2 10 39 https://susciencehistory.southwestern.edu/files/original/2294a0177abe4677640177cf2adea60e.jpg 85b67d2d6bede0cd7d78589b5966e15a 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/. Subject The topic of the resource AIDS at Southwestern Description An account of the resource While many universities have a responsibility to educate their students in practicing medicine, they all have the responsibility to provide medicine. The set of services present in a student health center on college campuses has evolved enormously, primarily due to new discoveries in the field of medicine as well as changes in the social dynamics of the United States. Putting Southwestern University in the context of the historical development of medicine and social justice establishes the university as an institution willing to acquiesce to change and generally providing the best possible resources for its students. Southwestern is also communicative and responsive to medical developments that best benefit its health services. A very current issue related to the development of medicine is the outbreak of the coronavirus (COVID-19) and the changes being made everywhere to try to control the pandemic. Southwestern University officially moved the Spring 2020 semester to distance learning on March 19th, with school services (including the health center) being provided remotely. Southwestern’s response to this presently evolving case opens up questions to historically similar situations. The best way to historically observe Southwestern’s measures for adjusting to social change and developing needs of students is through the university’s handling of the HIV/AIDS crisis during the 1980s and 1990s. Over time, there has been a significant improvement in treatment in the sphere of sexual health on college campuses in the United States. Beginning under the euphemism of “social hygiene,” prevention and treatment of sexual health issues on college campuses began during the World War II era. Due to the increasing number of women attending college as well as evolving degrees of sex positivity and freedom, treatments for sexual health became less taboo and conversations became more open. Since college campus demographics are mostly made up of young people, this movement could be seen in American universities. Unfortunately, one side of this conversation is significantly less positive than others. The outbreak of HIV/AIDS raised questions about health that were never explored before, notably regarding the nature of the epidemic and how separate groups could be disproportionally affected by disease. AIDS, formally known as acquired immune deficiency syndrome, emerged as a “leading cause of death among young adults in the United States” in the 1980s. Somewhat surprisingly, college students attending school at the height of the HIV scare were a relatively low-risk group, to use the terminology of the time, for contracting the virus. This was due in part to the proportion of heterosexual students to non-heterosexual students, since the primary reason that heterosexual adults would be at risk was associated with conditions of poverty. Therefore, most students of universities were “not in sexual networks that will include a significant proportion of heterosexual partners who have HIV.” This is not to say that a low risk level meant no action was taken. In a conference held at Southwestern regarding the outbreak, assistant professor of sociology Edward L. Kain emphasized the impact that diseases could have on a population, and warned against developing an “us vs. them” mentality. Kain made it clear that just because you “don’t fall into a high risk group, it doesn’t mean you’re not going to get it.” The low-risk environment of college campuses could be partially attributed to the response universities had to the outbreak in terms of education and prevention. Once information about the issue became more accessible and de-stigmatized, many institutions developed non-discriminatory policies towards students with HIV, experimented with peer education programs, and implemented risk assessment in health centers. It also became essential to prevent the spread of misinformation and harmful rumors. Edward Kain discussed this problem through research he conducted with his sociology students at the time of the outbreak. He concluded that rumors are born from panic, created to fill in gaps where knowledge is lacking. Kain found this to be important because the public’s attitude towards AIDS would “determine how effectively the disease is treated medically and educationally.” It was of great consequence that the knowledge cultivated by a community (in this case, Southwestern University) was accurate and easily transmitted to the public. Since the sole purpose of a university’s health center is to make medical knowledge and practice readily available to its students, the AIDS epidemic is an appropriate lens through which to assess Southwestern’s care of its students. At the height of the epidemic (and once it had become clear that this was a health threat that went beyond sexual orientation), it became vital for universities to “sponsor programs that inform students about the disease and advocate for measures to prevent transmission of the virus.” While there are no records indicating the presence of HIV antibody testing on campus at Southwestern, a 1987 issue of the Megaphone contains an article written by health center employee Jan Pickett about the issue of testing. The article gives general information regarding the importance of at-risk individuals being tested, what a test entails, and various locations and phone numbers of testing institutions. Pickett notes the importance of practicing safe sex and adopting any changes necessary to protect from the virus, making it clear that receiving a negative test result is not protection in and of itself. Additionally, there is an issue of the Megaphone published the year prior containing an article titled “Let’s talk about AIDS.” The article not only gives basic information on the AIDS crisis, but it also announces a panel discussion to take place on campus in which professionals with broad knowledge and perspective on the issue would inform students and answer questions. The panel was to include a nurse specialist, the director of the Austin AIDS Project, the Deputy Director of the Williamson County Health Department, and an AIDS patient. This event especially showcases Southwestern’s willingness to adapt and provide necessary aid to its students. In tandem with societal attitudes of the time, mentions of the gay liberation movement or the AIDS epidemic in the 1970s and 1980s in Southwestern publications were made with a tendency towards anonymity. The aforementioned article by Jan Pickett emphasizes locations for anonymous testing and promises to protect the secrecy of students visiting her office for HIV/AIDS-related questions. The first article found in the Megaphone that directly discusses the gay rights movement is from 1973, titled “Suppressed Minority: A Concerned Student Speaks Out.” The anonymous student writes to the readers, pleading for equality and understanding on campus and implying that they had faced discrimination while attending Southwestern. Therefore, it would appear it was not until the mid-to-late 1980s and the breakout of AIDS that homosexuality became a topic of sincere conversation on Southwestern campus and something under the eye of health services. The health center, in this case, acts as a middleman in the transmission of medical knowledge, though in some cases more quickly and effectively than in others. While it can be assumed that those employed within the health center are aptly qualified for their position, the changing nature of medicine requires communication of knowledge both within the field and beyond it. The evolving breadth of services provided and medical standards of the student body at Southwestern implies that this communication has been constantly occurring throughout the school’s history, as shown through samples of blank student health records from 2004 and 2018 (actual student records are not attainable due to confidentiality), requiring more and more immunizations and stamps of approval from physicians prior to attending the university. Since Southwestern does not have its own practice of medical research, discoveries, treatments, and anything else that could benefit the student body is presumably acquired from outside, credible sources. The university has done its part to remain up to date on medical developments and has adjusted its policies accordingly The history of medicine, and more specifically of medicine on college campuses, reveals a great deal about the nature of social dynamics both within a student body and within the institution itself. The liberal arts environment of Southwestern has lent to its increasingly open attitude towards change in social justice, and the relationship between these changes and medical issues can be observed through the history of health services. There have been areas in which the university’s health center has found itself behind the times, such as in the case of the delay in providing women’s health services. But otherwise, there has been a general urgency to keep up with the evolving medical needs of students. Creator An entity primarily responsible for making the resource Elaine Goulden Date A point or period of time associated with an event in the lifecycle of the resource May 8, 2020 Language A language of the resource English Title A name given to the resource Community in Crisis: Southwestern and the AIDS Epidemic Source A related resource from which the described resource is derived Barrera, Martha. “Let’s talk about AIDS,” The Megaphone, January 30, 1986, https://texashistory.unt.edu/ark:/67531/metapth634603/. Cohen, Elliot D., and Michael Davis, eds. AIDS: Crisis in Professional Ethics. Temple University Press, 1994. www.jstor.org/stable/j.ctt14bt3gc. Franki, Marie. “Health Services adds new doctors,” The Megaphone, September 21, 2006, https://texashistory.unt.edu/ark:/67531/metapth634759/. “Health Record,” Form. Georgetown, TX: Southwestern University, Special Collections, May 2004. Pickett, Jan. “Living Well at Southwestern,” The Megaphone, October 30, 1987, https://texashistory.unt.edu/ark:/67531/metapth634509/. Rollins, Laura. “AIDS: from SU to the World,” Williamson County Sun, November 14, 1987, 12. “Southwestern seminar eyes AIDS and society,” Williamson County Sun, November 1, 1987. “Student Health Record,” Form. Georgetown, TX: Southwestern University, Special Collections, 2018. “Suppressed Minority: A Concerned Student Speaks Out,” The Megaphone, May 4, 1973, https://texashistory.unt.edu/ark:/67531/metapth634200/. Turner, H. Spencer, and Janet L. Hurley, eds. The History and Practice of College Health. University Press of Kentucky, 2002. www.jstor.org/stable/j.ctt130j9xw. 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 AIDS: from SU to the World Subject The topic of the resource AIDS in Williamson County Description An account of the resource Newspaper article discussing AIDS in Williamson County and what Southwestern University has done in regards to the outbreak. Creator An entity primarily responsible for making the resource Laura Rollins Source A related resource from which the described resource is derived Williamson County Sun Date A point or period of time associated with an event in the lifecycle of the resource November 14, 1967 Language A language of the resource English Type The nature or genre of the resource Newspaper https://susciencehistory.southwestern.edu/files/original/e6a5570eab17fa06984acf530c8fa971.png cf2b84b1c1edb8681b4568701890e526 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/. Subject The topic of the resource AIDS at Southwestern Description An account of the resource While many universities have a responsibility to educate their students in practicing medicine, they all have the responsibility to provide medicine. The set of services present in a student health center on college campuses has evolved enormously, primarily due to new discoveries in the field of medicine as well as changes in the social dynamics of the United States. Putting Southwestern University in the context of the historical development of medicine and social justice establishes the university as an institution willing to acquiesce to change and generally providing the best possible resources for its students. Southwestern is also communicative and responsive to medical developments that best benefit its health services. A very current issue related to the development of medicine is the outbreak of the coronavirus (COVID-19) and the changes being made everywhere to try to control the pandemic. Southwestern University officially moved the Spring 2020 semester to distance learning on March 19th, with school services (including the health center) being provided remotely. Southwestern’s response to this presently evolving case opens up questions to historically similar situations. The best way to historically observe Southwestern’s measures for adjusting to social change and developing needs of students is through the university’s handling of the HIV/AIDS crisis during the 1980s and 1990s. Over time, there has been a significant improvement in treatment in the sphere of sexual health on college campuses in the United States. Beginning under the euphemism of “social hygiene,” prevention and treatment of sexual health issues on college campuses began during the World War II era. Due to the increasing number of women attending college as well as evolving degrees of sex positivity and freedom, treatments for sexual health became less taboo and conversations became more open. Since college campus demographics are mostly made up of young people, this movement could be seen in American universities. Unfortunately, one side of this conversation is significantly less positive than others. The outbreak of HIV/AIDS raised questions about health that were never explored before, notably regarding the nature of the epidemic and how separate groups could be disproportionally affected by disease. AIDS, formally known as acquired immune deficiency syndrome, emerged as a “leading cause of death among young adults in the United States” in the 1980s. Somewhat surprisingly, college students attending school at the height of the HIV scare were a relatively low-risk group, to use the terminology of the time, for contracting the virus. This was due in part to the proportion of heterosexual students to non-heterosexual students, since the primary reason that heterosexual adults would be at risk was associated with conditions of poverty. Therefore, most students of universities were “not in sexual networks that will include a significant proportion of heterosexual partners who have HIV.” This is not to say that a low risk level meant no action was taken. In a conference held at Southwestern regarding the outbreak, assistant professor of sociology Edward L. Kain emphasized the impact that diseases could have on a population, and warned against developing an “us vs. them” mentality. Kain made it clear that just because you “don’t fall into a high risk group, it doesn’t mean you’re not going to get it.” The low-risk environment of college campuses could be partially attributed to the response universities had to the outbreak in terms of education and prevention. Once information about the issue became more accessible and de-stigmatized, many institutions developed non-discriminatory policies towards students with HIV, experimented with peer education programs, and implemented risk assessment in health centers. It also became essential to prevent the spread of misinformation and harmful rumors. Edward Kain discussed this problem through research he conducted with his sociology students at the time of the outbreak. He concluded that rumors are born from panic, created to fill in gaps where knowledge is lacking. Kain found this to be important because the public’s attitude towards AIDS would “determine how effectively the disease is treated medically and educationally.” It was of great consequence that the knowledge cultivated by a community (in this case, Southwestern University) was accurate and easily transmitted to the public. Since the sole purpose of a university’s health center is to make medical knowledge and practice readily available to its students, the AIDS epidemic is an appropriate lens through which to assess Southwestern’s care of its students. At the height of the epidemic (and once it had become clear that this was a health threat that went beyond sexual orientation), it became vital for universities to “sponsor programs that inform students about the disease and advocate for measures to prevent transmission of the virus.” While there are no records indicating the presence of HIV antibody testing on campus at Southwestern, a 1987 issue of the Megaphone contains an article written by health center employee Jan Pickett about the issue of testing. The article gives general information regarding the importance of at-risk individuals being tested, what a test entails, and various locations and phone numbers of testing institutions. Pickett notes the importance of practicing safe sex and adopting any changes necessary to protect from the virus, making it clear that receiving a negative test result is not protection in and of itself. Additionally, there is an issue of the Megaphone published the year prior containing an article titled “Let’s talk about AIDS.” The article not only gives basic information on the AIDS crisis, but it also announces a panel discussion to take place on campus in which professionals with broad knowledge and perspective on the issue would inform students and answer questions. The panel was to include a nurse specialist, the director of the Austin AIDS Project, the Deputy Director of the Williamson County Health Department, and an AIDS patient. This event especially showcases Southwestern’s willingness to adapt and provide necessary aid to its students. In tandem with societal attitudes of the time, mentions of the gay liberation movement or the AIDS epidemic in the 1970s and 1980s in Southwestern publications were made with a tendency towards anonymity. The aforementioned article by Jan Pickett emphasizes locations for anonymous testing and promises to protect the secrecy of students visiting her office for HIV/AIDS-related questions. The first article found in the Megaphone that directly discusses the gay rights movement is from 1973, titled “Suppressed Minority: A Concerned Student Speaks Out.” The anonymous student writes to the readers, pleading for equality and understanding on campus and implying that they had faced discrimination while attending Southwestern. Therefore, it would appear it was not until the mid-to-late 1980s and the breakout of AIDS that homosexuality became a topic of sincere conversation on Southwestern campus and something under the eye of health services. The health center, in this case, acts as a middleman in the transmission of medical knowledge, though in some cases more quickly and effectively than in others. While it can be assumed that those employed within the health center are aptly qualified for their position, the changing nature of medicine requires communication of knowledge both within the field and beyond it. The evolving breadth of services provided and medical standards of the student body at Southwestern implies that this communication has been constantly occurring throughout the school’s history, as shown through samples of blank student health records from 2004 and 2018 (actual student records are not attainable due to confidentiality), requiring more and more immunizations and stamps of approval from physicians prior to attending the university. Since Southwestern does not have its own practice of medical research, discoveries, treatments, and anything else that could benefit the student body is presumably acquired from outside, credible sources. The university has done its part to remain up to date on medical developments and has adjusted its policies accordingly The history of medicine, and more specifically of medicine on college campuses, reveals a great deal about the nature of social dynamics both within a student body and within the institution itself. The liberal arts environment of Southwestern has lent to its increasingly open attitude towards change in social justice, and the relationship between these changes and medical issues can be observed through the history of health services. There have been areas in which the university’s health center has found itself behind the times, such as in the case of the delay in providing women’s health services. But otherwise, there has been a general urgency to keep up with the evolving medical needs of students. Creator An entity primarily responsible for making the resource Elaine Goulden Date A point or period of time associated with an event in the lifecycle of the resource May 8, 2020 Language A language of the resource English Title A name given to the resource Community in Crisis: Southwestern and the AIDS Epidemic Source A related resource from which the described resource is derived Barrera, Martha. “Let’s talk about AIDS,” The Megaphone, January 30, 1986, https://texashistory.unt.edu/ark:/67531/metapth634603/. Cohen, Elliot D., and Michael Davis, eds. AIDS: Crisis in Professional Ethics. Temple University Press, 1994. www.jstor.org/stable/j.ctt14bt3gc. Franki, Marie. “Health Services adds new doctors,” The Megaphone, September 21, 2006, https://texashistory.unt.edu/ark:/67531/metapth634759/. “Health Record,” Form. Georgetown, TX: Southwestern University, Special Collections, May 2004. Pickett, Jan. “Living Well at Southwestern,” The Megaphone, October 30, 1987, https://texashistory.unt.edu/ark:/67531/metapth634509/. Rollins, Laura. “AIDS: from SU to the World,” Williamson County Sun, November 14, 1987, 12. “Southwestern seminar eyes AIDS and society,” Williamson County Sun, November 1, 1987. “Student Health Record,” Form. Georgetown, TX: Southwestern University, Special Collections, 2018. “Suppressed Minority: A Concerned Student Speaks Out,” The Megaphone, May 4, 1973, https://texashistory.unt.edu/ark:/67531/metapth634200/. Turner, H. Spencer, and Janet L. Hurley, eds. The History and Practice of College Health. University Press of Kentucky, 2002. www.jstor.org/stable/j.ctt130j9xw. Hyperlink A link, or reference, to another resource on the Internet. URL https://texashistory.unt.edu/ark:/67531/metapth634759/m1/1/ 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 Health Services adds new doctors Subject The topic of the resource Addition of gynecology to Southwestern University Description An account of the resource An article written about the hiring of specialists in women's health to work at the Southwestern health center Creator An entity primarily responsible for making the resource Marie Franki Source A related resource from which the described resource is derived The Megaphone Publisher An entity responsible for making the resource available Portal to Texas History Date A point or period of time associated with an event in the lifecycle of the resource September 21, 2006 Language A language of the resource English Type The nature or genre of the resource Newsletter https://susciencehistory.southwestern.edu/files/original/5b12123716ce83ce55f942da16dcf2ae.png dc608917bf20476149ca96753c1cb6b5 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/. Subject The topic of the resource AIDS at Southwestern Description An account of the resource While many universities have a responsibility to educate their students in practicing medicine, they all have the responsibility to provide medicine. The set of services present in a student health center on college campuses has evolved enormously, primarily due to new discoveries in the field of medicine as well as changes in the social dynamics of the United States. Putting Southwestern University in the context of the historical development of medicine and social justice establishes the university as an institution willing to acquiesce to change and generally providing the best possible resources for its students. Southwestern is also communicative and responsive to medical developments that best benefit its health services. A very current issue related to the development of medicine is the outbreak of the coronavirus (COVID-19) and the changes being made everywhere to try to control the pandemic. Southwestern University officially moved the Spring 2020 semester to distance learning on March 19th, with school services (including the health center) being provided remotely. Southwestern’s response to this presently evolving case opens up questions to historically similar situations. The best way to historically observe Southwestern’s measures for adjusting to social change and developing needs of students is through the university’s handling of the HIV/AIDS crisis during the 1980s and 1990s. Over time, there has been a significant improvement in treatment in the sphere of sexual health on college campuses in the United States. Beginning under the euphemism of “social hygiene,” prevention and treatment of sexual health issues on college campuses began during the World War II era. Due to the increasing number of women attending college as well as evolving degrees of sex positivity and freedom, treatments for sexual health became less taboo and conversations became more open. Since college campus demographics are mostly made up of young people, this movement could be seen in American universities. Unfortunately, one side of this conversation is significantly less positive than others. The outbreak of HIV/AIDS raised questions about health that were never explored before, notably regarding the nature of the epidemic and how separate groups could be disproportionally affected by disease. AIDS, formally known as acquired immune deficiency syndrome, emerged as a “leading cause of death among young adults in the United States” in the 1980s. Somewhat surprisingly, college students attending school at the height of the HIV scare were a relatively low-risk group, to use the terminology of the time, for contracting the virus. This was due in part to the proportion of heterosexual students to non-heterosexual students, since the primary reason that heterosexual adults would be at risk was associated with conditions of poverty. Therefore, most students of universities were “not in sexual networks that will include a significant proportion of heterosexual partners who have HIV.” This is not to say that a low risk level meant no action was taken. In a conference held at Southwestern regarding the outbreak, assistant professor of sociology Edward L. Kain emphasized the impact that diseases could have on a population, and warned against developing an “us vs. them” mentality. Kain made it clear that just because you “don’t fall into a high risk group, it doesn’t mean you’re not going to get it.” The low-risk environment of college campuses could be partially attributed to the response universities had to the outbreak in terms of education and prevention. Once information about the issue became more accessible and de-stigmatized, many institutions developed non-discriminatory policies towards students with HIV, experimented with peer education programs, and implemented risk assessment in health centers. It also became essential to prevent the spread of misinformation and harmful rumors. Edward Kain discussed this problem through research he conducted with his sociology students at the time of the outbreak. He concluded that rumors are born from panic, created to fill in gaps where knowledge is lacking. Kain found this to be important because the public’s attitude towards AIDS would “determine how effectively the disease is treated medically and educationally.” It was of great consequence that the knowledge cultivated by a community (in this case, Southwestern University) was accurate and easily transmitted to the public. Since the sole purpose of a university’s health center is to make medical knowledge and practice readily available to its students, the AIDS epidemic is an appropriate lens through which to assess Southwestern’s care of its students. At the height of the epidemic (and once it had become clear that this was a health threat that went beyond sexual orientation), it became vital for universities to “sponsor programs that inform students about the disease and advocate for measures to prevent transmission of the virus.” While there are no records indicating the presence of HIV antibody testing on campus at Southwestern, a 1987 issue of the Megaphone contains an article written by health center employee Jan Pickett about the issue of testing. The article gives general information regarding the importance of at-risk individuals being tested, what a test entails, and various locations and phone numbers of testing institutions. Pickett notes the importance of practicing safe sex and adopting any changes necessary to protect from the virus, making it clear that receiving a negative test result is not protection in and of itself. Additionally, there is an issue of the Megaphone published the year prior containing an article titled “Let’s talk about AIDS.” The article not only gives basic information on the AIDS crisis, but it also announces a panel discussion to take place on campus in which professionals with broad knowledge and perspective on the issue would inform students and answer questions. The panel was to include a nurse specialist, the director of the Austin AIDS Project, the Deputy Director of the Williamson County Health Department, and an AIDS patient. This event especially showcases Southwestern’s willingness to adapt and provide necessary aid to its students. In tandem with societal attitudes of the time, mentions of the gay liberation movement or the AIDS epidemic in the 1970s and 1980s in Southwestern publications were made with a tendency towards anonymity. The aforementioned article by Jan Pickett emphasizes locations for anonymous testing and promises to protect the secrecy of students visiting her office for HIV/AIDS-related questions. The first article found in the Megaphone that directly discusses the gay rights movement is from 1973, titled “Suppressed Minority: A Concerned Student Speaks Out.” The anonymous student writes to the readers, pleading for equality and understanding on campus and implying that they had faced discrimination while attending Southwestern. Therefore, it would appear it was not until the mid-to-late 1980s and the breakout of AIDS that homosexuality became a topic of sincere conversation on Southwestern campus and something under the eye of health services. The health center, in this case, acts as a middleman in the transmission of medical knowledge, though in some cases more quickly and effectively than in others. While it can be assumed that those employed within the health center are aptly qualified for their position, the changing nature of medicine requires communication of knowledge both within the field and beyond it. The evolving breadth of services provided and medical standards of the student body at Southwestern implies that this communication has been constantly occurring throughout the school’s history, as shown through samples of blank student health records from 2004 and 2018 (actual student records are not attainable due to confidentiality), requiring more and more immunizations and stamps of approval from physicians prior to attending the university. Since Southwestern does not have its own practice of medical research, discoveries, treatments, and anything else that could benefit the student body is presumably acquired from outside, credible sources. The university has done its part to remain up to date on medical developments and has adjusted its policies accordingly The history of medicine, and more specifically of medicine on college campuses, reveals a great deal about the nature of social dynamics both within a student body and within the institution itself. The liberal arts environment of Southwestern has lent to its increasingly open attitude towards change in social justice, and the relationship between these changes and medical issues can be observed through the history of health services. There have been areas in which the university’s health center has found itself behind the times, such as in the case of the delay in providing women’s health services. But otherwise, there has been a general urgency to keep up with the evolving medical needs of students. Creator An entity primarily responsible for making the resource Elaine Goulden Date A point or period of time associated with an event in the lifecycle of the resource May 8, 2020 Language A language of the resource English Title A name given to the resource Community in Crisis: Southwestern and the AIDS Epidemic Source A related resource from which the described resource is derived Barrera, Martha. “Let’s talk about AIDS,” The Megaphone, January 30, 1986, https://texashistory.unt.edu/ark:/67531/metapth634603/. Cohen, Elliot D., and Michael Davis, eds. AIDS: Crisis in Professional Ethics. Temple University Press, 1994. www.jstor.org/stable/j.ctt14bt3gc. Franki, Marie. “Health Services adds new doctors,” The Megaphone, September 21, 2006, https://texashistory.unt.edu/ark:/67531/metapth634759/. “Health Record,” Form. Georgetown, TX: Southwestern University, Special Collections, May 2004. Pickett, Jan. “Living Well at Southwestern,” The Megaphone, October 30, 1987, https://texashistory.unt.edu/ark:/67531/metapth634509/. Rollins, Laura. “AIDS: from SU to the World,” Williamson County Sun, November 14, 1987, 12. “Southwestern seminar eyes AIDS and society,” Williamson County Sun, November 1, 1987. “Student Health Record,” Form. Georgetown, TX: Southwestern University, Special Collections, 2018. “Suppressed Minority: A Concerned Student Speaks Out,” The Megaphone, May 4, 1973, https://texashistory.unt.edu/ark:/67531/metapth634200/. Turner, H. Spencer, and Janet L. Hurley, eds. The History and Practice of College Health. University Press of Kentucky, 2002. www.jstor.org/stable/j.ctt130j9xw. Hyperlink A link, or reference, to another resource on the Internet. URL https://texashistory.unt.edu/ark:/67531/metapth634603/m1/6/ 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 Let's Talk About AIDS Subject The topic of the resource AIDS outbreak Description An account of the resource Article giving information about AIDS and an upcoming panel on the topic at Southwestern University Creator An entity primarily responsible for making the resource Martha Barrera Source A related resource from which the described resource is derived The Megaphone Date A point or period of time associated with an event in the lifecycle of the resource January 30, 1986 Language A language of the resource English Type The nature or genre of the resource Newsletter https://susciencehistory.southwestern.edu/files/original/aed5032053df02bb9a0a22aee41ce857.JPG d14710b9b2bd4d5491c46ba961ef2b13 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 Technological Advances Effect on Women's Rights Description An account of the resource <p>The Women's Rights movement was a very important time in history for generations of women to come. It gave women the right to vote, right to an education, right to work, etc. What really gave the Women's Rights Movement its momentum was technology which helped spread information and news to other women interested in joining the movement and educated men on why women should have the same rights as they do. I am researching how the role of technology helped men understand political science and realize how important the women's rights movement was and how Southwestern University went from being male dominated to having a campus with many female faculty members and having the first female president in the history of Southwestern University. .</p> <p>The Women's Rights Movement started in 1848 when the first woman's rights convention was held in Seneca Falls, New York. It was spearheaded by Elizabeth Cady Stanton and Lucretia Mott. The main point of the movement was to bring attention to the inequality between men and women and to bring attention to women's rights and to fight for them. The movement went on until 1920, when the NWP(National Women's Party) picketed the White House and demanded Wilson and the Congress to pass a women's suffrage amendment, and finally the 19th amendment which enfranchised women was put into effect. However, in May 1885, Southwestern University released another volume of their monthly magazine called <em>The Alamo </em><em>and San Jacinto Monthly</em>. In that specific volume, there was an excerpt called <em>“Women in Politics”. </em>This passage showed that they believed that women should not be in politics, that “she can secure her ‘rights,’yea, all that is in the power of man to give,by appealing to his affections...her <em>sole </em>access to the will of man, is through the channel of affection. By nature, then, we see, that woman is disqualified to assume public functions, or to direct the affairs of State,” (Knight 228). They were no different than any other males at the time when it came to what women can do. They believed women were supposed to stay in the house all day taking care of the kids, cleaning, cooking and making sure there was a hot meal on the table by the time their husbands got home from work and that their very nice and gentle nature is no fit for things like having jobs, going to school, or being in politics or anything that was deemed a “males job”. After this was published, the movement started getting a ton of spotlight and attention. This was due to science taking a turn for the best during this time period. There were technological advances with the telegraph, but there were also new inventions such as the first ever radio and telephone. “The new electrical industries in particular- telegraphy, telephone, lighting and radio- attracted an early and growing involvement by practising scientists”(Johnston 290). This growth in technology also led to a spread of information from state to state all around the country. This helped the movement because as the information about what they were fighting for spread, it allowed for them to gain followers. More women started to realize that they wanted to do more in their life than be stuck at home with the kids doing home chores. There were also men who supported the movement and were not affected by the thought of women being allowed to do what men were allowed to do and thought that women should be allowed an education and that it was important to be educated.</p> <p>Women wanted more to life than to be seen and treated as less than men. They wanted more than to stay home all day with children while needing to clean and cook. Even when women were allowed to secure jobs, they were paid even less than men were for doing the same job. For example, women who became telegraphers were underpaid compared to men. “They competed directly with men, demanding, and occasionally getting, equal pay; they moved into both management and senior technical positions. Women telegraphers comprised a subculture of technically educated workers whose skills, mobility and independence set them apart from their contemporaries,”(Scott). Women would do what they needed to do to get jobs and get the pay they deserved. Even well educated women were still seen as less than men. There was a gender gap when it came to who worked certain jobs. “... women were preferred for the subordinate technical roles of telephone operator and lamp inspector,”(Johnston 295). While women were able to have jobs, there was still a gap between the sex’s because men would do the “manly” jobs and women had to work these jobs because they were seen as “more patient “ and “meticulous”. This fueled the movement even more.</p> <p>Around this time, Southwestern released another monthly magazine issue that had an excerpt called “<em>Female Education”. </em>This excerpt was a little different than the one prior, and they wrote that “A subject which is now receiving a great deal of attention is that of woman, her sphere, her duties and rights. There is, however, none of more importance than her education… It has been discussed on scientific principles… The necessity for female education need hardly be discussed. It is the greatest factor in our civilization,” (Andrews 238). As is obvious, they went from saying that women do not need rights when they belong in the house, to saying that they deserve an education and that there is nothing more important and that their rights are important. This shows how big of an impact that the Women's Rights movement had on society and how it was growing and impacting so many. The growth is due to the telegraph, increase in the production of newspapers, and the new use of the radio. Southwestern was starting to open their minds and understand where their women's opinions were coming from. As Agustí Nieto-Galán said, “.. there is the question of the relationship between public understanding and public support for science…”, which is very apparent in this time period because when the Women's Rights Movement started , which involved Political Science. Men did not try to understand where women were coming from. They had a poor understanding of the science revolving the movement at first but as time went on, they started learning and understanding the premise of it all, and the movement started receiving male supporters as well when they realized that they would not like it if they were the ones without rights and if they were seen as too inept to work or recieve an education and that things would be better and easier if women were allowed to do the same things as men. Also, take into account what C.P. Snow says in “<em>The Two Cultures”, “</em>That is, its members need not, and of course often do not, always completely understand each other…” (101), much like scientists, women and men at that time and beyond dont understand each other very much, but can come together and figure things out and fight for things to be fair. This is like what a male dominated Southwestern university did, they in time started to agree with women about their rights and what they deserve, and they helped advocate to people of their school and town for women's rights.</p> <p>Fast forward a century and half, and Southwestern University has tons of female faculty employed at their school. There are many women professors, it is my first year attending the school and I have had 8 women professors out of the 9 classes I have taken. Tons of women also work in administration, the business office, the book store, the Commons, the cove, and there are even lots of women who are the coaches or assistant coaches of the sports team. Also recently, it was announced that the new president of Southwestern University, Laura E. Skandera Trombley, is the first woman in Southwestern history to be the president of the school. That is a huge accomplishment for women all over. It really shows how much Southwestern University has adapted to change and did a very good job at involving and employing women over the years since they used to believe that women were not fit to vote or recieve an education, let alone be the president of the university. All these years it has been a male dominated position but finally the 16th president is a woman and it opens up doors for her and other women like her who want to join a job field that is male dominated, such as being a sports reporter, being a neurosurgeon, and many other jobs where the number of men working is much larger than the number of females working in that job field. Females have been fighting for opportunities like this since the mid 1800’s and even today there are still problems with the way men see and treat women, and there is still a huge wage gap between men and women even when women deserve to be paid the same or even more as men for their job.</p> In all, the Women's Rights Movement was enhanced by the upcoming new technologies in both communication and printing. If it were not for these advancements in technology, the movement would not have had the kick it needed to create a real change for women. Women fought hard for their rights and it was places like Southwestern University that could have really helped them, even though they believed women should only have certain jobs, their belief in women education was just another one in many that led to a huge change for them. The Women's Rights Movement opened a lot of new doors and new opportunities for us women in today's day and age. Without them we would still not be able to vote, get an education, have a job, and many things that were not available to them either. As can see, Southwestern University ended up being swayed into siding with the Women's Rights Movement and the use of technology and advocacy helped get the Women's Rights movement on its feet and successfully getting the rights. The understanding of science and others opinions behind it really helped with the movement and rights. Source A related resource from which the described resource is derived <ul> <li>Knight, R. E. L. “Women in Politics.” in <em>The Alamo and San Jacinto Monthly, </em>227-32. The Literary Society, 1885.Johnston, Sean History of Science: A Beginners Guide (Beginners Guides), Ch. 2. Oneworld Publications.</li> <li>Scott, “Introduction: Women in Politics,” in <em>International Journal of Sociology, </em>3-11. 1978, Accessed May 7, 2020</li> <li>Johnston, Sean History of Science: A Beginners Guide (Beginners Guides), Ch. 3. Oneworld Publications.</li> <li>Andrews, “Female Education” in <em>The Alamo and San Jacinto Monthly, </em>233-37. The Literary Society, 1885.</li> <li>Nieto-Galán, Agustí. Science in the Public Sphere, Ch. 3</li> <li>Snow, P. The Two Cultures, 101. The American Council of Learned Societies,2015. Accessed May 7,2020.</li> </ul> Creator An entity primarily responsible for making the resource Alexys Matcuk 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 Women in Politics Subject The topic of the resource Women in Politics Description An account of the resource Politics and how men should be the only ones in politics and that woman's job is to cater to men and shower them with affection Creator An entity primarily responsible for making the resource R. E. L. Knight Source A related resource from which the described resource is derived The Alamo and San jacinto Monthly Publisher An entity responsible for making the resource available The Alamo and San Jacinto Literary Society, Southwestern University, Georgetown, Texas Date A point or period of time associated with an event in the lifecycle of the resource 1885 Contributor An entity responsible for making contributions to the resource Southwestern University, Special Collections Format The file format, physical medium, or dimensions of the resource Journal Language A language of the resource English Type The nature or genre of the resource Article Identifier An unambiguous reference to the resource within a given context Knight, R. E. L., “Women in Politics,” The Alamo and San Jacinto Monthly, vol. 3, no. 9 (1885): 227-32. https://susciencehistory.southwestern.edu/files/original/efe32f15b8f8310917631ed375900991.jpg 5cdce8c58d1587220ea9cc4fc0a573c1 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 Popularizing the Wireless Transmitter Description An account of the resource <p>The history of science is a history not often spotlighted by mainstream history, but it is a fascinating history that well deserves the recognition of historians. In the 21^st century world we live in today we enjoy many comforts including but not limited by the microwave to quickly heat our food without huge fires, vaccines and germ theory to protect us against disease that might have wiped out entire continents a couple hundred years ago, and we live in an age where someone sitting on the Indian subcontinent can communicate with someone in their living room in Tucson Arizona almost instanously. The world of Twitter and other social media has linked the world in ways that would seem the world of science fiction a couple decades ago before the invention of the microchip. We live in a world that is so interconnected but yet so many people don’t know the story of how we got to this point in the year 2020. History has been argued by some scholars to be the study of stories. Essentially historians take primary accounts and sift through the data and find the puzzle that best matches the pieces. This is the same with the history of science, it is a story that doesn’t require the knowledge of the science being discovered by these great men and women of science it simply requires an understanding of how pieces fit together to compliment the whole. The globalized world of twitter and instant help from across the ocean had a starting place, and that starting place at least in the digital age began at Southwestern with an invention by a man named Robert Stewart Heyer in the year 1895<a href="#_ftn1"><span>[1]</span></a> when he arguably for the first time in history sent a wireless message from his Southwestern laboratory to the jailhouse in Georgetown, a distance of over a mile.</p> <p>            Robert Stewart Heyer, the man I knew is Heyer’s official autobiography written by his daughter Rey Heyer Brown and only 1000 copies were ever made. During his time, he was a professor of science’s, served as president of Southwestern and later served as president of Southern Methodist University in Dallas. Gugliemo Marconi is the Italian inventor and electrical engineer who went down in the history books as the first man in history to send a wireless transmission over a distance out of earshot. Marconi famously sent his transmission in the year 1901, Robert Heyer sent his signal in 1805<a href="#_ftn2"><span>[2]</span></a>, six whole years before Marconi. Why did the world give the spotlight to Marconi when Heyer was actually the first to send a wireless transmission? Heyer’s feat has been collaborated by the other professors at Southwestern during his time there as well as countless students and the jailer who received his signal<a href="#_ftn3"><span>[3]</span></a>. It turns out geography itself may be why the spotlight was given to Marconi. Georgetown was taken from the Tonkawa Indians was taken and settled in 1848 by George Washington Glasscock and had a steadily growing population. Even though Georgetown the town where Southwestern was situated was growing, Texas in the late 1800’s was still wilderness and besides a few towns here and there it was sparse wilderness. Telegraph lines were present but not everywhere that meant that there was little communication between settlements. Marconi who was working In Europe, a man born in Italy but setting up his company The Wireless Telegraph and Signal Company in the United Kingdom was in the most interconnected, funded and scientific areas of the world at the time. In Robert Stewart Heyer, the Man I Knew his daughter talks about other reasons, according to her he didn’t even want credit for his invention. He was unable to get a proper patent for his invention and prioritized his family over his invention. He was a tinkerer at heart and that sufficed his needs.</p> <p>            Heyer and Marconi’s wireless transmitters although revolutionary, were not the first attempts at wireless transmission in history. The advantage of long-distance communication from everything from military maneuvers to city to city communication was a feat that had recognized significance. The very first attempts at distance communication took place by the Greeks, Persians and Chinese, simultaneously reaching the conclusion the distance communication could be advantageous independently around the same time period. They would use smoke signals on top of hills to communicate. Later in history around the beginning of the scientific revolution the advantage of distance communication was still feat that was valued and an invention called the Semaphore would demonstrate this. The semaphore used giant lever operated hands to send messages in a format that is similar to morse code to semaphore stations up to 12 miles away. A string of these stations could be set up on hilltops with a telescope at each station. But like imagining modern science in a context today without computers distance communication was limited to the eyes, and for distance communication to work a force unseen and powerful would be needed to work. The invention of the telegraph by Robert Morse was this invention. <a href="#_ftn4"><span>[4]</span></a>Thanks solely to the discovery of electromagnetism by Hans Oesrsted and the invention of the battery by Alessandro Volta, this unseen communication was brought to the world. “Hardly a day intervened when General Grant did not know the exact state of facts with me, more than fifteen-hundred miles off – William Tecumesh Sherman (civil war general)”, the civil war saw the unprecedented boom of telegraph technology on both Confederate and Union sides of the war<a href="#_ftn5"><span>[5]</span></a>. There was a catch to this tech however and that was in order to communicate, telegraph lines would need to be set up. These lines would span hundreds, thousands of miles at times and would take the workforce of the nation in uncharted wilderness to erect, there had to be an easier way to do things and there was. Heyer followed by Marconi would start the ball rolling on an invention that used the same electrical pulses as the telegraph machine but sent the message without thousands of miles of cables, through the spark gap transmitter.</p> <p>            Robert Heyer and Marconi both created a wireless transmitter that worked in almost the same way. what has been classified today as a Spark Gap Transmitter, this transmitter sent an electrical shock to an oscillatory circuit, consisting of an inductance/ capacitance in sequence, essentially an electrical shock was converted to a single radio wave of non-variable frequency and wave length. Controlling the electrical pulse on the sending end, Heyer and Marconi could send a message using morse code. This technology was immediately recognized for its full potential, in full by the US Navy.<a href="#_ftn6"><span>[6]</span></a> Around 1910 the US Navy conducted a huge experiment with two of its ships which were outfitted with Marconi’s radio technology, using an evolved Spark Gap-transmitter (the same type of transmitter invented by Heyer) 1000 miles away these ships were able to broadcast a clear and distinct message to a massive radio antenna sitting on the US coastline.</p> <p>What were the obstacles that prevented Heyer’s invention from becoming used worldwide as soon as they were invented before 1910? This was the Austin-Cohen theory, which stated radio waves decay at the inverse square root of a wavelength. This theory came into the mainstream scientific and engineering circles around the same time Heyer’s radio contraptions were being brought into the same circles. This theory actually soon had become a law, and for all early radio inventions, they all abided heavily by this theory. This theory basically inferred that a radio wave could not travel the length of the Atlantic Ocean because of this decay, and the only way to make this happen would be to create a receiver that is tall enough but the distances at stake are far too large and thus the receiver would need to be unfeasibly tall. Ultra-low frequency waves would change everything however, and the US navy demonstrated this in two tests the test in 1910 mentioned earlier and a later test in 1913. These ultra-low frequency waves (any wave between 300 hertz and 3 kilohertz) can be broadcast at a range between 100 and 1000KM. Extremely low frequency waves (ELF) waves are waves that broadcast at an even lower frequency (3 to 30 Hz) and these wavelengths can be broadcast at a range of 10,000 to 100,000 Kilometers. <a href="#_ftn7"><span>[7]</span></a>These two wave discoveries opened up the door for long distance radio communication. In the 1890’s was the decade actually that the navy began to take notice, that science and engineering advancements could intertwine not just in industry but also with warfare quoting “this is the birth of a new navy”. Heyer did not invent radio and communication, but his invention is a crucial piece to an emerging science and technological puzzle that was being solved at the end of the 19the and beginning of the 20^th century. Without his invention that for intents of this paper can be symbolized through Marconi (because Heyer invented the wireless transmitter first) the invention of the radio that we are most familiar with today could not have been reached if the crucial stepping stone that was Heyer’s invention was not invented first. </p> <p>In chapter 40 of a little history of science, it is the final chapter of the book and it concludes everything by talking about science in the digital age. This age we live in now has its own chapter, arguably it is as important in the history of science to Marie Curie’s advancements on radiation if not more so. The level of importance doesn’t matter for the case of this argument, from the early days of the Hollerieth machine and the punch card in the early 20^th century to Alan Turning’s early computer work eventually that led to the invention of the microchip. Computers talk to one another, and more so now than ever in the 5G world we live in now It is almost unfathomable to imagine a world where communication with the nearest town or city is weeks of walking away, or a fire on a hilltop, even in the arms of a semaphore across the valley.</p> History of Science by Sean F. Johnson in his chapter 2 Big Ideas and Compelling approaches helps to put Marconi and Howe’s inventions in place in the global history of science. The global history of science started with astronomy with hunter gatherer populations. Astreo- archeology shows us their connection,  left behind by these people such as the ‘marriage of earth and sky’ when the serpent from Serpent Mound (a site in Ohio possibly created by the Fort Ancient culture who were hunter gatherers, but its creation remains a mystery of giant serpent with an oval in its mouth) is positioned precisely true north and every summer solstice the sun shines through a precise gap in a nearby hilltop right down the center of the serpent. Plato and his republic used their knowledge of their times to create explanations for the world that fit logically. The scientific revolution was another key point in the history of science, with scientists revising many of Plato’s and the other Greek philosophers’ ideas and creating the framework for science as we see it today. In their own subset Marconi and Heyer’s invention was one of these turning points in the history of science, they helped to create communication that’s instantaneous and global, and for that we thank them today. Creator An entity primarily responsible for making the resource Ian Jones Source A related resource from which the described resource is derived <p><a href="#_ftnref1"><span>[1]</span></a> Robert Stewart Heyer, the man I knew</p> <p><a href="#_ftnref2"><span>[2]</span></a> Robert Stewart Heyer, the man I knew</p> <p><a href="#_ftnref3"><span>[3]</span></a> Robert Stewart Heyer, the man I knew</p> <p><a href="#_ftnref4"><span>[4]</span></a> Neuenfeldt, Eric. "Telegraph." In Wild Horse: Stories, 120-40. Amherst; Boston: University of Massachusetts Press, 2016. Accessed April 27, 2020. www.jstor.org/stable/j.ctt1hd198v.12.</p> <p><a href="#_ftnref5"><span>[5]</span></a> Neuenfeldt, Eric. "Telegraph." In Wild Horse: Stories, 120-40. Amherst; Boston: University of Massachusetts Press, 2016. Accessed April 27, 2020. www.jstor.org/stable/j.ctt1hd198v.12.</p> <p><a href="#_ftnref6"><span>[6]</span></a> Yeang, Chen-Pang. "Scientific Fact or Engineering Specification? The U.S. Navy's Experiments on Wireless Telegraphy circa 1910." Technology and Culture 45, no. 1 (2004): 1-29. Accessed April 27, 2020. www.jstor.org/stable/40060578.</p> <p><a href="#_ftnref7"><span>[7]</span></a>Yeang, Chen-Pang. "Scientific Fact or Engineering Specification? The U.S. Navy's Experiments on Wireless Telegraphy circa 1910." Technology and Culture 45, no. 1 (2004): 1-29. Accessed April 27, 2020. www.jstor.org/stable/40060578.</p> 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 Robert Stewart Heyer, The Man I Knew Subject The topic of the resource Biography of Robert Heyer Description An account of the resource Biography written by Dr. Heyer’s daughter accounting her personal experience with Dr. Heyer, and what in her eyes made him a great man as well as his many accomplishments in science and academia and at SU. Creator An entity primarily responsible for making the resource Ray Heyer Brown Publisher An entity responsible for making the resource available Anson Jones press Date A point or period of time associated with an event in the lifecycle of the resource 1957 Rights Information about rights held in and over the resource SU special collections owned Format The file format, physical medium, or dimensions of the resource Book Language A language of the resource English Type The nature or genre of the resource Non-fiction, biographical Identifier An unambiguous reference to the resource within a given context Anson Jones Press, Salado TX, 1957. First Edition. Hardcover. Fine/No Dust Jacket. 208pp; Intimate biography of Robert Stewart Heyer. https://susciencehistory.southwestern.edu/files/original/9de9afff30e6cc21237edb82ec723fb1.jpg 276d94fe7d82d6df922d35aae3ea3814 https://susciencehistory.southwestern.edu/files/original/acd6a33934c6a6a04e35e1519327218e.jpg 552f71f46f8ea29f8ee19bc25b490fdf https://susciencehistory.southwestern.edu/files/original/79106036e62038c8c1faf5e5d120e13f.jpg 044fa3eb557287a4577691379e87b8c4 https://susciencehistory.southwestern.edu/files/original/7ce75114ec273e62e3c82e2258d27447.jpg f263e7cfd352c16916e54bdc7a04de55 https://susciencehistory.southwestern.edu/files/original/d0657a93d15e879dfbc77c85aceaa5f6.jpg 39561928f908471d790aed0cfd795e3f 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 History of Physics at SU Description An account of the resource <p><span>The Southwestern experience is one that encourages students to explore. We have many courses throughout our time here that are specifically engineered to include multiple ideas from many disciplines, sometimes it even helps us do better in our classes. During my time at SU, my experience with science has been in a class about chocolate, where we explored the chemical properties of chocolate, and a neuroscience class that was extremely open ended. I ended up writing an essay on cognitive processes while someone watched a suspense film and how scene composition can affect us. It has been wildly different from most of the other experiences I have had in science classes and I believe this is pretty unique to Southwestern. Until this class I have had no experience with any physics topics or classes, but a visiting professor’s comments on the science department at Southwestern changed that, and those comments, according to what I have found, helped shape not only the physics department, but the whole of SU into what it is today. The Cold War and a worldwide paranoia helped shape Dr. Seeger’s suggestions into how the department could prepare their students for a uniquely uncertain future. This uncertainty prompted the physics department to become more crystallized, and this report probably encouraged the administration to change other curriculums to be more paideia focused, so the history of physics at SU is much more interesting than many would think. War, paranoia and its proliferation of physics changed SU in the late 60s into what I know it as today. </span></p> <p><span>During the Sputnik era, President During Fleming announced a program to expand the schools endowment to 15 million from 8 million and increase staff and student enrollment<a href="#_ftn1">^[1]</a>. The University wanted to bring on more specialized staff members for more different classes and disciplines, as well as give students better opportunities for more doctorate degrees<a href="#_ftn2">^[2]</a>. Also there is a very clear dichotomy between the science and mathematics department and the fine arts department. All of the suggestions for the sciences suggest a need for students gaining knowledge at an accelerated rate. It says that science students should take an accelerated math course in the beginning of their studies<a href="#_ftn3">^[3]</a>. However it is specified in the address that more science classes will be available for non science majors and more arts courses available for science majors. This is common today at many colleges. The plan for expansion also talks a little about a flight school for southwestern, which will not only teach classes about the discipline, but actually have them fly planes<a href="#_ftn4">^[4]</a>. This too feels extremely reactionary and is probably the most indicative that the Cold War is what brought these changes about. In the fine arts, the same suggestions for increased classes and faculties are made, but they also state a move towards more interdepartmental learning<a href="#_ftn5">^[5]</a>. Interdepartmental learning is one of the tenants of paideia curriculum today. Southwestern University was clearly not immune to the fears during the Cold War and it even created some fairly reactionary ideas that changed the University into what it is today. Science, no matter how crystallized it can get, will never operate in a vacuum. </span></p> <p><span>            Dr. Raymond J. Seeger’s report to the President of the University was not much different from the universities later plans but it has a key difference, he suggests that the introductory science courses should be brought more into the realm of science majors so they would not have non science majors filling that class<a href="#_ftn6">^[6]</a>. This can also show us how faculty and students interacted in the physics department at that time. The students and faculty were meeting frequently, possibly discussing more about material and getting a more holistic view of the class and an all around better education. However this means that those teachers would have been spending less time engaging with and researching for their respective national organizations, like the American Physical Society. Dr. Seeger suggests that each full time staff member should be attending a convention at least once per year, which he believes will not not benefit them and their research, but the student as well<a href="#_ftn7">^[7]</a>. This would be common for a small school, where almost the entire student body could fit into a physics lecture in a UT auditorium. Dr. Seeger’s comments suggest a need for students and teachers to spend less time outside of the classroom so the teachers can go do independent research on whatever is needed<a href="#_ftn8">^[8]</a>. During the Cold War, most of that research would have been in some way connected to maintaining a stable nation and keeping it adequately prepared for any threat that might arise<a href="#_ftn9">^[9]</a>. The timing by which these changes were announced suggests that they are a bit reactionary in nature so therefore I believe they might not have happened at all or they would have happened at the next time of crisis, probably 9/11 which would have seen the proliferation of computer sciences more than physics. </span></p> <p><span>            Teachers are supposed to prepare their students for and rely information to them about the world outside of the education institutions. By the end of an education track, the student should be well off enough with ideas and skills to be properly prepared for work in a desired field. The Cold War made it very difficult for teachers to prepare their students for the world because no one knew what was going to happen. However the teacher reacts to an event and works through it is going to have a big effect on a student who is trying to learn that discipline. Throughout elementary school, I was taught a very rudimentary form of history that included memorizing dates and knowing very clean little narratives about different events. Good historical analysis was not a part of my curriculum because it was not important to them at that time. In middle school and high school I began to get a more in depth look into history and by way of some very passionate teachers who encouraged me to do my own reading into history, I came to major in history in college. During the Cold War, in a physics education, in Dr. Seeger’s ideal university, the teacher would have spent time at a conference with whatever information and those teachers would have brought back that information to teach to their students<a href="#_ftn10">^[10]</a>. The students now have this information and the slight jingoism that probably would have come along with it would have encouraged them to pursue that field. </span></p> <p><span>The government was also sponsoring a number of different grants for physics graduates to work in labs across the country and teachers would have pushed them to pursue that<a href="#_ftn11">^[11]</a>. Paranoia tends to make people freeze up, not a lot of time would have been spent on theory in the physics department during this time, and so a clear demarcation of information from the government, to science spheres that interpret it into their work, to students who then study to enter that work, and then the public who can hear about the latest military advancement or invention on the news. </span></p> <p><span>            Physics has such a unique history because it accelerated so fast in the 20th century with both world wars and really seems to lack a strong connection between the elite and the public sphere. I believe that SU has adjusted well. The Cold War prompted a lot of drastic changes and is probably what led to a series of plans that turned the university into what it is today. Physics is vital to understanding our world and creating things that can be used. The need for physics and other applied sciences outside of Southwestern is at least partly responsible for Southwestern University in its current form. The timing by which these changes were announced suggests that they are a bit reactionary in nature so therefore i believe they might not have happened at all or the would have happened at the next time of crisis, probably 9/11</span></p>             The stereotypical view of physics is one that looks like a massive auditorium filled with students bored to tears as a professor writes endless symbols and numbers down on a board. Even worse than a bored student is a scared student, who would not dare ask a question for fear of a number of things that any shy student can imagine.  When there is a disconnect between scientific spheres and the public spheres, images like this arise and create no path for communication between the two. The history of physics at Southwestern creates a much nicer and more open picture of science. One in which most of the time students and teachers move separate spheres of knowledge instead of locked into concentric circles of knowledge. If war had not dominated the 20th century, what would physics be like, would southwestern have changed as well? I do not have the slightest idea but I’m sure the changes would be drastic. War, paranoia and its proliferation of physics changed SU in the late 60s into what I know it as today. Creator An entity primarily responsible for making the resource Nicholas Shanning Source A related resource from which the described resource is derived <p><a href="#_ftnref1">^{<span>[1]</span>}</a> The Megaphone, Vol. 59, No. 15, Ed. 1 Tuesday, February 1, newspaper, Georgetown, Texas, (1966) pg. 1.</p> <p><a href="#_ftnref2">^{<span>[2]</span>}</a> <span>The Megaphone, (1966). 1.</span></p> <p><a href="#_ftnref3">^{<span>[3]</span>}</a> <span>The Megaphone, 5</span></p> <p><a href="#_ftnref4">^{<span>[4]</span>}</a> <span>The Megaphone, 5</span></p> <p><a href="#_ftnref5">^{<span>[5]</span>}</a> <span>The Megaphone, 5</span></p> <p><a href="#_ftnref6">^{<span>[6]</span>}</a>  <span>Raymond J. Seeger, Report to President Durwood Fleming Southwestern University on the Science and Mathematics Program.(1966) 1.</span></p> <p><a href="#_ftnref7">^{<span>[7]</span>}</a> <span>Raymond J. Seeger, Report. 1966:  2.</span></p> <p><a href="#_ftnref8">^{<span>[8]</span>}</a> <span>Raymond J. Seeger, Report. 1966:  2.</span></p> <p><a href="#_ftnref9">^{<span>[9]</span>}</a>  <span>Kaiser, David. "Cold War Requisitions.” (2002): 136</span></p> <p><a href="#_ftnref10">^{<span>[10]</span>}</a> <span>Raymond J. Seeger, Report. 1966:  2.</span></p> <p><a href="#_ftnref11">^{<span>[11]</span>}</a> <span>Kaiser, David. "Cold War Requisitions.” (2002): 137</span></p> 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 Report to President Durwood Fleming of Southwestern University on the Science and Mathematics program Subject The topic of the resource The Science and Mathematics program at Southwestern University Description An account of the resource This is a report by Raymond J. Seeger, a visitor to Southwestern who reported on the characteristics of the Southwestern Science and Mathematics program. It details positives of the programs and he gives suggestions on how to improve the program Creator An entity primarily responsible for making the resource Raymond J. Seeger Source A related resource from which the described resource is derived William B. Jones Collection 136U 3.1. Date A point or period of time associated with an event in the lifecycle of the resource 1966 Language A language of the resource English https://susciencehistory.southwestern.edu/files/original/80340072dd71e2a59f2e0ef584eff139.jpg 1f542ce699a35fffb3dd7b2d12e0aebe 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 Personality Prof Speaks on Topic at Church Sun. Description An account of the resource In 1937, the same year the psychology department was found, Miss Bristol offered a ladies personality development course. The course allowed women to enter into the psychology department. Creator An entity primarily responsible for making the resource Scarbrough, Don Source A related resource from which the described resource is derived Texas History Date A point or period of time associated with an event in the lifecycle of the resource Sep 28, 1937 Format The file format, physical medium, or dimensions of the resource Article Language A language of the resource English 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 History and Discourse Around Evolution at Southwestern University Description An account of the resource <p>The theory of evolution proposes that life changed and diversified over time through a process known as natural selection, in which organisms who are better suited to survive outreproduce and outlast other organisms.<a href="#_ftn1">^[1]</a> The main ideology that opposes evolutionary theory goes under the monikers “creationism”, “creation science”, or “intelligent design”.<a href="#_ftn2">^[2]</a> They claim that life was created in it’s final form, usually by a god.<a href="#_ftn3">^[3]</a> Religion has always been somewhat at odds with evolution, which is a natural occurrence resulting from the lack of any mention of evolution in the Bible and other holy texts. The rejection of evolution by much of the religious public seems to be on the decline in recent years, however, with the introduction of new theories that allow aspects of creationism to be conserved while still accepting evolutionary thought. But as the principles behind evolution are brought to other fields, some of that tension seems to be resurfacing as people look for evolutionary perspectives that allow them to keep their faith intact. These effects were put on display at Southwestern University in 2009, with the discourse at times returning to an ideological battle.</p> <p>The split between scientists and the lay people can be seen in the conflict between followers of evolution and creationism, with a major battleground for them being the rules around what is taught in public schools. Evolution has slowly replaced creationism in US public schools, but never in every state at once, and with uniformity within states.<a href="#_ftn4">^[4]</a> In many instances teachers are not allowed to speak out against creationism while teaching evolution, and are allowed to frame them as “alternatives” to each other without taking a clear side.<a href="#_ftn5">^[5]</a> Many of the decisions are handled on the state level.<a href="#_ftn6">^[6]</a> In addition, teacher religious beliefs have been found to be predictive of their willingness to teach evolution.<a href="#_ftn7">^[7]</a> For example, in 2007, Texas Education Agency’s Director of Science Curriculum, Christine Comer was forced to resign from her position after asking an anti-creationism speaker to speak at the school.<a href="#_ftn8">^[8]</a> The Texas Education Agency explained that she had made it look like the TEA had taken a side on the evolution debate when they intended to remain neutral.<a href="#_ftn9">^[9]</a> This example (which occured around two years before the Brown Symposium discussed in this paper) hilights that the “war” had yet to be won by the other side, and that battles were still being fought.</p> <p>In CP Snow’s lecture the Two Cultures, he says that academia has been fractured along the lines of “scientists' ' and “literary intellectuals” <a href="#_ftn10">^[10]</a>. This makes sense in light of the increasing knowledge gap between scientists and others caused by specialization of science<a href="#_ftn11">^[11]</a> . In a way, Snow describes a deficit model, in which the scientists are separated not only from the general public, but also from other intellectuals from outside their field. But as we will see, the deficit model is not always accurate to reality. As said by Bensaude-Vincent, “notions such as “lay public” and “science mediators’ are historical constructions rather than stable categories”<a href="#_ftn12">^[12]</a>. The “deficit model”, depicts the public as having a deficit of scientific knowledge and somewhat helpless, requiring the help of enlightened scientists to guide them to knowledge.<a href="#_ftn13">^[13]</a> While it is easy to view the issue of evolution as seen by the public along the lines of the deficit model, with the evolutionists representing the scientists, and the ignorant and the religious representing the lay public, that is a reductionist view that ignores many of the nuances of reality.</p> <p>In 2009, two speakers spoke about evolution and religion at Southwestern University. One speaker was David Sloan Wilson, with his talk “ Evolution as the Theory of Choice for the Study of Religion”.<a href="#_ftn14">^[14]</a> His talk revolved around the use of evolution as a model for the development of Religion.<a href="#_ftn15">^[15]</a> He pointed out how the “survival tactics” of religious groups often mimicked the behavior of different species of animals in the wild, by cooperating with group members, and at times being hostile towards other, competing groups.<a href="#_ftn16">^[16]</a> He described this as emerging from a type of “evolution”, not of species, but of ideas behind religion.<a href="#_ftn17">^[17]</a> His insistence that religions were entirely human ideas gathered some dissent from the audience, with two (out of four) questions having to do with his claims against the “engaged god hypothesis”, or whether there is an active god.<a href="#_ftn18">^[18]</a> This can be seen as a case of the popularization of science being done in a way that alienates the people it was attempting to reach. This plays into the version of the deficit model that depicts the evolutionist attempting to reach the religious masses, who reject him (at least in part) due to finding parts of his message offensive. But it can also be seen as an incident of a dialogue being had between the two worlds, something unexpected in the deficit model, in which communication is only necessary in the direction of scientist to layperson.</p> <p>The other speaker on evolution was Simon Conway Morris, who spoke on a religious view of evolution, describing an “alternate look between Darwin and Creationism”.<a href="#_ftn19">^[19]</a> In “Darwin’s Compass: How Evolution Discovers the Songs of Creation”, he spoke at length about convergent evolution, which is the evolution of two unrelated species arriving at a point in which  the species are very similar in form.<a href="#_ftn20">^[20]</a> He repeatedly used the word “inevitable” to describe this evolution, and he said that he was considering the possibility that the results of all evolution was predetermined.<a href="#_ftn21">^[21]</a> This speaker shows some traits of religiosity while definitely being a part of the “scientific elite”, given his academic achievements (he was a professor of evolutionary palaeobiology at Cambridge).<a href="#_ftn22">^[22]</a> This breaks down the version of the deficit model that paints religiosity, and even (to an extent) creationism as the common people who the scientists must educate. The audience used the question and answers to gain further information about the lecture, which is a more active involvement than the deficit model usually depicts.</p> <p>The deficit model and Snow’s two culture models do not seem to apply neatly to the two lectures discussed. Wilson’s lecture featured a dialogue with the audience, dirtying the deficit model, and he occupied both the scientific and literary fields of academia simultaneously, working poorly with Snow’s Two Cultures proposition. The lecture represents somewhat of a reversal from much of history: the interpretation of religion in the light of evolution, rather than interpreting evolutionary thought in the light of religion. Morris’ presentation gives a modern take on religious interpretation of evolutionary theory: an attempt to potentially merge evolutionary thought with religious thought, rather than an attempt to subdue evolutionary thought with religion. Morris’ talk was much more religious than his contemporaries would have made it, despite being a scientist, which deflates the notion that religion can be used as a stand in for lay people in the deficit model. The presence of both speakers presenting in a very public forum in front of a mixed secular and religious audience is an example of the evolutionary and religious groups continuing to coexist in the modern day.</p> <p>The students of Southwestern University published several responses to the Symposium shortly after the event. Their opinions were somewhat mixed, with some viewing the event with reverence and others with complete disregard. One student, William Thomas referred to it as an “eye-opening opportunity” that can “broaden their field of knowledge” in his article “The question: Class or Brown Symposium'' in which he advocates for students to be allowed to attend future Symposiums instead of class.<a href="#_ftn23">^[23]</a> In addition, some students seemed to resent the way the symposium approached the topic of Religion and Science, wanting it to focus more on science that backs up the validity of religion. In his article “God vs. science duke it out at SU, neither win,” Andrew Dornon stated that “The point of academia is to promote truth and the dismantling of false paradigms, such as racism and sexism. So why not religion?”, and called the lack of scientific proof of religion the ignored “pink elephant in the room”.<a href="#_ftn24">^[24]</a> This stance was also represented in the question and answer section of the symposium (in which every speaker is gathered), in a question that asked why religious scientists don’t apply scientific principles to religion.<a href="#_ftn25">^[25]</a> Interestingly, Morris and Wilson both had a response to the question, with Morris pointing out that science doesn’t have the answer to all questions, giving religion some usefulness in that regard, while Wilson pointed out that science was not a “value system” on its own, while religion can provide a value system.<a href="#_ftn26">^[26]</a><br /><br />The conflict between religion and evolution continues, and has been imortalized in Southwestern history. Andrew Dornon put it accurately when he said “neither God nor science won at Southwestern.”<a href="#_ftn27">^[27]</a>  In the question and answer section of Wilson’s talk, this conflict came to light somewhat and was abruptly cut short by time without finding a clear resolution. There is seemingly an anxiety around taking evolutionary theories and thinking too far: issuing a direct challenge to religion, specifically Christian religion. While most agree that the Genesis account of the creation of life as we know it isn’t <em>literally</em> what happened, people seem to become upset and challenged when it is suggested that biblical events didn’t happen.  Some people, namely atheists such as Dornon seem very keen to push the issue as far as they can, perhaps in hopes of winning some ideological battles. So it remains that evolutionary theories can be used together with religious thought (as in Morris’ presentation), it can also still be seen as an affront to them (as in the crowd’s reaction to Wilson’s presentation).</p> Creator An entity primarily responsible for making the resource Nancy Scott Source A related resource from which the described resource is derived <p><a href="#_ftnref1">^{<span>[1]</span>}</a> “Theory of Evolution.” National Geographic Society, June 5, 2019. https://www.nationalgeographic.org/encyclopedia/theory-evolution/.</p> <p><a href="#_ftnref2">^{<span>[2]</span>}</a> Singham, Mano. <em>God vs. Darwin: the War between Evolution and Creationism in the Classroom</em> (Lanham, MD: Rowan &amp; Littlefield Education, 2011), vii</p> <p><a href="#_ftnref3">^{<span>[3]</span>}</a> “Creationism.” Encyclopædia Britannica. Encyclopædia Britannica, inc., March 10, 2017. https://www.britannica.com/topic/creationism.</p> <p><a href="#_ftnref4">^{<span>[4]</span>}</a> “Teaching Evolution: A State-by-State Debate.” NPR. NPR, December 21, 2005. https://www.npr.org/templates/story/story.php?storyId=4630737.</p> <p><a href="#_ftnref5">^{<span>[5]</span>}</a> Zabarenko, Deborah. “Tennessee Teacher Law Could Boost Creationism, Climate Denial.” Reuters. Thomson Reuters, April 13, 2012.</p> <p><a href="#_ftnref6">^{<span>[6]</span>}</a> “Teaching Evolution: A State-by-State Debate.” NPR. NPR, December 21, 2005.</p> <p><a href="#_ftnref7">^{<span>[7]</span>}</a> Mangahas, Ana Marie E. “Perceptions of High School Biology Teachers in Christian Schools on Relationships Between Religious Beliefs and Teaching Evolution.” <em>Journal of Research on Christian Education</em> 26, no. 1 (January 2017): 24</p> <p><a href="#_ftnref8">^{<span>[8]</span>}</a> USA Today. Gannett Satellite Information Network, November 30, 2007. http://usatoday30.usatoday.com/news/education/2007-11-30-schools-creationism_N.htm.</p> <p><a href="#_ftnref9">^{<span>[9]</span>}</a> USA Today. Gannett Satellite Information Network, November 30, 2007. http://usatoday30.usatoday.com/news/education/2007-11-30-schools-creationism_N.htm.</p> <p><a href="#_ftnref10">^{<span>[10]</span>}</a> Snow, C. P. (Charles Percy), 1905-1980. <em>The Two Cultures and the Scientific Revolution</em>. New York :Cambridge University Press, 1959., 87-88</p> <p><a href="#_ftnref11">^{<span>[11]</span>}</a> Bensaude-Vincent, Bernadette. “A Historical Perspective on Science and Its ‘Others.’” <em>ISIS</em> 100, no. 2 (June 2009): 361. http://www.jstor.org/stable/10.1086/599547</p> <p><a href="#_ftnref12">^{<span>[12]</span>}</a> Bensaude-Vincent, “A Historical Perspective on Science and Its ‘Others.”, 365</p> <p><a href="#_ftnref13">^{<span>[13]</span>}</a>  Nieto-Galan, Agusti. <em>Science in the Public Sphere</em>. (Abingdon-on-Thames, UK: Routledge, 2016), 3</p> <p><a href="#_ftnref14">^{<span>[14]</span>}</a>  Wilson, David Sloan. “Evolution as the Theory of Choice for the Study of Religion.” Lecture, The Brown Symposium XXXI, Georgetown, February 6, 2009.</p> <p><a href="#_ftnref15">^{<span>[15]</span>}</a> Wilson, Evolution as the Theory of Choice for the Study of Religion</p> <p><a href="#_ftnref16">^{<span>[16]</span>}</a> Wilson, Evolution as the Theory of Choice for the Study of Religion</p> <p><a href="#_ftnref17">^{<span>[17]</span>}</a> Wilson, Evolution as the Theory of Choice for the Study of Religion</p> <p><a href="#_ftnref18">^{<span>[18]</span>}</a> Wilson, Evolution as the Theory of Choice for the Study of Religion</p> <p><a href="#_ftnref19">^{<span>[19]</span>}</a> Morris, Simon Conway. “Darwin’s Compass: How Evolution Discovers the Songs of Creation.”  Lecture,The Brown Symposium XXXI, Georgetown, February 5, 2009.</p> <p><a href="#_ftnref20">^{<span>[20]</span>}</a> Morris, Darwin’s Compass: How Evolution Discovers the Songs of Creation</p> <p><a href="#_ftnref21">^{<span>[21]</span>}</a> Morris, Darwin’s Compass: How Evolution Discovers the Songs of Creation</p> <p><a href="#_ftnref22">^{<span>[22]</span>}</a> Morris, Darwin’s Compass: How Evolution Discovers the Songs of Creation</p> <p><a href="#_ftnref23">^{<span>[23]</span>}</a> Thomas, William. “The Question: Class or Brown Symposium.” <em>The Megaphone</em>. February 12, 2009.</p> <p><a href="#_ftnref24">^{<span>[24]</span>}</a> Dornon, Andrew. “God vs Science Duke It out at SU, Neither Win.” <em>The Megaphone</em>. February 12, 2009.</p> <p><a href="#_ftnref25">^{<span>[25]</span>}</a> Newberg, Andrew, Simon C Morris, Mary E Tucker, David S Wilson, Christian Lavigne, Christopher Bader, and Paul Froese. “Panel Discussion.” Brown Symposium XXXI. February 6, 2009.</p> <p><a href="#_ftnref26">^{<span>[26]</span>}</a> Newberg, Andrew, Simon C Morris, Mary E Tucker, David S Wilson, Christian Lavigne, Christopher Bader, and Paul Froese. “Panel Discussion.” Brown Symposium XXXI. February 6, 2009.</p> <p><a href="#_ftnref27">^{<span>[27]</span>}</a> Dornon, Andrew. “God vs Science Duke It out at SU, Neither Win.” <em>The Megaphone</em>. February 12, 2009.</p> 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 Darwin’s Compass: How Evolution Discovers the Songs of Creation Subject The topic of the resource Darwinism Description An account of the resource Convergent evolution and the possibility of a predestined tree of life. Creator An entity primarily responsible for making the resource Simon Conway Morris Source A related resource from which the described resource is derived The Brown Symposium XXXI Publisher An entity responsible for making the resource available Southwestern University Date A point or period of time associated with an event in the lifecycle of the resource February 5, 2009 Format The file format, physical medium, or dimensions of the resource DVD recording Language A language of the resource English Type The nature or genre of the resource Educational lecture https://susciencehistory.southwestern.edu/files/original/abcea9ec34276207a6ee19b4fd8da783.jpg 01669ba5614e9e57b9d506cd97a09db5 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 Popularizing the Wireless Transmitter Description An account of the resource <p>The history of science is a history not often spotlighted by mainstream history, but it is a fascinating history that well deserves the recognition of historians. In the 21^st century world we live in today we enjoy many comforts including but not limited by the microwave to quickly heat our food without huge fires, vaccines and germ theory to protect us against disease that might have wiped out entire continents a couple hundred years ago, and we live in an age where someone sitting on the Indian subcontinent can communicate with someone in their living room in Tucson Arizona almost instanously. The world of Twitter and other social media has linked the world in ways that would seem the world of science fiction a couple decades ago before the invention of the microchip. We live in a world that is so interconnected but yet so many people don’t know the story of how we got to this point in the year 2020. History has been argued by some scholars to be the study of stories. Essentially historians take primary accounts and sift through the data and find the puzzle that best matches the pieces. This is the same with the history of science, it is a story that doesn’t require the knowledge of the science being discovered by these great men and women of science it simply requires an understanding of how pieces fit together to compliment the whole. The globalized world of twitter and instant help from across the ocean had a starting place, and that starting place at least in the digital age began at Southwestern with an invention by a man named Robert Stewart Heyer in the year 1895<a href="#_ftn1"><span>[1]</span></a> when he arguably for the first time in history sent a wireless message from his Southwestern laboratory to the jailhouse in Georgetown, a distance of over a mile.</p> <p>            Robert Stewart Heyer, the man I knew is Heyer’s official autobiography written by his daughter Rey Heyer Brown and only 1000 copies were ever made. During his time, he was a professor of science’s, served as president of Southwestern and later served as president of Southern Methodist University in Dallas. Gugliemo Marconi is the Italian inventor and electrical engineer who went down in the history books as the first man in history to send a wireless transmission over a distance out of earshot. Marconi famously sent his transmission in the year 1901, Robert Heyer sent his signal in 1805<a href="#_ftn2"><span>[2]</span></a>, six whole years before Marconi. Why did the world give the spotlight to Marconi when Heyer was actually the first to send a wireless transmission? Heyer’s feat has been collaborated by the other professors at Southwestern during his time there as well as countless students and the jailer who received his signal<a href="#_ftn3"><span>[3]</span></a>. It turns out geography itself may be why the spotlight was given to Marconi. Georgetown was taken from the Tonkawa Indians was taken and settled in 1848 by George Washington Glasscock and had a steadily growing population. Even though Georgetown the town where Southwestern was situated was growing, Texas in the late 1800’s was still wilderness and besides a few towns here and there it was sparse wilderness. Telegraph lines were present but not everywhere that meant that there was little communication between settlements. Marconi who was working In Europe, a man born in Italy but setting up his company The Wireless Telegraph and Signal Company in the United Kingdom was in the most interconnected, funded and scientific areas of the world at the time. In Robert Stewart Heyer, the Man I Knew his daughter talks about other reasons, according to her he didn’t even want credit for his invention. He was unable to get a proper patent for his invention and prioritized his family over his invention. He was a tinkerer at heart and that sufficed his needs.</p> <p>            Heyer and Marconi’s wireless transmitters although revolutionary, were not the first attempts at wireless transmission in history. The advantage of long-distance communication from everything from military maneuvers to city to city communication was a feat that had recognized significance. The very first attempts at distance communication took place by the Greeks, Persians and Chinese, simultaneously reaching the conclusion the distance communication could be advantageous independently around the same time period. They would use smoke signals on top of hills to communicate. Later in history around the beginning of the scientific revolution the advantage of distance communication was still feat that was valued and an invention called the Semaphore would demonstrate this. The semaphore used giant lever operated hands to send messages in a format that is similar to morse code to semaphore stations up to 12 miles away. A string of these stations could be set up on hilltops with a telescope at each station. But like imagining modern science in a context today without computers distance communication was limited to the eyes, and for distance communication to work a force unseen and powerful would be needed to work. The invention of the telegraph by Robert Morse was this invention. <a href="#_ftn4"><span>[4]</span></a>Thanks solely to the discovery of electromagnetism by Hans Oesrsted and the invention of the battery by Alessandro Volta, this unseen communication was brought to the world. “Hardly a day intervened when General Grant did not know the exact state of facts with me, more than fifteen-hundred miles off – William Tecumesh Sherman (civil war general)”, the civil war saw the unprecedented boom of telegraph technology on both Confederate and Union sides of the war<a href="#_ftn5"><span>[5]</span></a>. There was a catch to this tech however and that was in order to communicate, telegraph lines would need to be set up. These lines would span hundreds, thousands of miles at times and would take the workforce of the nation in uncharted wilderness to erect, there had to be an easier way to do things and there was. Heyer followed by Marconi would start the ball rolling on an invention that used the same electrical pulses as the telegraph machine but sent the message without thousands of miles of cables, through the spark gap transmitter.</p> <p>            Robert Heyer and Marconi both created a wireless transmitter that worked in almost the same way. what has been classified today as a Spark Gap Transmitter, this transmitter sent an electrical shock to an oscillatory circuit, consisting of an inductance/ capacitance in sequence, essentially an electrical shock was converted to a single radio wave of non-variable frequency and wave length. Controlling the electrical pulse on the sending end, Heyer and Marconi could send a message using morse code. This technology was immediately recognized for its full potential, in full by the US Navy.<a href="#_ftn6"><span>[6]</span></a> Around 1910 the US Navy conducted a huge experiment with two of its ships which were outfitted with Marconi’s radio technology, using an evolved Spark Gap-transmitter (the same type of transmitter invented by Heyer) 1000 miles away these ships were able to broadcast a clear and distinct message to a massive radio antenna sitting on the US coastline.</p> <p>What were the obstacles that prevented Heyer’s invention from becoming used worldwide as soon as they were invented before 1910? This was the Austin-Cohen theory, which stated radio waves decay at the inverse square root of a wavelength. This theory came into the mainstream scientific and engineering circles around the same time Heyer’s radio contraptions were being brought into the same circles. This theory actually soon had become a law, and for all early radio inventions, they all abided heavily by this theory. This theory basically inferred that a radio wave could not travel the length of the Atlantic Ocean because of this decay, and the only way to make this happen would be to create a receiver that is tall enough but the distances at stake are far too large and thus the receiver would need to be unfeasibly tall. Ultra-low frequency waves would change everything however, and the US navy demonstrated this in two tests the test in 1910 mentioned earlier and a later test in 1913. These ultra-low frequency waves (any wave between 300 hertz and 3 kilohertz) can be broadcast at a range between 100 and 1000KM. Extremely low frequency waves (ELF) waves are waves that broadcast at an even lower frequency (3 to 30 Hz) and these wavelengths can be broadcast at a range of 10,000 to 100,000 Kilometers. <a href="#_ftn7"><span>[7]</span></a>These two wave discoveries opened up the door for long distance radio communication. In the 1890’s was the decade actually that the navy began to take notice, that science and engineering advancements could intertwine not just in industry but also with warfare quoting “this is the birth of a new navy”. Heyer did not invent radio and communication, but his invention is a crucial piece to an emerging science and technological puzzle that was being solved at the end of the 19the and beginning of the 20^th century. Without his invention that for intents of this paper can be symbolized through Marconi (because Heyer invented the wireless transmitter first) the invention of the radio that we are most familiar with today could not have been reached if the crucial stepping stone that was Heyer’s invention was not invented first. </p> <p>In chapter 40 of a little history of science, it is the final chapter of the book and it concludes everything by talking about science in the digital age. This age we live in now has its own chapter, arguably it is as important in the history of science to Marie Curie’s advancements on radiation if not more so. The level of importance doesn’t matter for the case of this argument, from the early days of the Hollerieth machine and the punch card in the early 20^th century to Alan Turning’s early computer work eventually that led to the invention of the microchip. Computers talk to one another, and more so now than ever in the 5G world we live in now It is almost unfathomable to imagine a world where communication with the nearest town or city is weeks of walking away, or a fire on a hilltop, even in the arms of a semaphore across the valley.</p> History of Science by Sean F. Johnson in his chapter 2 Big Ideas and Compelling approaches helps to put Marconi and Howe’s inventions in place in the global history of science. The global history of science started with astronomy with hunter gatherer populations. Astreo- archeology shows us their connection,  left behind by these people such as the ‘marriage of earth and sky’ when the serpent from Serpent Mound (a site in Ohio possibly created by the Fort Ancient culture who were hunter gatherers, but its creation remains a mystery of giant serpent with an oval in its mouth) is positioned precisely true north and every summer solstice the sun shines through a precise gap in a nearby hilltop right down the center of the serpent. Plato and his republic used their knowledge of their times to create explanations for the world that fit logically. The scientific revolution was another key point in the history of science, with scientists revising many of Plato’s and the other Greek philosophers’ ideas and creating the framework for science as we see it today. In their own subset Marconi and Heyer’s invention was one of these turning points in the history of science, they helped to create communication that’s instantaneous and global, and for that we thank them today. Creator An entity primarily responsible for making the resource Ian Jones Source A related resource from which the described resource is derived <p><a href="#_ftnref1"><span>[1]</span></a> Robert Stewart Heyer, the man I knew</p> <p><a href="#_ftnref2"><span>[2]</span></a> Robert Stewart Heyer, the man I knew</p> <p><a href="#_ftnref3"><span>[3]</span></a> Robert Stewart Heyer, the man I knew</p> <p><a href="#_ftnref4"><span>[4]</span></a> Neuenfeldt, Eric. "Telegraph." In Wild Horse: Stories, 120-40. Amherst; Boston: University of Massachusetts Press, 2016. Accessed April 27, 2020. www.jstor.org/stable/j.ctt1hd198v.12.</p> <p><a href="#_ftnref5"><span>[5]</span></a> Neuenfeldt, Eric. "Telegraph." In Wild Horse: Stories, 120-40. Amherst; Boston: University of Massachusetts Press, 2016. Accessed April 27, 2020. www.jstor.org/stable/j.ctt1hd198v.12.</p> <p><a href="#_ftnref6"><span>[6]</span></a> Yeang, Chen-Pang. "Scientific Fact or Engineering Specification? The U.S. Navy's Experiments on Wireless Telegraphy circa 1910." Technology and Culture 45, no. 1 (2004): 1-29. Accessed April 27, 2020. www.jstor.org/stable/40060578.</p> <p><a href="#_ftnref7"><span>[7]</span></a>Yeang, Chen-Pang. "Scientific Fact or Engineering Specification? The U.S. Navy's Experiments on Wireless Telegraphy circa 1910." Technology and Culture 45, no. 1 (2004): 1-29. Accessed April 27, 2020. www.jstor.org/stable/40060578.</p> 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 Wireless Transmitter Photograph Subject The topic of the resource Photograph Description An account of the resource A picture of Robert Stewart Heyer and other professors at SU gathered around his transmitter Creator An entity primarily responsible for making the resource Southwestern Source A related resource from which the described resource is derived Diagram of Hyer’s Wireless Transmitter Publisher An entity responsible for making the resource available SU Special Collections Date A point or period of time associated with an event in the lifecycle of the resource 1895 Contributor An entity responsible for making contributions to the resource Property of Southwestern University Format The file format, physical medium, or dimensions of the resource Photograph https://susciencehistory.southwestern.edu/files/original/6aa51c1f2fe49ae0279b14fe27894a6a.jpeg 1d3756067a70075372ef9b392639153f https://susciencehistory.southwestern.edu/files/original/dee5b2251d375b8bdbce0345fd94a747.jpeg d848d699227211f729bebbac8a59b161 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/. Subject The topic of the resource AIDS at Southwestern Description An account of the resource While many universities have a responsibility to educate their students in practicing medicine, they all have the responsibility to provide medicine. The set of services present in a student health center on college campuses has evolved enormously, primarily due to new discoveries in the field of medicine as well as changes in the social dynamics of the United States. Putting Southwestern University in the context of the historical development of medicine and social justice establishes the university as an institution willing to acquiesce to change and generally providing the best possible resources for its students. Southwestern is also communicative and responsive to medical developments that best benefit its health services. A very current issue related to the development of medicine is the outbreak of the coronavirus (COVID-19) and the changes being made everywhere to try to control the pandemic. Southwestern University officially moved the Spring 2020 semester to distance learning on March 19th, with school services (including the health center) being provided remotely. Southwestern’s response to this presently evolving case opens up questions to historically similar situations. The best way to historically observe Southwestern’s measures for adjusting to social change and developing needs of students is through the university’s handling of the HIV/AIDS crisis during the 1980s and 1990s. Over time, there has been a significant improvement in treatment in the sphere of sexual health on college campuses in the United States. Beginning under the euphemism of “social hygiene,” prevention and treatment of sexual health issues on college campuses began during the World War II era. Due to the increasing number of women attending college as well as evolving degrees of sex positivity and freedom, treatments for sexual health became less taboo and conversations became more open. Since college campus demographics are mostly made up of young people, this movement could be seen in American universities. Unfortunately, one side of this conversation is significantly less positive than others. The outbreak of HIV/AIDS raised questions about health that were never explored before, notably regarding the nature of the epidemic and how separate groups could be disproportionally affected by disease. AIDS, formally known as acquired immune deficiency syndrome, emerged as a “leading cause of death among young adults in the United States” in the 1980s. Somewhat surprisingly, college students attending school at the height of the HIV scare were a relatively low-risk group, to use the terminology of the time, for contracting the virus. This was due in part to the proportion of heterosexual students to non-heterosexual students, since the primary reason that heterosexual adults would be at risk was associated with conditions of poverty. Therefore, most students of universities were “not in sexual networks that will include a significant proportion of heterosexual partners who have HIV.” This is not to say that a low risk level meant no action was taken. In a conference held at Southwestern regarding the outbreak, assistant professor of sociology Edward L. Kain emphasized the impact that diseases could have on a population, and warned against developing an “us vs. them” mentality. Kain made it clear that just because you “don’t fall into a high risk group, it doesn’t mean you’re not going to get it.” The low-risk environment of college campuses could be partially attributed to the response universities had to the outbreak in terms of education and prevention. Once information about the issue became more accessible and de-stigmatized, many institutions developed non-discriminatory policies towards students with HIV, experimented with peer education programs, and implemented risk assessment in health centers. It also became essential to prevent the spread of misinformation and harmful rumors. Edward Kain discussed this problem through research he conducted with his sociology students at the time of the outbreak. He concluded that rumors are born from panic, created to fill in gaps where knowledge is lacking. Kain found this to be important because the public’s attitude towards AIDS would “determine how effectively the disease is treated medically and educationally.” It was of great consequence that the knowledge cultivated by a community (in this case, Southwestern University) was accurate and easily transmitted to the public. Since the sole purpose of a university’s health center is to make medical knowledge and practice readily available to its students, the AIDS epidemic is an appropriate lens through which to assess Southwestern’s care of its students. At the height of the epidemic (and once it had become clear that this was a health threat that went beyond sexual orientation), it became vital for universities to “sponsor programs that inform students about the disease and advocate for measures to prevent transmission of the virus.” While there are no records indicating the presence of HIV antibody testing on campus at Southwestern, a 1987 issue of the Megaphone contains an article written by health center employee Jan Pickett about the issue of testing. The article gives general information regarding the importance of at-risk individuals being tested, what a test entails, and various locations and phone numbers of testing institutions. Pickett notes the importance of practicing safe sex and adopting any changes necessary to protect from the virus, making it clear that receiving a negative test result is not protection in and of itself. Additionally, there is an issue of the Megaphone published the year prior containing an article titled “Let’s talk about AIDS.” The article not only gives basic information on the AIDS crisis, but it also announces a panel discussion to take place on campus in which professionals with broad knowledge and perspective on the issue would inform students and answer questions. The panel was to include a nurse specialist, the director of the Austin AIDS Project, the Deputy Director of the Williamson County Health Department, and an AIDS patient. This event especially showcases Southwestern’s willingness to adapt and provide necessary aid to its students. In tandem with societal attitudes of the time, mentions of the gay liberation movement or the AIDS epidemic in the 1970s and 1980s in Southwestern publications were made with a tendency towards anonymity. The aforementioned article by Jan Pickett emphasizes locations for anonymous testing and promises to protect the secrecy of students visiting her office for HIV/AIDS-related questions. The first article found in the Megaphone that directly discusses the gay rights movement is from 1973, titled “Suppressed Minority: A Concerned Student Speaks Out.” The anonymous student writes to the readers, pleading for equality and understanding on campus and implying that they had faced discrimination while attending Southwestern. Therefore, it would appear it was not until the mid-to-late 1980s and the breakout of AIDS that homosexuality became a topic of sincere conversation on Southwestern campus and something under the eye of health services. The health center, in this case, acts as a middleman in the transmission of medical knowledge, though in some cases more quickly and effectively than in others. While it can be assumed that those employed within the health center are aptly qualified for their position, the changing nature of medicine requires communication of knowledge both within the field and beyond it. The evolving breadth of services provided and medical standards of the student body at Southwestern implies that this communication has been constantly occurring throughout the school’s history, as shown through samples of blank student health records from 2004 and 2018 (actual student records are not attainable due to confidentiality), requiring more and more immunizations and stamps of approval from physicians prior to attending the university. Since Southwestern does not have its own practice of medical research, discoveries, treatments, and anything else that could benefit the student body is presumably acquired from outside, credible sources. The university has done its part to remain up to date on medical developments and has adjusted its policies accordingly The history of medicine, and more specifically of medicine on college campuses, reveals a great deal about the nature of social dynamics both within a student body and within the institution itself. The liberal arts environment of Southwestern has lent to its increasingly open attitude towards change in social justice, and the relationship between these changes and medical issues can be observed through the history of health services. There have been areas in which the university’s health center has found itself behind the times, such as in the case of the delay in providing women’s health services. But otherwise, there has been a general urgency to keep up with the evolving medical needs of students. Creator An entity primarily responsible for making the resource Elaine Goulden Date A point or period of time associated with an event in the lifecycle of the resource May 8, 2020 Language A language of the resource English Title A name given to the resource Community in Crisis: Southwestern and the AIDS Epidemic Source A related resource from which the described resource is derived Barrera, Martha. “Let’s talk about AIDS,” The Megaphone, January 30, 1986, https://texashistory.unt.edu/ark:/67531/metapth634603/. Cohen, Elliot D., and Michael Davis, eds. AIDS: Crisis in Professional Ethics. Temple University Press, 1994. www.jstor.org/stable/j.ctt14bt3gc. Franki, Marie. “Health Services adds new doctors,” The Megaphone, September 21, 2006, https://texashistory.unt.edu/ark:/67531/metapth634759/. “Health Record,” Form. Georgetown, TX: Southwestern University, Special Collections, May 2004. Pickett, Jan. “Living Well at Southwestern,” The Megaphone, October 30, 1987, https://texashistory.unt.edu/ark:/67531/metapth634509/. Rollins, Laura. “AIDS: from SU to the World,” Williamson County Sun, November 14, 1987, 12. “Southwestern seminar eyes AIDS and society,” Williamson County Sun, November 1, 1987. “Student Health Record,” Form. Georgetown, TX: Southwestern University, Special Collections, 2018. “Suppressed Minority: A Concerned Student Speaks Out,” The Megaphone, May 4, 1973, https://texashistory.unt.edu/ark:/67531/metapth634200/. Turner, H. Spencer, and Janet L. Hurley, eds. The History and Practice of College Health. University Press of Kentucky, 2002. www.jstor.org/stable/j.ctt130j9xw. 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 Health Record Description An account of the resource 2004 version of the Southwestern University health form Creator An entity primarily responsible for making the resource Southwestern University Date A point or period of time associated with an event in the lifecycle of the resource May 2004 Language A language of the resource English Type The nature or genre of the resource Form