Hon 1960--002
Information Technology and Prejudice
Fall 2023


"If you think technology is going to solve your problems, you don't understand technology, and you don't understand your problems."
 --Some cryptologist, to Laurie Anderson
 
Who We Are:
Class time MWF 12:20-1:10 in Honors Center 162, with some meetings on Zoom for group work. Modules in Canvas will give you details for each week.

Instructor: Dr. Pamela E. Mack, Department of HistoryProf. Mack


Contact information:
use the email system build into Canvas (if I am available that is usually the fastest way to reach me, if I don't reply within 24 hours please re-send)
direct email: pammack@clemson.edu (no g.)

I'm a morning person--I usually turn my computer off around 8:30 pm
preferred form of address: Prof. Mack or Dr. Mack, pronouns: she/her/hers

student drop in hours MWF 8-9:30 and 11:15-12 in Hardin 014 or by Zoom (email for link for Zoom) or by appointment
I don't have a phone in my office but you can call the history department at 854-656-3153

Description:  This course will examine the history, politics, and cultural patterns of how bias gets into information technology and what solutions have been proposed. In this course we will read several books together: the first an overview of the problem, the second

Learning Outcomes:

General learning outcomes
How we will approach that in this course
Students will demonstrate an understanding of issues created by the complex interactions among science, technology, and society
  • Students will assess how social forces shape the development of information technology and how technology can impact society.
  • Students will demonstrate skills in analyzing issues they will face as citizens in a technological world.
Students will demonstrate critical thinking through analysis of global challenges
Students will apply concepts from the history of technology to analyze major challenges in how we use new information technologies, with a focus on how we can increase the benefits and reduce the harm from developing technologies
Students will evaluate how varying perspectives influence global challenges
Students will compare the perspectives of different groups about information technologies and social media to understand that we have choices about who are the winners and losers


Course Overview: Challenges
crossings
        logo
This course meets the Global Challenges requirement because it tackles the challenges of how bias is incorporated into the development of information technology. We think of technology as being neutral, but we have increasingly learned how racism and other kinds of prejudice have ended up built into data and algorithms for everything from photography to decisions about who gets released on parole. It turns out that machine learning, in particular, reproduces historical patterns and therefore reproduces racism. This course will examine bias in information technology from historical, policy and cultural perspectives and what we can do about it. 
This course meets either the STS general education requirement or the Global Challenges general education requirement. Depending on your curriculum year the course will automatically count for the appropriate requirement.


This course meets either the Social Science and STS general education requirements or the Global Challenges general education requirement. Depending on your curriculum year the course will automatically count for the appropriate requirement.


Using technology in this course:


Learning in an Uncertain World:

We learn best in community:
  • Commit time for this course and take it seriously, be an active participant
  • Don't be afraid to make mistakes and change your mind; that is how learning works
  • Listen: be respectful of and curious about different ideas and try to understand the different experiences of other people
  • Continue the conversation! Make friends, create other channels for communication to explore ideas

Use the course structure:
  • Click on the individual course in Canvas and use the modules to keep track of your progress
  • This is a course organized around reading books. Plan time to do the reading thoughtfully.


Organize yourself to be effective:

  • Organize a separate space for doing schoolwork if you can
  • Keep a calendar of work to do (not just due dates but schedule time to work on it)
  • When you run into a challenge, keep trying and ask for help


Stay healthy:
  • Please attend class on Zoom rather than in person if you are likely to be contagious
  • Your professor is fully vaccinated and boosted for COVID but the vaccines are no longer as effective with the current variants. If I get sick I will take sick leave and there is no one to replace me in this course--I don't want to disrupt your learning that way. I am also at higher risk of long COVID, so I am doing my best to be careful (so far successfully--I have never tested positive and I am still testing weekly)



 

Attendance policy: 
Please do not come to class if you are feeling sick even if you don't have a test result yet. I will run a Zoom meeting so you will have the option to attend remotely. Absences will be excused for illness, the disruption of starting quarantine, urgent situations with family and friends, mental health days, job interviews, and etc. No proof is required, but in order to have your absence excused you must use the Student Notification of Absences form in Canvas (left hand menu at the bottom). You can use the "other" category for the reason for your absence if it does not fit one of the main choices and it is ok to fill out the form after the fact. But you must use the form for your absence to be excused.

If the professor or a substitute does not arrive within 10 minutes of the scheduled starting time students may leave. If an assignment is not posted when it should be, it is your responsibility to email the professor and ask about it.
Any assignments due on Canvas will still be due as scheduled even if the university is closed due to weather unless different information is posted as a Canvas announcement. If your internet goes out for more than a few hours you can get an extension.

Grading: This course will use contract grading. That means that you pick how much work you want to do for the grade you want to receive. If you do that work in a satisfactory manner, you are guaranteed that grade. Satisfactory is defined below and in the assignments and will be indicated in feedback, but in general work done for an A grade will be considered unsatisfactory if in another course I would give that work a grade of B- or below. If work is unsatisfactory you will have a chance to re-do it. Note that the Canvas grading system cannot handle contract grading, so you will not see a reliable average in Canvas, though I will grade some assignments as part of the feedback I give.

For an A:
Do at least 90% of the daily assignments, attend class at least 90% of the time, and participate regularly in class discussions
Do your share of group work and produce group products that contribute to the learning of your group and the whole class
Write a reflection of at least 3 double-spaced pages on the first book, following assignment instructions
Produce a meaningful community project or a research paper showing substantial research and thought about an approved topic. My expectation is that each student will spend at least 20 hours on this. Groups should do two out of three of: a product (such as an infographic) or paper, a written reflection on your research process, and an oral presentation
Write a thoughtful final reflection on the course of at least three pages

For a B:
Do at least 75% of the daily assignments on a satisfactory level and participate at least weekly in class discussions
Do your share of group work and produce group products that contribute to the learning of your group and the whole class
Write a reflection of at least 2 double-spaced pages on the first book, following assignment instructions
Write a research paper of at least 4 pages or record a talk of at least 8 minutes on an approved topic that you have investigated beyond what we covered in class
Write a thoughtful final reflection on the course of at least two pages
If you are not going to meet the standard for a B please discuss with the professor.
Numerical grades out of 100 will be converted to final letter grades by the system 90-100=A, 80-89=B, 70-79=C, 60-69=D, below 60=F. I round up an 89.5 and above automatically.
Daily Assignments:
short reflections on the reading due by 11 am; assignments are on Canvas.  You can do the reading reflection even if you are not going to attend class. I will drop the lowest 5 grades so you have some flexibility to not do every one of these. Extensions without penalty are available for illness, hurricanes and other special circumstances by arrangement with the professor. Documentation is not required. Note that assignments are due at 11 am (or in some cases during class), not midnight.

For the first book the reading responses will be on a discussion board. Responding to the comments of others is encouraged but not required
some surveys and other written responses will also be set up as daily assignments worth a couple of points--these may not appear until just before class but in those cases you will be able to do them during class
participation in class discussion
Academic Integrity: 
This course takes the university's academic integrity policy very seriously (see university policy below) because this is a course about developing your own ideas and writing, not repeating other people.  In particular, in this course the definition of plagiarism includes both representing someone else's work as your own and handing in the same paper to two different courses without permission of both instructors. You may re-use your exact words (according to the plagiarism standard below) from work done for this course but not from any other course. Be careful to avoid plagiarism--text you take from a web site, from a book, or from online class notes must be either quoted with the source given or restated almost entirely in your own words, with the source given.  The catalog defines as one form of academic dishonesty: "Plagiarism, which includes the intentional or unintentional copying of language, structure, or ideas of another and attributing the work to one’s own efforts."  Note the word unintentional--if you forget to put quote marks or a reference you can be found guilty of academic dishonesty even if it was not your intention to cheat.

It is cheating to cut and paste or otherwise copy portions of a argument paper, exam, or discussion board posting from a book, web site, or from the online class notes, unless you quote and give the source. Changing a few words is not sufficient to make the material your own. It is poor writing for more than about 20% of your paper to consist of quotes.  In most cases when you use specific material from any source you should paraphrase: cite the source and put the ideas into you own words (generally no more than 5 consecutive words should match the source but if the words are mostly the same it could still be plagiarism even if there aren't 5 consecutive words).

Required Books: Reading should be done by the class day for which an assignment is listed in the class schedule. 
This syllabus is a contract between the professor and the students.  Please study it carefully, as you are expected to follow the rules and do the assignments contained in the syllabus even if the professor doesn't remind you.  The professor reserves the right to make changes in special circumstances, but will discuss any changes with the students.

II. Class Schedule



Aug. 24
discuss syllabus, books, and plans
Aug 26
prehistory of information technology issues, reading to do before class is available in Canvas
Aug 29
Benjamin introduction
Aug 31
Benjamin ch. 1
Sept. 2
Benjamin ch. 2
Sept. 5
Benjamin ch. 3
Sept 7
Benjamin ch. 4
Sept 9
Benjamin ch. 5
Sept 12
what are our priorities?
Sept 14
forming groups
Sept 16
how do we solve problems?
Sept 19
Robinson ch. 1
Sept 21
group leads class
Sept 23
individual choice
Sept 26
Robinson Interlude
Sept 28 group leads class
Sept 30
industry self-regulation     
Oct. 3
Robinson ch. 2
Oct. 5
group leads class
Oct. 7
government regulation
Oct. 10
Robinson ch. 3
Oct. 12
group leads class
Oct. 14
public attitudes towards experts
Oct. 17
Robinson ch. 4
Oct. 19
group leads class
Oct. 21
communicating with the public
Oct. 24
Robinson ch. 5
Oct. 26
group leads class
Oct. 28
science communication
Oct. 31
David Robinson to speak to class via Zoom
Nov. 2
group leads class
Nov. 4
questions to ask friends
Nov. 7
Fall Break
Nov. 9
group leads class
Nov. 11
answers to those questions
Nov. 14
tbd
Nov. 16
group leads class
Nov. 18
what do we want people to know?
Nov. 21
tbd
Nov. 22-24
Thanksgiving
Nov. 28
tbd
Nov. 30
group presentation and discussion
Dec. 2
group presentation and discussion
Dec. 5
group presentation and discussion
Dec. 7
group presentation and discussion
Dec. 9
overview
Dec. 12
final reflection due



This page written and copyright © Pamela E. Mack
Send me e-mail at: Pammack@clemson.edu
For my other pages see:  PEM Index Page
last updated 10/10/22

University Policies and Student support, syllabus part two 2022-23

Student Support

 

  ACADEMIC SUCCESS CENTER

The Academic Success Center (ASC) offers a variety of free learning and success services for all undergraduate students that are designed to equip students with strategies and resources they can use to become a more confident, independent and skillful learner.

LEARNING SUPPORT SERVICES

·       Peer Tutoring – students can expect a 1:1 meeting with a trained undergraduate peer leader (who made an A or B in the course and was recommended by a faculty member) during which the student can share specific questions they have about course content with the tutor focused on helping the student, through questioning techniques and identification of helpful learning strategies, master course concepts. Tutors do not help with homework or other class assignments. (Linked to a course)

·       Peer-Assisted Learning (PAL) – students can expect collaborative and active group learning and study sessions focused on mastery of course content and learning strategies that is facilitated by a trained undergraduate peer leader (who made an A or B in the course and was recommended by a faculty member). PAL leaders do not help with homework or other class assignments. (Linked to a course)

·       Academic Coaching – students can expect a 1:1 meeting with a trained professional academic coach during which the coach helps students see themselves, their skills, and their study habits from a fresh perspective through one-on-one sessions focused on learning and personal success strategies.

·       Success Strategy Workshops – students can expect 30 - 45-minute workshops on college success skills, time management and organizational skills, test-taking strategies, study strategies, finals preparation, life skills, and academic resources.

CAMPUS LOCATION

The Class of 1956 Academic Success Center building is in the center of campus adjacent to Cooper Library and the Watt Family Innovation Center.

INCLUSION STATEMENT

The Academic Success Center exists to inspire success in every student who participates in our programs and services. Celebrating and honoring the diversity of our students, faculty, and staff is at the core of inspiring success and a sense of belonging. The diversity of our Clemson community comes in many forms, but inclusion comes in only one form – when each member of our community experiences a real sense of belonging. We, the ASC staff, are committed to creating a welcoming and inclusive experience at the Center. We affirm that our goal of creating and delivering welcoming, inclusive, and equitable student learning experiences at the Center requires our active and ongoing commitment to listening and learning through engagement in professional development opportunities and confronting and dismantling inequalities. We acknowledge that this will be an ongoing work in progress and pledge to strive for continuous improvement.

ACADEMIC ADVISING

 

Academic advising is an ongoing educational process that connects the student to the University. Academic advising supports the University's mission of preparing the student for learning beyond the confines of the academy. Academic advisors represent and interpret University policies and procedures to the student and help the student navigate the academic and organizational paths of the institution.

 

  COOPER LIBRARY

 

Do you need library sources but don't know where to start? Are you asking your students to search for a book, article, or data to support their argument? Not sure whether they know how to cite a source properly in their bibliography? Tell them to ask a librarian!  Help is available in person at each of our locations: Cooper Library, Gunnin Architecture Library, and the Education Media Center.  You can also chat with a librarian live from our website, by phone at 864.656.1557, or text 864.762.4884. 

 

Extended research assistance with librarians who specialize in subject areas is also available by appointment. A list of librarians and their areas of expertise are listed on the subject librarians page. Check the Library’s Ask Us page for details. For assistance with digital projects, the Adobe Digital Studio is located on the 5th floor and is staffed to support the needs of you and your students. You can download Adobe Creative Cloud for free. The Scholar’s Lab is a new space that provides support for data visualization, data analysis, and digital research methods.  Check out the Library’s web page for upcoming workshops and other events.

Cooper Library and Technical Support

If you are having hardware or software problems, CCIT's Service Desk may be able to help you. Contact them by emailing ITHELP@clemson.edu, calling or texting (864) 656-3494, or starting a live chat at ccit.clemson.edu. The help desk is located in Cooper Library.

 

GRADUATE STUDENT SUCCESS RESOURCES

 

The Graduate School maintains a collection of grad student resources applicable to graduate students for professional development, governance, the handbook, and thesis/dissertation resources). It has resources regarding education, student life, and health and safety as well.

 

Logo, company name Description automatically
                generatedElection Dates

 

U.S. local elections are facilitated through state and county municipalities. Students attending college may register to vote at their local campus addresses or choose to remain registered or register at their permanent or home address. The nonpartisan Campus Vote Project has compiled information for all students on state-by-state voter registration: https://www.campusvoteproject.org/state-student-voting-guides. [BGT1] 

 

The national midterm elections will be held on November 8. Voter registration dates differ by states, but the registration deadlines in South Carolina are October 7 (in person0, October 9 (online), and October 11 (postmarked by mail).

 

Faculty and instructors of record may wish to inform students of these deadlines and may wish to incorporate nonpartisan voter education assignments into their courses. The ClemsonVotes coalition[BGT2]  will be providing ideas and resources for faculty and instructors via the Clemson Teaching Listserv throughout the semester.

 

 MICHELIN CAREER CENTER

 

The Michelin® Career Center, in the Center for Career and Professional Development, assists undergraduate and graduate students in selecting appropriate fields of study, learning effective job searching strategies, and making connections with employers. Career counselors are available to meet with students to explore career or educational options, develop résumés and cover letters, hone interviewing techniques, conduct searches for internships and full-time jobs, and ready themselves for interviewing with employers. In addition, students may utilize ClemsonJobLink, the Career Center’s on-line recruiting system, to view part-time jobs, internships, and full-time job postings and to sign up for on-campus interviews. The Center’s goal is to endow students with the skills and tools to find part-time jobs and internships while in school, as well as full-time jobs following graduation. Other information can be obtained from the Career Center’s website or by calling 864-656-6000.

 

THE CENTER’S INTERNSHIP PROGRAM

 

This program brings together students and employers to facilitate academically enriching and mutually beneficial work experiences. This program offers on-campus, off-campus and international internship options. Students may participate in either part-time or full-time internships.

 

UPIC: University Professional Internship and Co-op

 

The University Professional Internship and Co-op (UPIC) Program offers students on-campus professional learning experiences. Students have the opportunity to work with Clemson faculty and staff on Clemson's main campus, as well as other sites across the state, while receiving an academic internship notation on their transcripts. Enrollment in the appropriate INT course and payment of the corresponding fee is a requirement of the program (e.g. INT 1510). In order to be eligible for the program, a student must have completed at least one full semester at Clemson University and be an enrolled and matriculating undergraduate student in good standing. Available internships are typically listed in ClemsonJobLink halfway through the semester prior to the experience. Additional information is available at http://career.clemson.edu or by calling the program office at 864-656-0282.

 

COOPERATIVE EDUCATION

The Cooperative Education Program (or Co-op Program) is a rigorous engaged-learning program designed to provide students with the opportunity to learn under a mentor in their field of study.  Companies partner with the program to host the co-op student for two, three or more rotations and this in-depth learning experience becomes an integral part of the student’s education.  The co-op student’s experience is monitored and evaluated by the faculty and academic staff of the Co-op Program.  Co-op students are paid by the host company. Students enroll in the program and begin the matching process at the beginning of the semester.  For more information, contact the program office at 864-656-3150 and speak with a co-op advisor.

 

  REGISTRAR

 

The Registrar's office provides information about important deadlines, degree and program requirements, and other key information, including use of iROAR to add, drop, or withdraw from courses.

 

STUDENT ACCESSIBILITY SERVICES: Accessibility Statement

 

Clemson University values the diversity of our student body as a strength and a critical component of our dynamic community. Students with disabilities or temporary injuries/conditions may require accommodations due to barriers in the structure of facilities, course design, technology used for curricular purposes, or other campus resources. Students who experience a barrier to full access to this class should let the instructor know and make an appointment to meet with a staff member in Student Accessibility Services as soon as possible. You can make an appointment by calling 864-656-6848, by emailing studentaccess@lists.clemson.edu, or by visiting Suite 239 in the Academic Success Center building. Appointments are strongly encouraged – drop-ins will be seen, if at all possible, but there could be a significant wait due to scheduled appointments.  Students who have accommodations are strongly encouraged to request, obtain and send these to their instructors through the AIM portal as early in the semester as possible so that accommodations can be made in a timely manner. It is the student’s responsibility to follow this process each semester. 

You can access further information at the Student Accessibility website.  Other information is at the university’s Accessibility Portal.

 

 STUDENT HEALTH AND WELLNESS RESOURCES

 

Student Health Services, locally known as “Redfern” Health, strengthens Clemson University by providing quality medical and mental health care and the health, safety and well-being of the campus community. Student Health Services strives to be an innovative health care system providing integrated quality services that are responsive to the needs of the University community.

 

For information on who to contact for help in a crisis situation, visit the Student Health contact page and the emergency/crisis page for getting help.

 

 CAPS: COUNSELING AND PSYCHOLOGICAL SERVICES

 

At Counseling and Psychological Services(CAPS), you are encouraged to be an active participant in your medical and mental health care. Which service is the right one for you hinges on your individual need, and CAPS will help you figure that out.

CAPS is committed to educating students, as well as offering outreach services to faculty and staff members in order to improve the quality of their interactions with students and to promote a healthy work environment.

 

 WRITING LAB

 

Clemson University’s Writing Lab offers free one-on-one writing support for undergraduate and graduate students. Available appointments include in-person and virtual options. Students can seek support at any stage of the writing process, from brainstorming to final revisions. Arrangements can be made for group appointments. Visit the Writing Lab’s website for more information about their services or to make an appointment. Please note that the Writing Lab is now located on Cooper Library’s third floor.

 

Logo Description automatically generated with medium
              confidence THE PAW PANTRY

 

The Paw Pantry is an on-campus food pantry and resource center available to Clemson University students free of charge, no questions asked. Non-perishable foods, school supplies, hygienic supplies, and household items are available. Paw Pantry is currently located at Sirrine Hall, Room 233. The hours of operation can be found here. If interested in utilizing the pantry, donating, or volunteering please visit our website, email pawpantry@clemson.edu or follow on Instagram @cupawpantry. Contact person is Kate Radford at 864-656-2535.

 

 

Clemson Policies

 

 ACADEMIC CONTINUITY

 

Clemson has developed an Academic Continuity Plan for academic operations. Should university administration officially determine that the physical classroom facility is not available to conduct classes, class will be conducted in a virtual (online) form. The university issues official disruption notifications through email, website, text notification and Social Media. When notified, use one of the following links to navigate to Clemson Canvas where you will find important information about how we will conduct class:

Course activities will occur through the Canvas course.

 ACADEMIC INTEGRITY

 

As members of the Clemson University community, we have inherited Thomas Green Clemson's vision of this institution as a "high seminary of learning." Fundamental to this vision is a mutual commitment to truthfulness, honor, and responsibility, without which we cannot earn the trust and respect of others. Furthermore, we recognize that academic dishonesty detracts from the value of a Clemson degree. Therefore, we shall not tolerate lying, cheating, or stealing in any form.

 

All infractions of academic dishonesty by undergraduates must be reported to Undergraduate Studies for resolution through that office. In cases of plagiarism instructors may use the Plagiarism Resolution Form.

 

See the Undergraduate Academic Integrity Policy website for additional information and the current catalogue for the policy.

For graduate students, see the current graduate student handbook for all policies.

 

 ACADEMIC GRIEVANCES

 

Undergraduate students are advised to contact the Ombuds' Office prior to filing an academic grievance. If the undergraduate academic ombudsman agrees that a grievable issue has occurred, students can contact Undergraduate Studies (656-3022) for assistance filing official paperwork within 30 days of the semester following the awarding of a disputed grade.

Graduate students follow the Graduate Student Handbook (per the catalogue, “grievances must be filed with the Graduate School within 60 days of the alleged act.”)

 

 COPYRIGHT

 

Original works of authorship including but not limited to books, novels, poetry, articles, works of art, photos, images, videos, movies, music, architectural designs etc. are protected under copyright law. When copyright protected materials or portions of such materials are made available to you by an instructor, they are intended to be used for educational purposes, they are intended for use only by students enrolled in a particular course and only for instructional activities associated with the course. They should not be retained in another medium or disseminated further for non-course related purposes unless you have permission to do so by the copyright owner.

 

 COMMITMENT TO DIVERSITY

Clemson University aspires to create a diverse community that welcomes people of different races, cultures, ages, genders, sexual orientation, religions, socioeconomic levels, political perspectives, abilities, opinions, values and experiences.

 

The Clemson University Title IX statement regarding non-discrimination

 

The Clemson University Title IX statement: Clemson University is committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender, pregnancy, national origin, age, disability, veteran’s status, genetic information or protected activity in employment, educational programs and activities, admissions and financial aid. This includes a prohibition against sexual harassment and sexual violence as mandated by Title IX of the Education Amendments of 1972. This Title IX policy is located on the Access and Equity website. Ms. Alesia Smith is the Clemson University Title IX Coordinator, and the Executive Director of Equity Compliance. Her office is located at 223 Brackett Hall, 864-656-0620. Remember, email is not a fully secured method of communication and should not be used to discuss Title IX issues. 

 

 Emergency Preparedness Statement

 

Emergency procedures have been posted in all buildings and on all elevators. Students should be reminded to review these procedures for their own safety. All students and employees should be familiar with guidelines from the Clemson University Police Department. Visit here for information about safety.

 

Clemson University is committed to providing a safe campus environment for students, faculty, staff, and visitors. As members of the community, we encourage you to take the following actions to be better prepared in case of an emergency:

1.     Ensure you are signed up for emergency alerts 

2.     Download the Rave Guardian app to your phone (https://www.clemson.edu/cusafety/cupd/rave-guardian/)

3.     Learn what you can do to prepare yourself in the event of an active threat (http://www.clemson.edu/cusafety/EmergencyManagement/)

 

 ONLINE CONDUCT

 

Appropriate online academic conduct means maintaining a safe learning environment based on mutual respect and civility. All participants in Clemson courses are expected to behave professionally by adhering to standards of conduct, such as:

 

o   Never transmit or promote content known to be illegal or protected by copyright.

o   Never use harassing, threatening, embarrassing, or abusive language or actions.

o   Respect other people's privacy as well as your own.

 

Online interactions that fail to meet standards of conduct may result in being blocked from online discussions, receiving a grade penalty, or being dismissed from the course. Such misconduct in the online environment may also be reported to officials for appropriate action in accordance with University policy. If you ever encounter inappropriate content in your course, please contact Matthew Briggs and the instructor with your concerns.

 

 RESEARCH

 

Please consult the Clemson research policies.   If a course includes the use of animals, IUCAC regulations must be followed.   If a course involves any human subjects research, this research will comply with campus IRB regulations. This includes research of the course itself, which, while it may fall under one of the exempt categories, needs IRB review.

 


Send me e-mail at: Pammack@clemson.edu
For other resources see PEM Index Page
For Pam Mack's Home Page see: Pamela E. Mack