of prey choice, the Eastern Gray Squirrel may ignore more profitable and
smaller prey types, and instead consume larger less profitable prey types that can then be carried to
cover for protection, and then consume them without largely affecting its foraging efficiency. This shows
that the Eastern Gray Squirrel may sacrifice more profitable prey items while it is at risk for predation.
Both of these studies differ from the all or nothing selection of the most profitable prey type predicted by
the optimal diet model. The Eastern Gray Squirrel may also be foraging based on nutrient constraints,
and not just energy constraints (Thompson, 1987). The optimal diet model does not take into account the
fact that squirrels need to store food for the winter, that they face predation, and that the model only
works in the short-term. I propose that the Eastern Gray Squirrel in W est Krouskop Park will not forage
optimally according to the optimal diet model.
In order to find out if the squirrels in West Krouskop Park in Richland Center forage optimally
based on the optimal diet model, their foraging behavior was observed and recorded, and the results
were analyzed and compared to that predicted by the optimal diet model. As stated previously, there are
some problems associated with the optimal diet model.
Methods: Data of the foraging behavior of the Eastern Gray Squirrel were collected in W est Krouskop
Park in Richland Center, WI. In order to do this the squirrels were presented with two different prey types,
single shelled peanuts, and whole peanuts. The handling time, energy content, and profitability of each of
the prey types were recorded. In order for the handling time of each prey type to be recorded, the
squirrels were presented with each prey type. W hen a prey type was chosen, the time it took for the
squirrel to consume the nut was recorded; this is the handling time. To determine whether there was a
significant difference in handling time between the two prey types, the t-test analysis was used. The
energy content of each prey type was not calculated exactly; rather a 1:2 ratio was used to estimate the
relative energy contents of each prey type. This was done because the peanuts without the shell had one
nut, and the whole peanuts contained two nuts. The ratio was one to two, so I used a ratio of five calories
to ten calories. This also eliminated the possibility of nutrients being a foraging constraint (Thompson,
1987). The profitabilies were calculated as E/h. Both prey types were presented to the squirrels in piles,
approximately three feet apart at the base of a tree. This was started around one week before actual
observations took place so that the squirrels could get acquainted with the prey types. In order to
determine the encounter rates of both prey types they were predetermined in a 70:30 ratio—seventy
shelled peanuts in a pile, and thirty whole peanuts in a pile. These encounter rates were needed, and are
used in the classical model of prey choice.
Ten observations were made; the data were collected from each of those observations and was
pooled together. From this, the average handling time of each prey type was determined. While the
squirrels were foraging the number of each prey type taken was recorded, and the manner in which it was
handled, such as eaten immediately, carried away and eaten, or carried away and buried, was also
recorded. Also, when an item was carried or buried, the average distance the prey type was carried was
estimated; it was used in later analysis (it is not used in the classical model of prey choice). The
temperature during each observation was also recorded. Once all the data were collected, it was entered
into the classical model of prey choice equation to determine what the squirrels optimal diet should
include if the squirrels really do forage optimally as predicted by the optimal diet model. Once the data
were entered into the optimal diet model, it determined what prey type the squirrels’ optimal diet should
consist of.
Results: According to the optimal diet model it was determined that the squirrels optimal diet should only
include shelled peanuts (Table 1; Equation 1). The overall handling time, energy content, and profitability
of both prey types is shown in Table 1. The handling times for the whole peanuts was significantly longer
than for the shelled peanuts; P-value= 0.0000964. If the squirrels in W est Krouskop Park did forage
optimally they would select and consume all of the shelled peanuts before switching to the whole
peanuts, a less profitable prey type. During observations 2, 3, and 4, the squirrels came the closest to
foraging optimally. During all observations, not once did the squirrel consume the shelled peanuts in an
all-or-none fashion; there were a total of 70 shelled peanuts per observation (Figure 1).
18
Shelled Peanuts (P1)
Whole Peanuts (P2)
Handling Time (s)
10.97
85.20
Energy Content (cal)
5
10
Profitability (E/h)
0.456
0.117
Table 1: The overall handling time, energy content, and profitability of both prey types.
# of P1 Chosen
# of P1 Chosen During Each
Observation
70
60
50
40
30
20
10
0
# of P1 Chosen
1
2
3
4
5
6
7
8
9
10
Observation #
Figure 1: The number of prey type one (P1) chosen during each observation. The horizontal line at 70
represents the number of prey type one the squirrels would have chosen if they were foraging optimally.
Discussion: The hypothesis that the Eastern Gray Squirrel in W est Krouskop Park will not forage
optimally according to the optimal diet model was supported. If the squirrels in West Krouskop Park did
forage optimally they would choose the most profitable prey type (P1) 100% the time, but during each of
the ten observations made they did not. During observations 2, 3, and 4, the squirrels came the closest
to foraging optimally compared to the other observations. There is no known reason for this occurrence,
but during these three observation periods, the temperatures that were recorded were the warmest of all
the observations periods (average of 20.5° C). Perhaps the squirrels did not see the need to store the
whole peanuts in the warm temperatures and instead of storing food for later, they foraged upon the most
profitable food type available.
The optimal diet model does not take into account the fact that squirrels need to store food for the
winter, that the model works only in the short-term, and that they face predation. Prey type 2,the whole
peanuts, appear much larger in a pile than do the shelled peanuts; this may also affect the foraging
behavior of the squirrels. This may have made the whole peanuts easier to see than the most profitable
prey type. But according to a study by Shealer et al. (1999), squirrels may not discriminate against food
size. The handling times for the whole peanuts were significantly longer than for the shelled peanuts; this
is because the squirrels needed to break through the outer shell to get to the nuts inside the whole
peanuts, and that they most often buried the whole peanuts. According to the ten observations made, the
whole peanuts were most often buried by the squirrels. Of all the shelled peanuts chosen, only four were
buried. There may be an advantage of storing the whole peanuts versus the shelled peanuts for the
squirrels; the outer shell of the whole peanuts may provide protection for the nuts inside. Because the
optimal diet model only works in the short-term, it may be that the shelled peanuts are more profitable to
the squirrel at that time, but burying the whole peanuts may result in a greater profitability to the squirrel
19
during winter when food may otherwise be scarce. Also, the availability of food during the winter, such as
food that has been stored, may be highly important in the survival of the squirrels, as well as female
fecundity, in the spring (Shealer et al. 1999).
The Eastern Gray Squirrel may also be foraging in the face of predation; this was evident
throughout the foraging observations made. Often when a squirrel was foraging, and a large bird flew
above and the squirrel either crouched down low to the ground or ran for cover. Also, when a squirrel
was foraging, and another squirrel approached the area, the foraging squirrel either stopped eating,
crouched down low to the ground, attacked the other squirrel, or ran for cover. This shows that predation
may affect the foraging behavior of the Eastern Gray Squirrel.
The squirrels in West Krouskop Park, Richland Center, WI did not forage optimally according to
the optimal diet model; they did not select the most profitable prey type (P1) that was predicted by the
optimal diet model (1) 100% of the time like they should have if they were foraging optimally. Some
changes need to be made to the optimal diet model so that it can work in the long-term, account for the
fact that squirrels and other animals may face predation, and that squirrels need to store food for the
winter as it is crucial to their survival. Once these changes are made the optimal diet model may be more
capable of predicting the optimal diet for the Eastern Gray Squirrel.
Works Cited
Krebs, J. R., & Davies, N. B. (1984). Behavioral ecology: an evolutionary approach. (2nd ed., pp. 91-121).
Sunderland, MA: Blackwell Scientific Publications.
Lewis, A. R. (1980). Patch use by gray squirrels and optimal foraging. Ecology, 61(6), 1371-1379.
Lima, S. L., Valone, T. J., & Caraco, T. (1985). Foraging-efficiency-predation-risk trade-off in the grey
squirrel. Animal Behaviour, 33(1), 155-165. doi:10.1016/S0003-3472(85)80129-9
Lima, S. L., & Valone, T. J. (1986). Influence of predation risk on diet selection: A simple example in the
grey squirrel. Animal Behaviour, 34(2), 536-544. doi:10.1016/S0003-3472(86)80122-1
Shealer, D. A., Snyder, J. P., Dreisbach, V. C., Sunderlin, D. F., & Novak, J. A. (1999). Foraging Patterns
of Eastern Gray Squirrels (Sciurus carolinensis) on Goldenrod Gall Insects, a Potentially
Important Winter Food Resource. American Midland Naturalist, 142(1), 102-109.
Thompson, B. (1987). Seed selection by dark-eyes juncos(junco-hyemalis): optimal foraging with nutrient
constraints?. Oecologia, 74(1), 106-111.
20
Back Cover:
Hannah Sweet, "Portrait of Anthony"
30 X 40 inches, charcoal on paper, 2011.
Art 101: lutro to Drawing - Dr. Steven Duval
Front Cover:
Hyun-June Kim, "Disintegration"
30 X 40 inches, watercolor on paper, 2012
Art J 02: Intermed i ate Drawing - Dr. Steven Duval