Suchergebnisse

RIJEČ UREDNIŠTVANaslov uvodnika potaknut je građanskom inicijativom koja se u posljednje vrijeme širi Hrvatskom. Iako na facebook grupi, koja poziva na "tri zajednička dana uživanja u sadnji diljem Države" pod motom "Zasadi drvo, ne budi panj", prevladava entuzijazam i želja za jačanjem svijesti hrvatskih građana o očuvanju i zaštiti prirode, postoje i radikalniji osvrti na šumarsku struku i na trgovačko društvo Hrvatske šume, poput pitanja zašto se ne organiziraju javni radovi pošumljavanja? Tvrdi se da je to zato jer im je sječa prioritetnija od sadnje. Podmeće se teza: "Ne smiju oni posjeći više nego što mi možemo zasaditi!" Uzori akciji su velike sadnje u nekim zemljama poput Indije i Etiopije. Također poticaj akciji su i katastrofalni požari u plućima svijeta, Amazonskoj prašumi. Pohvalna je dobra volja i želja za ozelenjivanjem, ali ne mogu se uspoređivati zemlje u kojima vladaju drukčiji klimatski i stanišni uvjeti pa nakon sječe ili uništavanja šume požarima dolazi do deforestacije, nestaje tlo i šuma se ne obnavlja. U Republici Hrvatskoj je upravo obrnuto, na djelu je reforestacija, tj. šuma se širi na napuštene poljoprivredne i druge površine, tako da je danas gotovo pola države pod šumom, ali u različitim starosnim kategorijama. Ova akcija je samo odraz zabrinutosti običnog čovjeka, ali i određene neargumentirane histerije koja je pokrenuta protiv šumara u Hrvatskoj.S obzirom na sve učestalije i nekorektne napade na šumarsku struku, što je prevršilo svaku mjeru, potiče nas da se mi kao struka oglasimo. Možemo smireno, stručno i argumentirano, a možemo i bezobrazno kao što se nas napada. Ponajprije, za laike koji to žele čuti, kažemo da je sječa uzgojni zahvat. Šuma ili stablo ima nazovimo ga početak, rast kroz razne uzgojne faze do optimuma, a potom slijedi faza "odumiranja". Zadaća šumarske struke je prebroditi tu zadnju fazu upravo sječom starih stabala, polučiti korist društvu njihovom preradom, ali osiguravši prethodno u jednodobnim sastojinama u godini dobrog uroda sjemena prirodno pomlađivanje. Svakako prije bilo kakvog negativnog stava glede sječe, treba prići vrlo blizu površini gdje je do "jučer" bila npr. stara hrastova šuma te provjeriti da li i što sada raste na toj površini. U prebornoj pak šumi, npr. bukve i jele, prebiru se sječom stara dozrela stabla i ona koja smetaju podmlatku koji treba svijetla da bi ih zamijenio. Samo tamo gdje u potpunosti nije uspjelo prirodno naplođivanje, pa tako i na opožarenim površinama, ide se na pošumljavanje sjemenom ili tzv. "školovanim" sadnicama. Održati šumu vječnom, načelo je potrajnog gospodarenja, čime se ponosi hrvatska znanost i praksa, a što joj i šumarski svijet priznaje. Što rade Hrvatske šume d.o.o. pitaju se pojedini prosvjednici? Zadaća Hrvatskih šuma d.o.o. kao trgovačkog društva u državnom vlasništvu, kojima je Država povjerila gospodarenje, je obavljati poslove sukladno Osnovama gospodarenja, što znači ne stihijski nego po Zakonu o šumama, sukladno šumarskoj politici i strategiji. Osnove gospodarenja za svaku gospodarsku jedinicu propisuju desetgodišnje aktivnosti, provjerava ih stručno povjerenstvo, a Rješenjem ih odobrava resorni ministar. U njih je ugrađeno i niz propisa i popisa koje propisuje Ministarstvo zaštite okoliša. Znači ništa se ne radi amaterski – sve počiva na znanstvenim i stručnim saznanjima u šumarskoj praksi stečenoj kroz preko 250 godina organiziranog šumarstva. Klimatske promjene, ledolomi, vjetrolomi i štetnici, čemu su posebice u zadnje vrijeme izložene šume, samo još otežavaju rad u šumarstvu i zahtijevaju još veću stručnost i znanje, a nikako amaterizam. Nije bez razloga još u pretprošlom stoljeću zaključeno da za gospodarenje šumom nije dovoljna viša, nego je potrebna visoka stručna sprema, što je kod nas ostvareno 1898. godine početkom rada Šumarske akademije (današnjeg Šumarskog fakulteta), kao četvrte visokoškolske ustanove Sveučilišta u Zagrebu.No, s prekomjernom sječom treba se boriti na dijelu privatnih šumskih parcela, ali s tom stihijom se odnosne udruge ne hvataju u koštac. U istoj rečenici pitamo se bezobrazno: tko su to "oni" koji ne smiju posjeći? Da li su to možda oni koji su pet godina studirali šumarstvo, skupljajući znanja iz botanike, više matematike, kemije, meteorologije, anatomije i fiziologije bilja, pedologije, dendrologije, dendrometrije, uzgajanja šuma, ekologije, uređivanja šuma, zaštite šuma i dr., prisegavši na promociji dipl. ing. šumarstva da će raditi po stručnim šumarskim načelima. Lekcije im pak dijele oni koji su u slobodno vrijeme malo "proguglali" i na vikend izletima uz dobru zabavu, "učvrstili" svoje znanje o šumarstvu. Njihovi stručni sufleri, a kažu da ih imaju, mogli bi konačno javno polemizirati. Očekivali bi od odnosnih udruga da nas podupru u protivljenju smanjenja naknada za općekorisne funkcije šuma (OKFŠ), iz kojih se financiraju izgradnja protupožarnih prometnica, gašenja požara, pošumljavanje opožarenih površina i razminiranje površina, no one očito pristaju da se to "gura" u parafiskalne namete. Hrvatska Vlada od Hrvatskih šuma d.o.o. očekuje uplatu u državni proračun, dok čitamo, Njemačka Vlada ulaže 500 mil. EURA za sanaciju šuma, jer ih se prošle godine osušilo preko 110.000 ha.Nemamo ništa protiv toga da se ozelenjuju neke gradske površine, ali i to mora biti planski, kako izborom površina, tako i vrstom drveća, poznavajući i poštujući njihove ekološke i biološke zahtjeve. Saditi bilo što i bilo gdje, što iščitavamo iz upućenog poziva, je neodgovorno i prema prostoru, ali i prema biljci.Uredništvo ; EDITORIALThe headline of the editorial was prompted by a civil initiative sweeping through Croatia in recent times. The Facebook group, which calls for "three enjoyable days of planting trees across the State" under the motto "Plant a tree, don't be a stump", is imbued with enthusiasm and a wish to raise the awareness of Croatian citizens of the need to preserve and protect the nature; however, there are also more radical views on the forestry profession and the company Croatian Forests Ltd. Among others, they ask why there are no public afforestation activities and conclude that the reason lies in the fact that cutting trees has priority over planting them. There is an undergoing statement: "They cannot fell more than we can plant!" The campaign was prompted by large-scale planting campaigns in some countries such as India and Ethiopia. Another incentive to the campaign was provided by the devastating fires taking place in the lungs of the world, the Amazonian rain forest. The will and wish to plant trees deserves full credit, but we cannot be compared with the countries with different climatic and habitat conditions, in which felling or forest fires result in deforestation, loss of forest soil and inability of forests to regenerate. The situation in the Republic of Croatia is diametrically opposite: reforestation is an ongoing process; in other words, the forest spreads into abandoned agricultural and other areas, so that currently almost half of the country is covered with forests of different age categories. This campaign reflects the concern of the ordinary person, but also contains certain ill founded hysterical reactions targeted at foresters in Croatia.In view of the ever more frequent and unfounded attacks on the forestry profession, which has gone out of hand, it is time for the profession to voice its opinion. We can do it in two ways: we can either put forward professional and well founded arguments, or retaliate in the same impertinent manner in which we are being attacked. To start with, for those who are ready to listen, let us stress that felling is a silvicultural operation. A forest or a tree has its beginning, followed by growth through different silvicultural stages until it reaches its optimum and finally the stage of "dying". The task of the forestry profession is to deal with this last stage by cutting down old trees, making profit for the society by processing these cut trees, and ensuring natural regeneration in even-aged stands in the years of good seed mast. Before any negative attitude on a felling operation is taken, it would be advisable to inspect closely the area which was until "yesterday" covered by an old oak forest and check what is being planted in this area, if anything. In a selection forest of, e.g. beech and fir, felling is applied to remove old mature trees and those trees which prevent young trees from reaching the necessary light for growth. Reforestation with seeds or with so-called "trained" seedlings is applied only in those areas in which natural seedling has not been completely successful or in areas badly affected by fires. Maintaining the forest in a perpetually stable condition is the principle of sustainable management. This principle is something that Croatian science and practice is rightly proud of and for which it receives acknowledgement from the global forestry world.What does the company Croatian Forests Ltd do, some protesters ask? The task of the company, as a state-owned company which has been entrusted by the State with caring for the forests, is to manage forests and carry out all the jobs set down in management plans, in line with the Forest Act, the forestry policy and strategy. There is no question here of chaotic and disorganized management. Management plans for every management unit prescribe the execution of ten-year activities. These plans are verified by expert committees and approved by the corresponding minister. They also contain regulations and rules set down by the Ministry of Environmental Protection. As seen from the above, nothing is done on an amateur basis - everything is firmly grounded on scientific and expert knowledge of the forestry practice, which has been acquired through 250 and more years of organized forestry. Climate change, damage caused by ice and wind, as well as pests, to which forests have been particularly exposed in recent times, make work in forestry even more difficult and require even more expertise and knowledge - certainly not amateurism. This is the reason that as far back as the 18th century it was realized that management of forests required not just a college degree but academic education. In Croatia, this was put to practice in1898, when the Forestry Academy (the present day Faculty of Forestry) was opened as the fourth institution of higher education within the University of Zagreb.A battle against excessive felling should be fought in parts of privately owned forest areas, yet the above groups fail to grapple with this problem. Allow us to be impertinent enough to ask: who are "they" who are not allowed to perform felling operations? Perhaps those who have studied forestry for five years, acquired knowledge of botany, higher mathematics, chemistry, meteorology, plant anatomy and physiology, pedology, dendrology, dendrometrics, silviculture, ecology, forest planning, forest protection and other fields, and who have, when receiving their degrees of graduate engineers of forestry, pledged to adhere to expert forestry principles in their work? Such professionals are then lectured by those who have "googled" something about forestry and who have gained their knowledge of forestry at weekend outings in forests. We would welcome with open arms their expert advisors, which they claim there are many, to finally come out and engage in public debates. We would expect from these groups to support us in opposing the move to cut down on non-market forest function fees, which are used to finance the construction of fire breaks, fire suppression, reforestation of burnt areas and demining areas. Obviously, they prefer these fees to be "pushed" into parafiscal levies. While the Croatian government expects from the company Croatian Forests Ltd to pay into the state budget, the German government invests 500 million euro into the recovery of forests, since over 110,000 ha of forests dried only last year.We have nothing against making city areas green, but this should be carried out in a planned manner, both as regards the choice of areas and the choice of tree species, taking into account their ecological and biological requirements. Planting anything and anywhere, as seen from the initiative, is irresponsible both for the area and for the plant.Editorial Board

This issue of Cuadernos de Administración by the Faculty of Administration Sciences of the Universidad del Valle, allows us to come closer to its 45th year of existence. Throughout this time, we have tried to publish different types of scientific research, review, or reflection papers by national and international authors who have relied on us to disseminate their knowledge. To every one of them, our authors, our referees, the members of the Editorial and Scientific Committees, but especially our readers, we would like to thank them for allowing us to continue, through digitalization, to bring a more significant impact on the sciences of administration.In the 66th issue, thirteen scientific papers have been published. The arbitration process guarantees the quality of the authors and their contributions in Spanish or English, to make a publication 100% in English, in the pursuit of higher knowledge dissemination. In this sense, we put to our readers' consideration the editorial process undertaken in this issue, in the hope that its content will be a support or become a starting point for new discussions and concerns in their reflections and research, or that, if applicable, it will allow in future reviews or translations into other languages.The first article in this issue, entitled "Characterization and determinants of organizational satisfaction in Mexican SME workers," by using quantitative methods, attempts to build a model to understand organizational satisfaction from variables related to job satisfaction through a survey to 646 workers, of both sexes and between the ages of 18 and 70, in small and medium-sized enterprises (SMEs). "Management of Corporate Social Responsibility in Project Management: Theoretical Approach" is the title of the second paper, and it aims to conduct a theoretical discussion on social responsibility within the framework of project management. The methodology defines the steps taken by the researchers to achieve presenting elements and conclusions from the different theoretical approaches found. The third article "Coordinating sustainability, globalization and urban intelligence with Habitat III and SDG-2030 agendas: the challenge of sustainable urban development in cities", is the result of research in 83 cities where, using the correspondence analysis technique, the authors analyzed around urban development, globalization, urban intelligence and sustainability, and whether these relate to sustainable development and habitat goals.The fourth article, "Trust as a mechanism to improve performance in organizations," includes a relational model between employee trust in the organization and company performance, as mediated by an organizational commitment to learning and employee commitment to the company. Using quantitative methods, through a 31-item survey applied to 161 individuals from different organizations in the southwestern region of Colombia, the relationship between competencies and skills management and the performance of organizations is analyzed.In the fifth paper, the authors investigate the concept of productivity in the context of knowledge workers. As a method, they applied interviews to a group of managers and workers from organizations in the knowledge-intensive services sector and ultimately raise some challenges. The title of this article is "Work Productivity Management in Knowledge Intensive Service Companies: Considerations and Challenges." "Impact of economic internationalization policies in Colombia, Peru, and Chile," is the sixth scientific research paper, where, from a mixed approach paired with documentary analysis of the different government plans and categories of export development, integration agreements, and institutional development, and by analyzing quantitative variables from GDP, exports and trade balance, the authors analyze how trade policies and integration in Colombia, Chile and Peru impacted their international trade in the period from 1980 to 2017. The seventh article in our 66th issue is called "Financing decisions in the creative and cultural SMEs of Bogotá, Colombia." Through a survey, the authors compare assumptions from financial theories in cultural and creative SMEs in Bogotá, finding some factors that drive their financial decision-making.Using linear regressions, the authors compared the influence of social networks in the self-perception of the academic performance of a group of university students in Mexico and Spain. The findings show differences in both countries. "Social networks and academic performance self-perception in business sciences students" is the title of the paper mentioned above.The ninth article is entitled "Social norms and entrepreneurial intent in university researchers in Colombia." Therein, the authors, using quantitative methods, propose relationships between social norms, among other variables, and entrepreneurial intent when conducting a survey on peer reviewers at Colciencias and the areas of science, technology, engineering, and mathematics. The results account for the relationships found, which a literature review supports.In the paper "Sociological ambivalence in three Latin American corporate control institutions: Tax Inspectorate (Colombia), Statutory Examiner (Mexico) and Statutory Audit (Argentina)," the authors propose some contradictions present in corporate control and do so from the theoretical framework of sociological ambivalence. Qualitative content analysis is used to approach the institutions studied.The paper "Reflections towards Responsible Tourism in the Framework of Social Responsibility" aims to present Corporate Social Responsibility (CSR) elements in the context of the hotel subsector, based on literature documentary analysis, to propose improvements in social responsibility practices in the sector."Investment projects: definition from the perspective of processes" is the title of a paper that presents an analysis of the definition of investment projects from the perspectives of the subject, method, and object of intervention in order to identify their relationship with the improvement of processes. Among the findings, it is evident that most of the definitions are framed within the method or form of intervention.Our last paper in this issue is a review. It carries the title "Shared value: a bibliometric review of literature from the approaches of strategy, corporate social responsibility, and stakeholders," where the authors conduct research based on a systematic literature review and bibliometric analysis, and focus on the evolution of the concept of shared value, presenting elements from its proposal and some current tendencies.The content of each paper is the sole responsibility of their authors. This issue presents a new opportunity for the national and international scientific community to judge the outcome in each of these proposals. We hope you will continue to accompany us as readers of our scientific journal. ; Este número de Cuadernos de Administración, de la Facultad de Ciencias de la Administración de la Universidad del Valle, nos permite acercarnos a sus 45 años de existencia. A lo largo de este tiempo, hemos intentado publicar diferentes tipos de trabajos de investigación científica, revisión o reflexión de autores nacionales e internacionales que han confiado en nosotros para difundir sus conocimientos. A todos y cada uno de ellos, nuestros autores, nuestros árbitros, los miembros de los Comités Editorial y Científico, pero especialmente a ustedes, nuestros lectores, nos gustaría agradecerles por permitirnos continuar, y ahora a través de la edición electrónica, lograr un mayor impacto en las ciencias de la administración. En el número 66, se publican trece artículos científicos. El proceso de arbitraje garantiza la calidad de los autores, desde sus aportes en español o inglés, para luego realizar una publicación 100% en inglés, en pos de una mayor difusión del conocimiento. En este sentido, sometemos a su consideración el proceso editorial llevado a cabo en este número, con la idea de que su contenido sea un soporte o un punto de partida, para nuevas discusiones e inquietudes en sus reflexiones e investigaciones, o que, si corresponde, permita futuras revisiones o traducciones a otros idiomas. El primer artículo de este número titulado "Caracterización y determinantes de la satisfacción organizacional en trabajadores mexicanos de PyMES", usando métodos cuantitativos intenta construir un modelo para comprender la satisfacción organizacional a partir de variables relacionadas con la satisfacción laboral, en una encuesta a 646 trabajadores de pequeñas y medianas empresas (PyMES), de ambos sexos entre 18 y 70 años. "Gestión de la Responsabilidad Social Empresarial en la gerencia de proyectos: aproximación teórica", es el título del segundo artículo que tiene como objetivo realizar una discusión teórica de la responsabilidad social en el marco de la gestión de proyectos. En la metodología se definen los pasos realizados por los investigadores para lograr la presentación de elementos y las conclusiones desde los diferentes enfoques teóricos encontrados. El tercer artículo "Coordinar la sostenibilidad, globalización e inteligencia urbana con las agendas hábitat III y ODS-2030: el desafío del desarrollo urbano sostenible en las ciudades", es el resultado de una investigación en 83 ciudades donde desde la técnica de análisis de correspondencia, se analizó alrededor del desarrollo urbano, la globalización, la inteligencia urbana y la sostenibilidad y sí hay relación con los objetivos de desarrollo sostenible y hábitat. El cuarto artículo "La confianza como un mecanismo para mejorar el desempeño en las organizaciones", incluye un modelo relacional entre la confianza del colaborador en la organización y el desempeño de la compañía mediado por el compromiso organizacional con el aprendizaje y el compromiso de los empleados con la empresa. Con métodos cuantitativos, por medio de una encuesta de 31 ítems, aplicada a 161 individuos de diferentes organizaciones en la región suroccidental de Colombia, se analiza la relación entre la gestión de competencias y habilidades, y el desempeño de las organizaciones. En el quinto artículo los autores indagan sobre el concepto de la productividad en el contexto de los trabajadores de conocimiento, utilizan como método las entrevistas a un grupo de directivos y trabajadores de organizaciones del sector servicios intensivos en conocimiento y al final proponen algunos desafíos. El título de este artículo es "Gestión de la productividad laboral en empresas de servicio intensivas en conocimiento: consideraciones y desafíos". "Impacto de las políticas de internacionalización económica en Colombia, Perú y Chile", es el sexto artículo científico de investigación, donde, desde un enfoque mixto, con un análisis documental de los diferentes planes de Gobierno y las categorías de desarrollo de exportaciones, acuerdos de integración y desarrollo institucional, y con análisis de variables cuantitativas desde el PIB, las exportaciones y la balanza comercial, se analizan cómo las políticas comerciales y la integración en Colombia, Chile y Perú impactaron su comercio internacional en el período 1980 -2017. El séptimo artículo de este número 66 titulado "Decisiones de financiación en las Pymes creativas y culturales de Bogotá, Colombia", mediante una encuesta los autores comparan supuestos de teorías financieras en las pymes culturales y creativas de Bogotá, encontrando algunos factores que determinan sus decisiones financieras. Utilizando regresiones lineales los autores comparan la relación de las redes sociales en la autopercepción de desempeño académico de un grupo de estudiantes universitarios en México y España. En los hallazgos se evidencian diferencias en ambos países. El título del artículo es "Redes sociales y autopercepción de desempeño académico en estudiantes de ciencias empresariales". El noveno artículo tiene por título "Normas sociales e intención emprendedora en investigadores universitarios en Colombia", donde los autores con métodos cuantitativos plantean relaciones entre las normas sociales, entre otras variables, y la intención emprendedora al realizar una encuesta a pares evaluadores de Colciencias y las áreas de ciencias, tecnología, ingeniería y matemáticas. Los resultados presentan las relaciones encontradas que son soportadas con una revisión de literatura. En el artículo "Ambivalencia sociológica en tres instituciones latinoamericanas de control societario: Revisoría Fiscal (Colombia), Comisaría (México) y Sindicatura (Argentina)", los autores plantean algunas contradicciones presentes en el control societario desde el marco teórico de la ambivalencia sociológica. Se utiliza el análisis de contenido cualitativo para el abordaje de las instituciones estudiadas. El artículo "Reflexiones hacia el Turismo Responsable en el Marco de la Responsabilidad Social", tiene como objetivo presentar elementos de la Responsabilidad Social Empresarial (RSE) en el contexto del subsector hotelero, a partir del análisis documental de la literatura, para proponer mejoras en las prácticas de responsabilidad social en el sector. "Proyectos de inversión: definición desde la perspectiva de procesos", es el título de un artículo donde se presenta un análisis de la definición de proyectos de inversión desde las perspectivas del sujeto, método y el objeto de intervención con la finalidad de identificar su relación con la mejora de procesos. Dentro de los hallazgos se evidencia que la mayor parte de las definiciones se enmarcan en el método o forma de intervención. Nuestro último artículo de este número, es de revisión y tiene el título "Valor compartido: una revisión bibliométrica de la literatura desde los enfoques de estrategia, responsabilidad social corporativa y de partes interesadas", donde los autores realizan una investigación basada en una revisión sistemática de la literatura y el análisis bibliométrico, centrado en la evolución del concepto de valor compartido, presentando en su desarrollo elementos desde qué se propone y algunas tendencias actuales. El contenido de cada uno de estos artículos es responsabilidad exclusiva de los autores. Este número se convierte en una nueva oportunidad para que la comunidad científica nacional e internacional, juzgue el resultado de cada una de estas propuestas. Esperamos que nos sigan acompañando como lectores de nuestra revista científica.

This issue of Cuadernos de Administración by the Faculty of Administration Sciences of the Universidad del Valle, allows us to come closer to its 45th year of existence. Throughout this time, we have tried to publish different types of scientific research, review, or reflection papers by national and international authors who have relied on us to disseminate their knowledge. To every one of them, our authors, our referees, the members of the Editorial and Scientific Committees, but especially our readers, we would like to thank them for allowing us to continue, through digitalization, to bring a more significant impact on the sciences of administration.In the 66th issue, thirteen scientific papers have been published. The arbitration process guarantees the quality of the authors and their contributions in Spanish or English, to make a publication 100% in English, in the pursuit of higher knowledge dissemination. In this sense, we put to our readers' consideration the editorial process undertaken in this issue, in the hope that its content will be a support or become a starting point for new discussions and concerns in their reflections and research, or that, if applicable, it will allow in future reviews or translations into other languages.The first article in this issue, entitled "Characterization and determinants of organizational satisfaction in Mexican SME workers," by using quantitative methods, attempts to build a model to understand organizational satisfaction from variables related to job satisfaction through a survey to 646 workers, of both sexes and between the ages of 18 and 70, in small and medium-sized enterprises (SMEs). "Management of Corporate Social Responsibility in Project Management: Theoretical Approach" is the title of the second paper, and it aims to conduct a theoretical discussion on social responsibility within the framework of project management. The methodology defines the steps taken by the researchers to achieve presenting elements and conclusions from the different theoretical approaches found. The third article "Coordinating sustainability, globalization and urban intelligence with Habitat III and SDG-2030 agendas: the challenge of sustainable urban development in cities", is the result of research in 83 cities where, using the correspondence analysis technique, the authors analyzed around urban development, globalization, urban intelligence and sustainability, and whether these relate to sustainable development and habitat goals.The fourth article, "Trust as a mechanism to improve performance in organizations," includes a relational model between employee trust in the organization and company performance, as mediated by an organizational commitment to learning and employee commitment to the company. Using quantitative methods, through a 31-item survey applied to 161 individuals from different organizations in the southwestern region of Colombia, the relationship between competencies and skills management and the performance of organizations is analyzed.In the fifth paper, the authors investigate the concept of productivity in the context of knowledge workers. As a method, they applied interviews to a group of managers and workers from organizations in the knowledge-intensive services sector and ultimately raise some challenges. The title of this article is "Work Productivity Management in Knowledge Intensive Service Companies: Considerations and Challenges." "Impact of economic internationalization policies in Colombia, Peru, and Chile," is the sixth scientific research paper, where, from a mixed approach paired with documentary analysis of the different government plans and categories of export development, integration agreements, and institutional development, and by analyzing quantitative variables from GDP, exports and trade balance, the authors analyze how trade policies and integration in Colombia, Chile and Peru impacted their international trade in the period from 1980 to 2017. The seventh article in our 66th issue is called "Financing decisions in the creative and cultural SMEs of Bogotá, Colombia." Through a survey, the authors compare assumptions from financial theories in cultural and creative SMEs in Bogotá, finding some factors that drive their financial decision-making.Using linear regressions, the authors compared the influence of social networks in the self-perception of the academic performance of a group of university students in Mexico and Spain. The findings show differences in both countries. "Social networks and academic performance self-perception in business sciences students" is the title of the paper mentioned above.The ninth article is entitled "Social norms and entrepreneurial intent in university researchers in Colombia." Therein, the authors, using quantitative methods, propose relationships between social norms, among other variables, and entrepreneurial intent when conducting a survey on peer reviewers at Colciencias and the areas of science, technology, engineering, and mathematics. The results account for the relationships found, which a literature review supports.In the paper "Sociological ambivalence in three Latin American corporate control institutions: Tax Inspectorate (Colombia), Statutory Examiner (Mexico) and Statutory Audit (Argentina)," the authors propose some contradictions present in corporate control and do so from the theoretical framework of sociological ambivalence. Qualitative content analysis is used to approach the institutions studied.The paper "Reflections towards Responsible Tourism in the Framework of Social Responsibility" aims to present Corporate Social Responsibility (CSR) elements in the context of the hotel subsector, based on literature documentary analysis, to propose improvements in social responsibility practices in the sector."Investment projects: definition from the perspective of processes" is the title of a paper that presents an analysis of the definition of investment projects from the perspectives of the subject, method, and object of intervention in order to identify their relationship with the improvement of processes. Among the findings, it is evident that most of the definitions are framed within the method or form of intervention.Our last paper in this issue is a review. It carries the title "Shared value: a bibliometric review of literature from the approaches of strategy, corporate social responsibility, and stakeholders," where the authors conduct research based on a systematic literature review and bibliometric analysis, and focus on the evolution of the concept of shared value, presenting elements from its proposal and some current tendencies.The content of each paper is the sole responsibility of their authors. This issue presents a new opportunity for the national and international scientific community to judge the outcome in each of these proposals. We hope you will continue to accompany us as readers of our scientific journal. ; Este número de Cuadernos de Administración, de la Facultad de Ciencias de la Administración de la Universidad del Valle, nos permite acercarnos a sus 45 años de existencia. A lo largo de este tiempo, hemos intentado publicar diferentes tipos de trabajos de investigación científica, revisión o reflexión de autores nacionales e internacionales que han confiado en nosotros para difundir sus conocimientos. A todos y cada uno de ellos, nuestros autores, nuestros árbitros, los miembros de los Comités Editorial y Científico, pero especialmente a ustedes, nuestros lectores, nos gustaría agradecerles por permitirnos continuar, y ahora a través de la edición electrónica, lograr un mayor impacto en las ciencias de la administración. En el número 66, se publican trece artículos científicos. El proceso de arbitraje garantiza la calidad de los autores, desde sus aportes en español o inglés, para luego realizar una publicación 100% en inglés, en pos de una mayor difusión del conocimiento. En este sentido, sometemos a su consideración el proceso editorial llevado a cabo en este número, con la idea de que su contenido sea un soporte o un punto de partida, para nuevas discusiones e inquietudes en sus reflexiones e investigaciones, o que, si corresponde, permita futuras revisiones o traducciones a otros idiomas. El primer artículo de este número titulado "Caracterización y determinantes de la satisfacción organizacional en trabajadores mexicanos de PyMES", usando métodos cuantitativos intenta construir un modelo para comprender la satisfacción organizacional a partir de variables relacionadas con la satisfacción laboral, en una encuesta a 646 trabajadores de pequeñas y medianas empresas (PyMES), de ambos sexos entre 18 y 70 años. "Gestión de la Responsabilidad Social Empresarial en la gerencia de proyectos: aproximación teórica", es el título del segundo artículo que tiene como objetivo realizar una discusión teórica de la responsabilidad social en el marco de la gestión de proyectos. En la metodología se definen los pasos realizados por los investigadores para lograr la presentación de elementos y las conclusiones desde los diferentes enfoques teóricos encontrados. El tercer artículo "Coordinar la sostenibilidad, globalización e inteligencia urbana con las agendas hábitat III y ODS-2030: el desafío del desarrollo urbano sostenible en las ciudades", es el resultado de una investigación en 83 ciudades donde desde la técnica de análisis de correspondencia, se analizó alrededor del desarrollo urbano, la globalización, la inteligencia urbana y la sostenibilidad y sí hay relación con los objetivos de desarrollo sostenible y hábitat. El cuarto artículo "La confianza como un mecanismo para mejorar el desempeño en las organizaciones", incluye un modelo relacional entre la confianza del colaborador en la organización y el desempeño de la compañía mediado por el compromiso organizacional con el aprendizaje y el compromiso de los empleados con la empresa. Con métodos cuantitativos, por medio de una encuesta de 31 ítems, aplicada a 161 individuos de diferentes organizaciones en la región suroccidental de Colombia, se analiza la relación entre la gestión de competencias y habilidades, y el desempeño de las organizaciones. En el quinto artículo los autores indagan sobre el concepto de la productividad en el contexto de los trabajadores de conocimiento, utilizan como método las entrevistas a un grupo de directivos y trabajadores de organizaciones del sector servicios intensivos en conocimiento y al final proponen algunos desafíos. El título de este artículo es "Gestión de la productividad laboral en empresas de servicio intensivas en conocimiento: consideraciones y desafíos". "Impacto de las políticas de internacionalización económica en Colombia, Perú y Chile", es el sexto artículo científico de investigación, donde, desde un enfoque mixto, con un análisis documental de los diferentes planes de Gobierno y las categorías de desarrollo de exportaciones, acuerdos de integración y desarrollo institucional, y con análisis de variables cuantitativas desde el PIB, las exportaciones y la balanza comercial, se analizan cómo las políticas comerciales y la integración en Colombia, Chile y Perú impactaron su comercio internacional en el período 1980 -2017. El séptimo artículo de este número 66 titulado "Decisiones de financiación en las Pymes creativas y culturales de Bogotá, Colombia", mediante una encuesta los autores comparan supuestos de teorías financieras en las pymes culturales y creativas de Bogotá, encontrando algunos factores que determinan sus decisiones financieras. Utilizando regresiones lineales los autores comparan la relación de las redes sociales en la autopercepción de desempeño académico de un grupo de estudiantes universitarios en México y España. En los hallazgos se evidencian diferencias en ambos países. El título del artículo es "Redes sociales y autopercepción de desempeño académico en estudiantes de ciencias empresariales". El noveno artículo tiene por título "Normas sociales e intención emprendedora en investigadores universitarios en Colombia", donde los autores con métodos cuantitativos plantean relaciones entre las normas sociales, entre otras variables, y la intención emprendedora al realizar una encuesta a pares evaluadores de Colciencias y las áreas de ciencias, tecnología, ingeniería y matemáticas. Los resultados presentan las relaciones encontradas que son soportadas con una revisión de literatura. En el artículo "Ambivalencia sociológica en tres instituciones latinoamericanas de control societario: Revisoría Fiscal (Colombia), Comisaría (México) y Sindicatura (Argentina)", los autores plantean algunas contradicciones presentes en el control societario desde el marco teórico de la ambivalencia sociológica. Se utiliza el análisis de contenido cualitativo para el abordaje de las instituciones estudiadas. El artículo "Reflexiones hacia el Turismo Responsable en el Marco de la Responsabilidad Social", tiene como objetivo presentar elementos de la Responsabilidad Social Empresarial (RSE) en el contexto del subsector hotelero, a partir del análisis documental de la literatura, para proponer mejoras en las prácticas de responsabilidad social en el sector. "Proyectos de inversión: definición desde la perspectiva de procesos", es el título de un artículo donde se presenta un análisis de la definición de proyectos de inversión desde las perspectivas del sujeto, método y el objeto de intervención con la finalidad de identificar su relación con la mejora de procesos. Dentro de los hallazgos se evidencia que la mayor parte de las definiciones se enmarcan en el método o forma de intervención. Nuestro último artículo de este número, es de revisión y tiene el título "Valor compartido: una revisión bibliométrica de la literatura desde los enfoques de estrategia, responsabilidad social corporativa y de partes interesadas", donde los autores realizan una investigación basada en una revisión sistemática de la literatura y el análisis bibliométrico, centrado en la evolución del concepto de valor compartido, presentando en su desarrollo elementos desde qué se propone y algunas tendencias actuales. El contenido de cada uno de estos artículos es responsabilidad exclusiva de los autores. Este número se convierte en una nueva oportunidad para que la comunidad científica nacional e internacional, juzgue el resultado de cada una de estas propuestas. Esperamos que nos sigan acompañando como lectores de nuestra revista científica.

The e-mail allegedly attributed to Satoshi Nakamoto (supposedly a pseudonym) was transmitted 14 years ago, describing the development of an electronic currency (Nakamoto, 2008). The design of this electronic currency represented the solution of the general Byzantine problem, a well-known problem in computing, which, in general terms, defines that one of the parts of a system can intentionally fail, and with that, make the entire network unavailable. Therefore, the premise is that part of the system is corrupt (Dolev et al., 1982). In the few lines of the email, Satoshi Nakamoto described such a solution and published an article with the details made available on the same date. The article describes how to transmit information within a chain of blocks that are: synchronized with date and time (time stamp); combined with code that depends on a previous block (hash code); can be validated with public and private key cryptography framework anonymously and decentrally; but highly resilient to any tampering attempt and with public record. The concept of digital currency, in this case Bitcoin, consisted at that time of a code or token resulting from encryption and that could be included in these blocks. Blocks registered definitively in the ledgers distributed along the blockchain network that could be traced. The digital framework developed by Satoshi Nakamoto, although it emerged to make Bitcoin viable as a digital currency, has been separated over the last 14 years. Blockchain can be understood as a decentralized communication technology that gave rise to a family of other technological structures of encrypted communication such as ecosystems, public blockchain, private blockchain and blockchain networks, mainly (Mazumdar Ruj, 2022). Digital currencies, on the other hand, have also developed in variety and quantity, so much so that as we write this editorial there are over 10,000 digital currencies in operation. The total capitalization value of digital currencies rose from USD 18 billion at the beginning of 2017, surpassing USD 1.4 trillion by mid-2021 (Su et al., 2022). Currently, there is no technological impediment for companies to create their own digital currencies using a Bitcoin network or an Etherium network, for example, as well as many other networks available.Obviously, even today, there are technical challenges related, mainly, to the scalability of these networks and currencies. Bitcoin, when created, had a capacity of 7 transactions per second, currently, as we write this editorial, the transaction capacity of the Bitcoin network (BTS) is 14 transactions per second. The Etherium (ETH) network was born with a capacity of 20 transactions per second and currently has a capacity of 35 transactions per second. For comparison purposes, the VISA network has a capacity of 1700 transactions per second, which shows that there is still some way to make blockchain networks the new communication backbone, scalable for more mass uses (Chauhan Patel, 2022). There are implementations of the Solana network, for example, which promises to reach 50,000 transactions per second, still in the confirmation phase from a practical point of view, which could allow running Internet of Things (IoT) applications on this blockchain network (Duffy et al., 2021).At the same time, since 2013, the reorganization of the TCP IP structure from IPv4 (4.2 billion IP addresses) to IPv6 (79 octillion IP addresses or 7.9 x ) more than the total number of IPv4 addresses) has been implemented. Such implementation made it possible to expand connectivity to a level sufficient for the world demand, which is 56 octillion (56 x ) addresses per human being on earth. In terms of addressing, the possibilities of connecting new and future elements on the internet/blockchain communication network are guaranteed, making the IoT (Internet of Things) a real possibility.In addition to the traditional applications dedicated to making digital currency viable, especially in the last 5 years, certain works resulting from the combination of information technology and human creativity (also known as creative economy) brought NFT (Non-Fungible Token) to the management field. NFT are tokens (produced through encrypted code, subscribed in some blockchain network) that express the ownership of their author. Whoever acquires an NFT, has his/her record recorded in a ledger and, therefore, can exercise the rights or benefits related to the possession of that NFT. There are two main origins of an NFT, digital games and works of art or graphic expressions (Vasan et al., 2022). In the case of digital games, NFT can be used to record permanently and nominally the "achievements achieved" within a given game. Its owner now takes possession of a certain item that, previously, would only exist within the game itself, a virtual (digital) environment. In the case of graphic, artistic expressions, and other works of art, it is possible to make your possession digital. Works from the natural environment (physical), the result of expressions of human creativity, are now registered in an NFT-type token, coming to exist in the virtual world (digital). In this way, the works, and the data of their authorship and ownership, are permanently registered in the ledger of a blockchain network specialized in transacting NFT. As in the game, the possession of an NFT of a work of art allows the author to trade or use the benefits related to the possession of this NFT.From the convergence of connectivity technologies such as cloud computing, the advent of IPV6 and technologies based on tokens (blockchain, crypto assets and NFT not exhaustively) the concept of Web 3.0 becomes viable. Web 3.0 can be understood as a network of people and physical objects, making the integration between the natural world and the virtual world more intense (augmented, virtual and mixed reality). The idea of a Metaverse (Web 3.0 Application) depends on the technological availability that we describe here very succinctly and on the realization of new social behaviors that are underway (Korkmaz et al., 2022).The context described is not new to most practitioners and academics involved with innovation. However, by describing it in general terms, we can identify different research objects that may be of interest to the community working in the field of innovation management. Evidently, within the research perspectives, especially in innovation management, parallel logics can be established with the more established theories or concepts, which allow an approximation with the new technological objects available to people and companies. Such technologies have permeated traditional companies and startups that have a specific focus on these connectivity technologies described as core business or as business support.The idea of this editorial comment is to recognize the possibility of receiving more technological articles or scientific articles, perspectives and book reviews that consider connectivity and tokenization technologies as research objects. Such technologies can be positioned in research both as objects of analysis and as contextual and organizational objects. Whether contextual and organizational can bring research involving routines, capabilities, competencies and business models, whose core business process is innovation at different scales, natures, degrees of novelty, stages of diffusion or adoption. To cite just one possibility, as an example, the model by Tidd and Bessant from 2009, which describes the construct of orientation to innovation strategy, used in several research in the field of innovation since then, can be revised in the new contexts or in the face of new technologies (Ferreira et al., 2015). If such technologies are positioned as objects of analysis, research can involve every part of the innovation management process such as searching for innovations, selecting innovations, implementing innovations, generating value with innovations, and capturing value with innovations in analysis of single level or multilevel. In addition to the direct positioning of token and blockchain-based technologies, as an object or as a contextual aspect, adjacent effects are expected, for instance, involving intellectual property, environmental and social sustainability, technological governance, people management and other consequences that may be the focus of research, considering the emerging technologies mentioned above. There is also the field of research that is dedicated to the development of new products, both defining new models of digital product development and methods derived from these models, without forgetting all the implications related to the issues of information security management involved in these contexts of token transactions (Baudier et al., 2022). Although the possibilities for theoretical and managerial development for the area of innovation research, involving technologies based on tokens and blockchain, are broad, there is research that can be very relevant, but that would be better received in journals in mathematics, computer science or even software engineering and not in journals dedicated to innovation. Research that develops a new way of doing encryption, or even a more efficient algorithm that allows increasing the capacity of transactions per second, the design of a new network or a new ecosystem based on blockchain or even research that develops improvements in consensus protocols of blockchain undoubtedly has great value but would be expected in engineering or math journals. On the other hand, there are studies that bring reports of implementations of a business application on a blockchain basis, either as a business support application, or in the form of designing a blockchain-based product that will be taken to the market (Wan et al., 2022). In these cases, applied research, from the point of view of innovation research, what is expected to be found in the article is the development of knowledge that demonstrates how, why or to what extent the innovation processes were sensitized, or in what way the process of innovation contributed or presented limitations to support the reported implementation. In this way, such research can be received as technological articles, since the theoretical elements that relate the innovation process, or the management of the innovation process with the implementation based on token or blockchain, will be present, which are the bases of analysis used to support the expansion of innovation theories, innovation management or management practices in innovation contexts.Finally, we invite the entire community to submit papers with theoretical discussions related to paradigm shifts, involving the dematerialized nature of new products and their tendency towards a service-oriented view (Jain et al., 2022).As it should be clear, this editorial comment did not explore all the possibilities of research in innovation management involving technologies based on tokens and blockchain, but only a few examples that can help to obtain insights. We intend, in some way, to encourage the innovation community to develop studies considering new technologies, developing, or expanding theories and knowledge of innovation.

El Seminario Internacional en Práctica Pedagógica es una apuesta académica que surgió desde la Facultad de Educación, Artes y Humanidades de la Universidad Francisco de Paula Santander para convocar a expertos académicos de diferentes países para reflexionar sobre la educación y su sentido, y la reconfiguración de las comprensiones sobre aquello que hacen los actores educativos en los diversos campos del saber, todo esto alrededor de la práctica pedagógica, tomando especial relevancia en la investigación educativa actual y cuestionando académicamente lo que se ha constituido dentro de este campo de la teorización y actuación educativa. En el año 2011 se realizó la primera versión presentando más de 60 ponencias en el ámbito nacional e internacional con la participación de países como: España, Argentina, Uruguay y Venezuela, además de los más destacados conocedores del tema de las principales universidades del país. Posteriormente en el año 2017 se realiza el segundo seminario internacional con el propósito de promover el diálogo y la reflexión respecto a las comprensiones sobre la práctica pedagógica, con miras a constituir redes de intercambio investigativo, académico e intelectual que permitan consolidar el discurso de la pedagogía. En esta tercera versión del Seminario Internacional en Práctica Pedagógica la Universidad Francisco de Paula Santander y la Facultad de Educación presentará más de cien ponencias de alto nivel en 6 ejes temáticos contando con participantes internacionales de España, República Dominicana, México, Argentina, Venezuela, Mozambique y de Colombia de diversas instituciones educativas de la geografía nacional, disertaciones que sin lugar a dudas ampliarán el campo de conocimiento de las prácticas pedagógicas desde diferentes perspectivas teóricas. ; PONENCIAS INTERNACIONALES Effectiveness of flipped-classroom in enhancing english-speaking skills among university students Relaciones de interdependencia en el entorno personal de aprendizaje Hacia una gestión gerencial disciplinar enfocada en la inteligencia y en la innovación para lograr organizaciones educativas inteligentes Incidencia de la jornada única en la calidad educativa de las instituciones oficiales del municipio de Montería Una mirada histórico-política del liderazgo escolar en los sistemas educativos de Latinoamérica Formación de interventores educativos mediados por elementos curriculares en acción para el aprendizaje social Modelo de evaluación de política educativa enfocada en el desarrollo de competencias digitales (programa república digital- educación, República Dominicana) Una lectura simbólica al pacto de convivencia escolar desde la socio estética y la civilidad. Calidad de las publicaciones científicas en el ámbito de la educación Educación y tic's. un problema no resuelto en las instituciones educativas Analysis of the variability and correlation of physicochemical parameters of water in the process of rearing aquatic species in aquaculture . PONENCIAS NACIONALES Métodos autobiográficos para la reconstrucción de trayectorias migratorias de niños, niñas y adolescentes Articulación entre los errores y las dificultades en los procesos cognitivos de los estudiantes Brechas de rendimiento académico por género en saber pro en los programas de la universidad Simón Bolívar sede Cúcuta Diagnóstico del uso de las redes sociales por estudiantes de educación básica secundaria y su posible uso educativo Didáctica emergente y formación de estudiantes de instrumentación quirúrgica en contextos hospitalarios: Creatividad e innovación El conflicto fronterizo con Venezuela después de cinco años de cierre ¿Existen diferencias de género en los estudiantes al enfrentarse a la resolución de tareas algebraicas? Geometry for graphic designers: Approaches to the study of representation and dimension Internacionalización de la educación superior en el marco de la construcción del conocimiento La articulación curricular en el inicio de la secundaria, para la minimización del fracaso escolar La educación virtual y su impacto en la formación académica de los estudiantes de pregrado de la universidad de Pamplona La formación bioética en el ámbito de la educación pública escolar La formación del docente de emprendimiento en la educación media en Bogotá: Un campo por explorar desde la realidad en los colegios Pensamiento científico y aprendizaje por descubrimiento: Una estrategia desarrollada a través de un laboratorio virtual Perspectivas de la educación 4.o: Una mirada desde la actual sociedad de américa latina Práctica pedagógica, un escenario de emociones, reflexiones e investigación desde el diario de campo Profile of physics learning in engineering and science programs due to the influence of covid-19 confinement State tests at the francisco de paula santander university. statistical analysis of the results The specialized knowledge of a new generation of mathematics teachers under stem training Estrategias didácticas empleadas por los docentes para la evaluación en el área de filosofía del instituto técnico María Inmaculada de Villa del Rosario Fortalezas y debilidades de la participación académica de estudiantes venezolanas del programa de trabajo social de la universidad Francisco de Paula Santander en la ciudad de Cúcuta Gestión de la calidad para universidades públicas Implementación de casos prácticos como una de las estrategias de aprendizaje incorporando la robótica (lego/fischer technik) en la enseñanza de la matemática en el grado séptimo del colegio Isidro Caballero Delgado de Floridablanca, Santander La gestión escolar y su relación con el liderazgo para el aprendizaje desde la percepción del director La libre expresión artística una alternativa pedagógica para mejorar las relaciones interpersonales La práctica pedagógica una apuesta vital para la evaluación docente Mirada hermenéutica de la calidad educativa en las instituciones oficiales de San José de Cúcuta, Colombia Participación y educación: Pedagogía comunitaria para la gestión integral del recurso hídrico . Relación entre las estrategias de planificación y los grados de autonomía promovidos en la enseñanza de la relación perímetro-área desde una perspectiva visual. el caso de un educador matemático en formación A geometric interpretation of the multiplication of complex numbers Análisis de la variabilidad y correlación de los parámetros fisicoquímicos del agua en el proceso de cría de especies acuáticas en aquicultura Caracterización de las prácticas pedagógicas desde las concepciones de los docentes y procesos didácticos en Colombia Characterization of error sources in an inertial unit. (IMU) bno055 using allan variance and nonlinear. Adjustment of parameters Competencias científicas en el proceso de aprendizaje de la física: Un análisis en la educación secundaria Competencias de los profesores de ciencias naturales-física y de dibujo técnico. un análisis a partir de la percepción de los estudiantes Estrategia pedagógica para el manejo adecuado de los residuos sólidos, en la I.E. Francisco José de Caldas, del municipio de Tibú y en la I.E. la Garita del municipio de Los Patios, Norte de Santander Formación en el área de la lengua española, retos para las prácticas pedagógicas Impacto de la metodología ecbi en el aprendizaje de un curso de física Indicadores de la idoneidad afectiva e interactiva del enfoque ontosemiótico que afectan a la enseñanza del cálculo diferencial Un instrumento metodológico para caracterizar los errores de conversión presentes en la resolución de problemas de ecuaciones de primer grado con una incógnita La práctica pedagógica en el ciclo básico del diseño arquitectónico La práctica pedagógica profesional el corazón de la formación docente en la Licenciatura de Lengua Castellana de la acultad de Ciencias de la Educación de la universidad del Tolima y las instituciones educativas oficiales de Ibagué Mappings by the complex exponential function Measurement of emotional variables through a brain-computer interface (bci) in the interaction with books with augmented reality in higher education Objeto virtual de aprendizaje para la enseñanza de conceptos básicos de ondas mecánicas y óptica geométrica para grado once Orientaciones pedagógico-didácticas para el desarrollo del pensamiento matemático en niños con síndrome de down Propuesta curricular de las prácticas pedagógicas de la Licenciatura en Filosofía de la escuela de Ciencias de la Educación de la UNAD desde la perspectiva de la calidad y educación inclusiva Sistematización implementación de una estrategia de apropiación de la CTEI que promueva el pensamiento crítico en niños, niñas y jóvenes de las IE del Tolima Sociedad de la cuarentena: Formación de sujetos econoglobales frente a sujetos comprensivos, analíticos y críticos Alternatives for critical points of vehicular accident according to statistical analysis An approach to the didactics of physics for structural engineering from an artistic perspective Cinema as an experience of perception and a pedagogical tool in architecture Contributing factors in academic performance and troubles associated with teaching in areas of Physics in engineering students of Francisco de Paula Santander university Diagnosis of capacity and road service level using the hcm 2000 method Digital computer graphics in learning from applied computation in mechanical physics Enfoque dialógico-crítico facilitador de una práctica incluyente pensada desde las tic Física y urbanismo: Influencia del modelo metodológico en los jóvenes sordos Formación de maestros investigadores en el contexto de una educación emergente Percepciones de estudiantes universitarios sobre migración: apuntes para una apuesta curricular Project based pedagogy in the development of physical-mathematical thinking Representaciones sociales y prácticas pedagógicas: una reflexión en contextos afectados por el conflicto armado Responsabilidad social universitaria: Reflexiones sobre su impacto en contextos emergentes . Stress fracture of non-reinforced concrete: analytical solutions and experimental development Valor del acompañamiento andragógico en la transformación de las prácticas pedagógicas ; Comite científico internacional PhD. Alicia Inés Villa - Universidad Nacional de la Plata (Argentina) PhD. Tomás Izquierdo Rus - Universidad de Murcia (España) PhD. Raquel Fernández Cézar - Universidad Castilla la Mancha (España) PhD. Martha Vergara Fregoso - Universidad de Guadalajara (México) PhD. Javier Rodríguez Moreno - Universidad de Jaén (España) PhD. Alex Javier Montes Miranda - Instituto de Formación Docente (República Dominicana) PhD. Sergio Afonso Mulema Universidad de Licungo (Mozambique) PhD. Rosario Haydeé Ramírez Sánchez - Universidad Pedagógica Experimental Libertador - Instituto de Mejoramiento Profesional del Magisterio (Venezuela) PhD. Ely Dannier Valbuena Niño - Laboratorio de Desarrollo de Productos - Universidad Politécnica de Madrid, (España) - Fundación of Researchers in Science and Technology of Materials PhD. Horacio Aldemar Ferreira - Universidad Católica de Córdoba (Argentina) ; Comité científico nacional PhD. José Arlés Gómez Arévalo - Fundación Universitaria Juan N. Corpas (Colombia) PhD. Gustavo Adolfo Marmolejo - Universidad de Nariño (Colombia) PhD. Diego Fernando Barragán Giraldo - Universidad de la Salle (Colombia) PhD. Oscar Leonardo Mosquera - Escuela Militar de Cadetes-Ejercito Nacional (Colombia) PhD. Juan Gabriel Bastida Martínez - Universidad Católica (Colombia) PhD. Cecilia Garzón Daza - Fundación San Martín (Colombia) PhD. Sulgey Bolivia Caicedo - Universidad de Pamplona (Colombia) PhD. Audin Aloiso Gamboa Suárez - Universidad Francisco de Paula Santander (Colombia) PhD. Jesús Ernesto Urbina Cárdenas - Universidad Francisco de Paula Santander (Colombia) PhD. Eduard Puerto Cuadros - Universidad Francisco de Paula Santander (Colombia) PhD. William Ricardo Avendaño Castro - Universidad Francisco de Paula Santander (Colombia)

Collected data and research material presented in the monograph are a result of financing of the Polish science budget in the years 2011−14; the research project was financed by the National Science Centre according to decision no. DEC-2011/01/B/HS4/04744. The project that resulted in this monograph was financed from public funds for education for 2011 − 2014, the National Science Center under Contract No. DEC-2011/01/B/HS4/04744. ; Value-Based Working Capital Management analyzes the causes and effects of improper cash flow management between entrepreneurial organizations with varying levels of risk. This work looks at the motives and criteria for decision-making by entrepreneurs in their efforts to protect the financial security of their businesses and manage financial liquidity. Michalski argues that businesses exposed to greater risk need a different approach to managing liquidity levels. The scientific aim of this monograph is to present the essence of financial liquidity management under specific conditions faced by enterprises with risk and uncertainty. Enterprises differ from one another in risk sensitivity. This difference affects the area of taking decisions by the managers of those enterprises. The result of interactions between levels of liquidity and sensitivity to risk affects the managers of such enterprises (Altman 1984; Tobin 1958; Back 2001; Tobin 1969). In this monograph the research hypothesis is the claim that enterprises with a higher sensitivity to risk are very different from enterprises with a lower sensitivity to risk, resulting in a different approach to managing their working capital. Enterprise managing teams react to risk, and this reaction is adjusted by an enterprise's sensitivity to risk. Because of its subject area, the book will address the issues of corporate finance. The monograph discusses the behavior of enterprises and the relationships between them and other factors in the market occurring in the management process under the conditions of limited resources. As a result of these interactions with the market and the environment in which individuals who manage enterprises operate, there is an interaction between money and real processes that in the end are the cornerstone of wealth building. This chapter discusses the objectives and nature of enterprises in the context of their risk sensitivity, as well as the relationships between the objectives of enterprises and the characteristic features of their businesses. Enterprises operate in various business environments, but generally speaking, they all have one main aim: wealth creation for their owners. The realization of that aim depends on an idea of business in which the enterprise is an instrument to collect money from clients of the enterprise's services and products. Business environment is crucial not only for future enterprise cash inflows from the market but also for risk and uncertainty (Asch, and Kaye 1997; Copeland, and Weston 1988; Fazzari, and Petersen 1993). According to the author, it is necessary to include an understanding of that risk and uncertainty of future in the rate that reduces the net size of free cash flows for the enterprise owners, beneficiaries, or more generally stakeholders. Enterprise value creation is the main financial aim of the firm in relation to working capital components (Graber 1948; Jensen, and Meckling 1976; Lazaridis, and Trifonidis 2006). Working capital management is a part of a general enterprise strategy to its value maximization (Laffer 1970; Kieschnick, Laplante, and Moussawi 2009; Lyland, and Pyle 1977). This chapter presents a definition of financial liquidity and liquidity-level measurements. This chapter contains four subchapters that address the specific role of short-term financial decisions, a classification of definitions of financial liquidity, sources of information about liquidity level, and liquidity-level measurements (Lazaridis and Tryfonidis 2006; Long, Malitz, and Ravid 1993; Kieschnick, Laplante, and Moussawi 2009). Financial liquidity definition and liquidity-level measurements Here we have an opportunity to present the author's opinion on what assets should be financed with short-term funds and what the level of liquidity is in an enterprise (Michalski 2012a). The discussion also pertains to the issue of the dividing line between long-term and short-term decisions, with greater emphasis on the durability of their effects, rather than the decision-making speed. This section also attempts to answer the question: What are the short-term effects of operations under conditions of uncertainty and risk? The reason for the considerations in this section is the need to characterize the decisions that affect the level of enterprise liquidity. The research hypothesis of this monograph assumes that differences between more risk sensitive and less risk sensitive enterprises are seen in liquidity management. Simply because the enterprises, during financial liquidity management, take into account the differences in their risk sensitivity. This chapter discusses the relationship between firm value and business risk sensitivity. The chapter starts with a presentation of intrinsic liquidity value and firm reactions to market liquidity value. This is the basis for target liquidity level in the enterprise. Liquid assets are the main part of working capital assets, so the next part of the chapter focuses on working capital investment strategies and strategies of financing such investments in working capital in the context of firm value creation. The chapter concludes that, from a firm-value-creation point of view, more risk-sensitive entities should use flexible-conservative strategies, while less risk-sensitive entities have the freedom to use restrictive-aggressive strategies. In the context of a crisis, this is the clear answer and explanation for higher levels of working capital investments observed empirically during and after a crisis. The determinants of intrinsic value of liquidity are attributed to liquidity by enterprise management. Enterprises in which financial liquidity has a high internal value will have a tendency to maintain reasonable liquid resource assets at a higher level. The levels of stocks of funds maintained by enterprises are also the result of the relationship between the liquidity market value and the intrinsic value of liquidity. It demonstrates how to approach the estimation of liquidity and presents the market value of liquidity. Having connected this information with the knowledge of manifestations of the internal liquidity, we can offer an explanation as to why the target (and also probably the optimal) level of liquidity for enterprises with higher-than-average risk sensitivity is at a higher level than the corresponding target (optimal) level for enterprises with a lower level of risk sensitivity. Working capital value-based management models In this part of the monograph we discuss the items contained within the cost of maintaining inventory. Using this approach, a model of managing inventories is presented. Theoretically, the value-maximizing optimal level of inventory is determined to be the modified EOQ model, presented as VBEOQ model. We also present an outline of issues associated with the risk of inventory management and its impact on the value of the enterprise for its owner. We also discuss the principle of the optimal batch production model and how the size of the production batch affects the value of the enterprise for its owner. Here also is demonstrated a modification of the POQ model: VBPOQ. The proposed modification takes into account the rate of the cost of capital financing and the measures involved in inventory when determining the optimal batch production. When managing the commitment of the inventory, it is crucial to take into account the impact of such decisions on the long-term effectiveness of the enterprise. This chapter also discusses the relationships between the management of accounts receivables and the value of a business. A modified (considering the value of a business) model of incremental analysis of receivables is presented, as is a discussion of the importance of capacity utilization by an enterprise for making management decisions pertaining to accounts receivables. Issues related to the management of working capital and enterprise liquidity are and will be an area of research. The analysis in this study focused primarily on working capital and liquidity management; understanding its specifics will facilitate the management of liquidity in any type of organization. Working capital as a specific buffer against risk has its special role during a crisis and can serve as a good forecasting indicator about future economic problems in the economy if a whole business environment notices higher levels of working capital and its components, like cash, inventories, and accounts receivables. The scientific value of the issues discussed in the book is associated with the issue of working capital and liquidity management in enterprises. It is also a result of the exploration and definition of the main financial objective of businesses and the relationship between the objective and the management of working capital and enterprise liquidity. The choice of topic and the contents of research resulted also from empirical observation. Empirical data on enterprises that operate in countries touched by the last crisis document higher-than-average levels of working capital before, during, and after the crisis in these enterprises. These conditions provided the means for a "natural experiment" of sorts. From that point, working capital management theory faced a necessity of even wider development. ; Collected data and research material presented in the monograph are a result of financing of the Polish science budget in the years 2011−14; the research project was financed by the National Science Centre according to decision no. DEC-2011/01/B/HS4/04744. The project that resulted in this monograph was financed from public funds for education for 2011 − 2014, the National Science Center under Contract No. DEC-2011/01/B/HS4/04744. ; How to Cite this Book Harvard Grzegorz Michalski . (April 2014). Value-Based Working Capital Management . [Online] Available at: http://www.palgraveconnect.com/pc/doifinder/10.1057/9781137391834. (Accessed: 28 May 2014). APA Grzegorz Michalski . (April 2014). Value-Based Working Capital Management . Retrieved from http://www.palgraveconnect.com/pc/doifinder/10.1057/9781137391834 MLA Grzegorz Michalski . Value-Based Working Capital Management . (April 2014) Palgrave Macmillan. 28 May 2014. Vancouver Grzegorz Michalski . Value-Based Working Capital Management [internet]. New York: Palgrave Macmillan; April 2014. [cited 2014 May 28]. Available from: http://www.palgraveconnect.com/pc/doifinder/10.1057/9781137391834 OSCOLA Grzegorz Michalski , Value-Based Working Capital Management , Palgrave Macmillan April 2014 ; Author Biography Grzegorz Michalski is Assistant Professor of Corporate Finance at the Wroclaw University of Economics, Poland. His main areas of research are Business Finance and Financial Liquidity Management. He is currently studying the liquidity decisions made by organizations. He is the author or co-author of over 80 papers and 10 books, and sits on the editorial board of international conferences and journals. Reviews 'Due to the recent financial crisis, interest in the topic of working capital has grown significantly to both theory and practice. The research results presented by Grzegorz Michalski contribute to the development of a comprehensive theory of liquidity management and the creation of an integrated working capital and liquidity for different types of business model. The job is processed on a high quality level." -Marek Panfil, Ph.D, Director of Business Valuation Department Warsaw School of Economics 'The book of Grzegorz Michalski is a very good publication that has found the right balance between theory and practical aspects of financial liquidity management. 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Ausgangspunkt der vorliegenden Arbeit war es, das theaterhistorische Phänomen des chinesischen experimentellen Theaters komparatistisch sowohl als das Ergebnis der Begegnung zweier sehr verschiedener kulturhistorischer Linien (China/ Europa) zu beschreiben als auch in den traditionellen Kontext chinesischer Theaterinnovationen einzuordnen und aus ihm heraus zu erklären. Behandelt wird u.a. der machtpolitische Kontext interkultureller Begegnungen. Es stellt sich die Frage, ob man auf einem "transzendentalen Hügel hockend" China beobachten kann. Man ist immer wieder mit der Frage konfrontiert, aus welcher Perspektive man bei der Untersuchung anderer Kulturen zu adäquaten Ergebnissen kommen kann. Soll man einen aussenstehenden Beobachterposten behaupten oder soll man anerkennen, dass die eigene Anwesenheit vor Ort den Beobachtenden bereits involviert in das zu Beobachtende oder soll man sich seiner eigenen Aktivität bewusst werden und den ohnehin fiktiven Objektivitätsstatus bewusst aufgeben? Ich konnte während der Arbeit an der Inszenierung "Leg deine Peitsche nieder - Woyzeck" in Peking künstlerische und Alltagskommunikation erleben und Einsichten gewinnen, die ohne diese Arbeit unmöglich gewesen wären. Die chinesische Kultur hat bereits frühzeitig Schriftsysteme und eine Schriftkultur ausgebildet. Dennoch haben meine Untersuchungen ergeben, dass die Bereiche der Wissensvermittlung (Lern- und Lehrverhalten), der darstellenden Künste und der sozialen Kommunikation bis in unser Jahrhundert hinein von einer Tradition oraler Techniken und Kommunikation geprägt sind. Ganz wesentlich ist z.B. traditionell der Aspekt der LEIBLICHKEIT bei der Wissensvermittlung. Das Leibwissen eines Lehrers wird durch ständiges Üben und Wiederholen durch den Schüler in dessen Leib inkorporiert. Die Schüler (im profanen, im religiösen oder künstlerischen Bereich) werden hauptsächlich in das WIE der Übungen, nicht aber in das WARUM eingewiesen, weil sich aus der Logik dieses Denkens ergibt, dass sich aus der ausgefeilten Qualität des Geübten mit der Zeit der Sinn dessen über den Leib des Schülers von selbst erschließt. Oralen Techniken von Wissensvermittlung ist es eigen, dass sie dem Wiederholen größeren Wert beimessen als dem Neuerfinden. Dies ist eine Traditionslinie, die noch heute für das chinesische Sprechtheater wirksam ist. Innovation im chinesischen Kontext bedeutet vor allem Detailinnovation, aufbauend auf ein gegebenes Modell. Die chinesische Gesellschaft verfügt über ein reiches Instrumentarium theatraler Kommunikation. Aufgrund der Sozialstruktur und des ausgeprägten Relationsdenkens verfügen die kulturell Kommunizierenden über "shifting identities" wie Jo Riley es für die Darsteller im chinesischen traditionellen Musiktheater feststellte und wie Rosemarie Juttka-Reisse ein adäquates Phänomen für die Praxis von sozialem Rollenwechsel in sozio-kulturellen Kommunikations- und Interaktionsprozessen nachwies. "Shifting identies" bedeutet, dass Kommunizierende in der Lage sind, spontan und flexibel auf neue Kommunikationskontexte mit dem entsprechenden performativen Instrumentarium zu reagieren. Dieser Umstand hat weitreichende Konsequenzen für die Rollengestaltung im chinesischen Theater. Zum Beispiel ist der Brecht'sche Begriff der Verfremdung aus diesem Grunde NICHT oder bestenfalls nur partiell auf das chinesische Theater anwendbar. Die Brecht'sche Verfremdungstheorie ist nicht dem chinesischen Theater abgeschaut, sondern auf das chinesische Theater projiziert. Im Zusammenhang mit dem Leiblichkeitskonzept steht eine spezifische Vorstellung der EINVERLEIBUNG von Wissen, auch nicht-chinesischen Wissens. Beispielsweise wird bis in die 1990er Jahre hinein immer wieder auf die VERDAUUNGSMETAPHER zurückgegriffen. Das Einverleibungsprinzip, welches in engster Verbindung mit dem chinesischen Ahnenkult steht, ist mindestens einmal einer Fundamentalkritik unterzogen worden. Kurioserweise geschah dies nach der Einverleibung westlichen Wissens, insbesondere der Fortschrittsidee und der Vorstellung evolutionärer historischer Weiterentwicklung. Lu Xun nämlich prägte die Metapher der Menschenfresserei, die sich auf die als reaktionär erkannte Einverleibung "feudalistischen" Wissens aus der alten, dem Westen unterlegenen chinesischen Gesellschaft bezog. Seither gibt es die "fortschrittliche" und die "reaktionäre" Verdauung, wobei der Diskurs um kulturelle Identität, um Erneuerung und Bewahrung immer wieder neu festzulegen versucht, was gegebenfalls nützlich oder nutzlos ist. Die Entstehung des chinesischen experimentellen Theaters ist ohne das Eingebettetsein in historische Linien der chinesischen Theatergeschichte nicht erklärbar. Aneignungsmuster in bezug auf die Aufnahme neuer Anregungen aus anderen Kulturen haben eine traditionelle Logik entwickelt, die man nur erkennen und einordnen kann, wenn man sich ausführlich den historischen Voraussetzungen und Rahmenbedingungen von Theater in China widmet. Deshalb bin ich auf diese historischen Linien ausführlich eingegangen. Das experimentelle Theater in China setzt diese Linie fort. Deshalb kann man schlussfolgern, dass das chinesische Sprechtheater "eine Art Pekingoper mit anderen Mitteln" ist, und nicht ein bürgerlich-westliches Sprechtheater mit chinesischer Kolorierung. Das chinesische Theater hat sich über die langen historischen Zeiträume seiner Entstehung als sehr aufnahmefähig für interkulturelle Anregungen gezeigt. Man kann sagen, dass es das Ergebnis dieser Interaktionsprozesse ist. In diesem Sinne ist die Integration westlicher Theaterstile und damit auch die Entstehung des experimentellen Theaters als traditionelle Strategie im Umgang mit dem Fremden anzusehen. Es handelt sich tendenziell nicht (nur) um einen Ausdruck von Modernität, sondern von Tradition. Es ist in der chinesischen Theatergeschichte nicht um die Echtheit/ Authentizität des adaptierten ausländischen Materials gegangen, sondern hauptsächlich um die Anwendbarkeit im eigenen Kontext. Das wiederum führt folgerichtig zu dem Schluss, dass es z.B. keine "falsche" Rezeption westlichen Theaters in China geben kann, sondern nur eine chinesische. Der experimentelle Zugang zu neuen Formen innerhalb der chinesischen Theaterkultur ist ein historisch praktizierter. Die chinesische Praxis des Experiments ist historisch verbunden mit einer Praxis des Ausprobierens, Integrierens, Ausschmückens, einer Art Patchwork-Strategie. Im Gegensatz zum westlichen Begriff des Experiments ist diese Praxis nicht an abstrakte Hypothesenbildung und die systematische Beweisführung gebunden. Hauptinstrument neuer Erkenntnisse war die empirische Beobachtung. Die Entstehung des experimentellen chinesischen Theaters im 20. Jahrhundert, welches erstmals an verschiedene Begrifflichkeiten gebunden wird und nicht einfach als historische Praxis dem chinesischen Theater inhärent ist, deutet auf eine neue Qualität dieses Phänomens in der chinesischen Theatergeschichte hin. Die neue Qualität im Vergleich zur historisch-experimentellen Praxis besteht darin, dass die chinesische Kultur erstmals in ihrer Geschichte als Hochkultur Asiens mit einem ernstzunehmenden, hegemonial operierenden Feind konfrontiert war, der mit seinem ökonomisch-militärischen Potenzial die Qualität der chinesischen Kultur als Ganzes in Frage stellte. Nun sahen sich die chinesischen Eliten gezwungen, die westlichen Mittel zum chinesischen Zweck des Überlebens zu machen. Aus diesem Grunde wurden westliche Ideen und Praktiken, wie z.B. das bürgerliche Sprechtheater rezipiert. Dies musste als Praxis aber auch als Begriff umgesetzt werden. Aus diesem spezifischen Entstehungskontext ergibt sich eine unterschiedliche Richtung der Theateravantgarden in China und im Westen. Während die historische Theateravantgarde im Westen in ihrer Kritik am bürgerlichen Theaterkonzept und in ihrer Auseinandersetzung mit Industrialisierungs- und Technologiesierungsprozessen auf "Retheatralisierung" des Theaters drängte, gingen die chinesischen Theaterkünstler den entgegengesetzten Weg. Die neuen historischen Erfahrungen ließen sich in den volkstümlichen Geschichten und den historischen Analogien des traditionellen chinesischen Theaters und in ihrer stilisierten Theatralität nicht mehr adäquat darstellen. Plötzlich wurde ein neues Realismuskonzept, welches nach DETHEATRALISIERUNG drängte, wesentlich. Darüberhinaus gehört es zur historischen Linie des chinesischen Theaters, dass es stark profitierte sowohl von nicht-chinesischen Anleihen anderer Theaterkulturen als auch von den Volkskünsten der eigenen Kultur. Es waren zunächst Laiendarsteller und Amateurtheaterkünstler, die in den 1920er Jahren die vielfältigen Kategorien des chinesischen "experimentellen" Theaters erfanden und später in einen professionellen Status überführten. Neben den kulturellen Einflüssen des westlichen Imperialismus war China ebenfalls mit dem hegemonialen Bestreben insbesondere des sowjetischen Kulturimperialismus konfrontiert. Die sowjetische Kulturpolitik favorisierte das Stanislawski-Konzept. Dieses wurde dann zunächst, nach Gründung der VR China 1949, zu einem der Grundpfeiler der Idee eines neu zu entwickelnden chinesischen Nationaltheaters. Seit den 1980er Jahren wird es zunehmend kritisiert. Seitdem werden andere westliche Konzepte interessant. Dazu gehören die Konzepte der westlichen historischen Avantgarde ebenso wie die des absurden und weitestgehend postmodernen Theaters. Seit den 1990er Jahren sind zwei Haupttendenzen im modernen chinesischen Theater festzustellen. Zum einen unterliegt das Theater rigiden Kommerzialisierungstendenzen. Zum anderen sieht sich das Theater einer Vielzahl neuer Unterhaltungsmedien (TV, Kino, Karaoke, Shows etc.) gegenüber, die es veranlassen, sich verstärkt auf die spezifischen Möglichkeiten theatralen Ausrucks zu besinnen. Das führt dazu, dass nun sowohl das theatrale Potenzial des klassischen chinesischen Theaters interessant wird ebenso wie die Retheatralisierungsversuche der westlichen Avantgarde. Seit Mitte der 1980er Jahre ist eine erneute, hitzige Debatte über Begriff und Inhalt von experimentellem Theater im chinesischen Kontext zu beobachten. ; The starting point of this paper was both to describe the theatre-historical phenomenon of Chinese experimental theatre in a comparative way, as the result of the encounter of two culture-historical lines differing very much (China/Europe) and to put it in its proper historic context and thus to explain from its context. The power-political context of intercultural encounters is dealt with. The question arises whether one would be able to watch China at all " sitting on a transcen-dental hill". You are constantly facing the question from which perspective you can achieve adequate results when researching/ investigating foreign cultures. Should you maintain your (external) observer status or should you recognise that your own presence at the site involves the observer what he watches or should you consciously give up the anyhow fictitious status of objectivity. While staging "Put down your whip - Woyzeck" in Beijing at the State theatre called Central Experimental Theatre I could experience both artistic and every-day communication, without which this paper would and could never have been written. The Chinese culture has developed writing systems and a written culture early on in history. Nevertheless, my study has shown, that instruction (learner and teacher behaviour), performing arts and social communication have been highly influenced by the oral tradition of communication throughout the centuries. The aspect of corporality in instruction is essential. The teacher's incorporated knowledge is transferred to the student's body through permanent exercise and repetition/revision. The student (worldly, religious and artistic spheres) is taught HOW to do the exercise but not necessarily WHY because part of this thinking is the idea that the awareness of the meaning of the skill comes to the student through his body. This implies that it is a characteristic feature of oral instruction/information stresses repetition rather than innova-tion. This line of tradition has always been efficient for the Chinese spoken drama, even today. Innovation in a Chinese context means chiefly innovation of detail based on a model given. The Chinese society developed a rich variety of tools of theatrical communication. Due to the social structure and a well-developed relational thinking the cultural communicators have "shifting identities" as Jo Riley stated it in terms of the performers in the Chinese traditional music thea-tre. Rosemarie Juttka-Reisser confirmed an adequate phenomenon for the practice of switching social roles in processes of socio-cultural communication and interaction. "Shifting identities" means that communicators are capable of spontaneously and quickly responding to new communication contexts through adequate performative sets of instruments. This has an impact on the performance of roles in Chinese theatre. Therefore the Brechtian term of alienation, for instance, can not or only partly be applied to Chinese theatre. Thus, the Brechtian theory of alienation is not derived from Chinese theatre but rather projected to it. Linked to the concept of incorporation of knowledge is a specific image of incorporation of knowledge including the non-Chinese one. Up to the 1990s the metaphor of digestion had been used again and again. The principle of incorporation which is closely connected with ancestor cults underwent fundamental criticism at least once. Curiously enough, this happened after the incorporation of Western knowledge, in particular of the idea of progress and evolution/ revolution. Lu Xun coined the metaphor of cannibalism. This relates to the traditional incorporation of the so-called "feudal" knowledge based in the Chinese culture which has been understood as inferior to the West. Since then there has been "progressive" and "reactionary" digestion; discourse about cultural identity, about renewal and preservation of Chinese values has always been trying to re-determine what is useful or useless respectively. The appearance and existence of the Chinese experimental theatre can not be explained without it being embedded in the line of Chinese (theatre)history. Patterns of acquisition in terms of the perception of new stimuli from other/foreign cultures have developed a traditional logic which can only be recognized and categorized if you have a deeper understanding of the historic condition and the whole framework of theatre in China. Therefore I dealt with this historical line in detail. The experimental theatre in China continues this line to a certain extend. This results in the Chinese spoken theatre being "a kind of Beijing opera with a different approach" but not a bourgeois Western spoken drama with a Chinese touch. Throughout its history the Chinese theatre has always readily absorbed intercultural stimuli. So you can say that these processes of interaction have contributed to contemporary Chinese theatre. Thus you can regard the integration of Western theatre styles including the development of the experimental theatre a highly traditional strategy for encountering and dealing with the foreign element. This strategy is not an expression of modernity only but mainly of tradition. Chinese theatre history was not particularly interested in the authenticity of the adopted foreign material but in its application within the Chinese context. This has led to the conclusion that there cannot be any "wrong" perception of the Western theatre in China but only a Chinese. The experimental approach to new forms within the Chinese theatre culture has been used all the time. The Chinese experimental practice has indeed been linked with integrating, ornamenting and trying out resulting in a kind of patchwork. In contrast to the Western term of experiments this practice does not depend on abstract hypotheses and proofs systematically shown. This is partly due to Western sciences focussing on mathematics while Chinese sciences were concentrating on dealing with problems of relations (physics). Therefore they (have) preferred empirical observation to mathematical analysis in order to achieve new knowledge. In contrast, the experimental Chinese theatre in the 20th century, reflects a new quality in their approach to theatre which, for the first time, attempts to use concepts like in the Western theatre. The reason for this new approach resulted from the fact that for the first time in its history Chinese culture as an Asian high culture was faced with a serious hegemonially operating enemy that questioned the quality of the Chinese culture as a whole through its economic and military potential. The Chinese intellectual elite was forced to respond to the Western threat by using Western methods (including spoken drama) in order to survive: using a Western means to a Chinese end. These specific historical circumstances and power relations have led to different directions of avantgarde theatre movements in China and the West in the early 20th century. Western and Chinese theatre artists went opposite ways: while the former initiated the Re-theatralisation in their criticism of the bourgeois theatre concept and of industrialisation; the latter focused on De-theatralisation which had become a new concept, that of realism/ naturalism. The new experiences of the time could no longer be expressed in their folktales and historical analogies of the traditional Chinese theatre and its stylised theatricality. Amateurs (in particular students of big cities) were the first to invent the various categories of a Chinese "experimental" theatre and later transformed its status into a professional one. Apart from cultural influences of Western (including Japan) imperialism China faced the same problems with the Soviet cultural imperialism. The Soviet cultural policy favoured Stanislavsky's concept. This idea became the basis of a new Chinese national theatre which was to develop after the formation of the People's Republic of China in 1949. Since the 1980s it has increasingly been criticised. In addition other Western concepts have attracted attention including concepts of the Western historical avantgarde, the theatre of the absurd and post-modern theatre. Since the 1990s two major tendencies of modern Chinese theatre can be stated. On the one hand, the theatre is subject to rigid tendencies of commercialisation (which means that the state cut the subsidies), on the other hand, the theatre is confronted with a variety of new entertainment media (TV, cinema, karaoke, shows etc.) which make it remember its specific oppor-tunities of theatrical expression (now including traditional Chinese theatre forms). At the moment a new heated debate about the term and the content of experimental theatre is going on.

{EM}INTERNATIONAL COUNCIL OF SCIENTIFIC UNIONS - ICSU{/EM}{/p} {P}{B}SCIENCE INTERNATIONAL Newsletter No. 69, December 1998{/B}{/P} {P}{B} Code Number:NL98004 {BR} Sizes of Files: {BR} Text: 145K {BR} Graphics: Line drawings (gif) - 32K{BR} Photographs (jpg) - 52K {/B}{P} {P}{B}WORLD CONFERENCE ON SCIENCE{/B}{BR} {I}Budapest, Hungary, 26 June - 1 July 1999{/P} {/I} {P}{B}Science for the 21st century: {I}A new commitment{/B}{/P} {/FONT}{P}{/P} {/I}{P}The main goal of this important meeting, which around 2,000 participants are expected to attend, is to bring together policy makers from both the political and the administrative world, and members of the scientific community at large, to reflect together on the future of scientific research, its impact on society and the demands of society on science.{/P} {B}{P}Vostok Lake, Antarctica{/P} {/B}{P}Dr Peter D. Clarkson Research,{BR} {P}A common perception is that Antarctica is a frozen continent and that is predominantly correct. In the more northerly coastal regions of the continent, particularly in the Antarctic Peninsula, summer temperatures may rise above 0C and, on warm sunny days, streams may flow from melting glaciers and snow fields. Not surprisingly, therefore, there are many small lakes and ponds that can lose their ice cover during the summer. What is surprising, however, is that the largest known lake in Antarctica is about twenty-five times the area of Lake Geneva in Switzerland (or somewhat smaller in area than Lake Ontario on the United States-Canada border, but it has a larger volume of water) and it is sandwiched between the bedrock of the continent and about 4 km of the overlying ice sheet.{/P} {P}{B}Harmful Algal Blooms{/B}{/P} {P}A new International Programme on Global Ecology and Oceanography{/P} {/B} {P}Elizabeth Gross,{/P} {P}The last two decades have been marked by an extraordinary expansion in the occurrence of the marine phenomenon we now call "harmful algal blooms". These blooms of toxic or harmful micro-algae, often inaccurately referred to as "red tides", represent a significant and expanding threat to human health and fisheries resources throughout the world. They take many forms, ranging from massive accumulations of cells that discolor the water, to dilute, inconspicuous populations that are noticed only because of the harm caused by the highly potent toxins these cells contain. The impacts of these phenomena include: mass mortalities of wild and farmed fish and shellfish; human poisonings and fatalities from the consumption of contaminated shellfish or fish; alterations of marine ecosystem structure through adverse effects on larvae and other life history stages of commercial fisheries species; and the death of marine mammals, sea birds, and other animals. On this last point, there is now a growing appreciation of the extent to which HABs impact resources other than shellfish and fish. Human illnesses and fatalities due to five syndromes associated with harmful algae are being recorded around the world in increasingly large numbers.{/P} {B} {P}The Fifth IGBP Scientific Advisory Council Meeting{BR} Nairobi, Kenya, {/FONT}{I}1 to 7 September 1998{/P} {/B}{/I}{P}Sheila Lunter, {/P} {P}Despite a postponement and a preparation that was marked by adversity, a successful Fifth Scientific Advisory Council (SAC-V) Meeting of IGBP was held in Kenya. Many African scientists attended the meeting, which had a total participation of some 170 scientists. SAC-V was hosted by the Kenyan National Academy of Science (KNAS), with the United Nations Environment Programme (UNEP) generously offering the use of the conference facilities at their headquarters in Gigiri, just outside Nairobi.{/P} {P}{B}NEW RESEARCH PROJECT UNDERWAY{/P} {P}Health and the environment{/P} {/B}{/FONT}{P}Heike Schroeder, {/P} {P}Health has become one of the major new integrative global change research areas, and indeed the links between environment and health are becoming increasingly visible and complex. Extreme weather patterns highlighted by the recent El Niño cycle, emergent diseases, viral mutations and environmental degradation are all contributing to this development.{/P} {P}{B}DIVERSITAS/IBOY{/B} {br}An International Biodiversity Observation Year{/P} {P} H.A. Mooney, C.S. Adam, A. Larigauderie and J. Sarukhan.{/P} {P}{B}What is DIVERSITAS?{/B}{/P} {/B}{P}DIVERSITAS is an international programme of biodiversity science which was created in 1991. It is cosponsored by six international scientific organisations: the International Union of Biological Sciences (IUBS), the Scientific Committee on Problems of the Environment (SCOPE), the United Nations Educational, Scientific and Cultural Organisation (UNESCO), the International Union of Microbiological Societies (IUMS), the International Council for Science (ICSU), and the International Geosphere-Biosphere Programme (IGBP).{/P} {B}{P}DIVERSITAS - START - WCRP - IGBP - IHDP{/P} {P}Chair & Directors Forum{/P} {/B}{P}Heike Schroeder,{/P} {P}Global Change System for Analysis, Research and Training (START) and the Global Environmental Change (GEC) programmes held their annual Chairs and Directors Forum on 14-16 August 1998, in Bonn, Germany. The purpose of this Forum is to provide an opportunity for the programmes' Executive Directors and Scientific Chairs to exchange information on an informal basis and discuss new and ongoing activities and ways for the programmes to enhance collaboration and streamline their research efforts.{/P} {P}{BR} {I}{B}Spotlights on science{/I}{/B} {/P} {P}{B}The International Union of Crystallography{/B}{/P} {/B}{P}M. Dacombe{/P} {P}The International Union of Crystallography (IUCr) was formed in 1947 and formally admitted to ICSU on 7 April in that year. Its main objects are: to promote international cooperation in crystallography; to contribute to the advancement of crystallography in all its aspects; to facilitate international standardization of methods, of units, of nomenclature and of symbols used in crystallography; and to form a focus for the relations of crystallography to other sciences. It does this primarily through its publications, the work of its Commissions and Sub-Committees, and its triennial Congresses.{/P} {P}{B}International Union for Pure and Applied Biophysics {br}IUPAB{/P} {/B}{P}A.C.T. North,{/P} {P}Most biophysicists have probably had the same experience as me and been faced by a look of blank incomprehension after giving the answer "biophysics, "to the question "what is your subject?".{/P} {B}{I}Meeting reports{/P} {/I}{P}ICSU/CODATA{BR} 16th Biennial International CODATA Conference and General Assembly{/P} {I}{P}Habitat Center, New Delhi, India,{BR} Nov. 8 - 14, 1998{/P} {/B}{/I}{P}Report by Professor Paul G. Mezey, {P}{B}SATELLITE MEETINGS{BR} {/B}The Conference was preceded by two CODATA Task Group Satellite Meetings and Symposia, held at the Indian National Science Academy, New Delhi. On November 6 and 7, 1998, the CODATA Task Group for Data Sources in Asia-Oceania held a Meeting and Seminar, whereas on November 7, 1998, the CODATA Task Group for Data/information and Visualization held a Study-Tutorial Workshop on "Information, Visualization, and Management of Heterogeneous Systems". Both meetings were well attended. The high scientific level and the special Tutorial feature of the Data/Information and Visualization Task Group Symposium provided inspiration for future, similar meetings.{/P} {P}{/P} {B}{P}Electronic Publishing in Science {br}Report on a joint AAAS/ICSU Press/UNESCO Workshop in Paris{/P} {/B}{P}D.F. Shaw, {BR} {P}Forty-three participants accepted invitations from the joint organising committee and represented an international range of interests covering the Universities, Learned Societies, National Science Academies, National and Institutional Libraries and STM Publishers, as well as commercial information brokers and consultants.{/P} {B}{P}Dairy Foods in Health{BR} International Conference, Wellington, New Zealand{/P} {/B} {P}Specialists from 22 countries as far apart as Canada, Finland, Japan and Thailand attended the International Dairy Federation's Nutrition Week from 9-11 March 1998. The New Zealand hosts, the Milk and Health Research Centre of Masey University and the New Zealand Dairy Research Institute, welcomed 191 participants to an ambitious programme with leading nutrition scientists from all around the world. A dinner cruise was arranged on Wellington Harbour for participants. The kind weather and the festival atmosphere in Wellington combined to make the event enjoyable for all.{/P} {B}{I}{P}Calendar{/P}{/B}{/I} Details of forthcoming events from 1 January 1999 - 25 March 1999 {B}{P}ICSU/IGFA{BR} Global Change Research{/B}{/P} {P}The International Group of Funding Agencies for Global Change Research (IGFA) is an informal body of representatives of agencies and ministries of 21 countries plus the European Union responsible for the funding of global change research.{/P} {B}{P}{I}Science and technology{/I}{/B}{/P} {P}{B}Identification of science and technology priorities for Asian Regional Cooperation{/B}{/P} {P}B. Babuji{/P} {P}The following topics were presented for discussion:{/P} {LI}Country presentations on S & T status {/LI} {LI}Current and emerging global S & T senario {/LI} {LI}Identification of priority areas for Asian regional cooperation {/LI} {LI}Modes of cooperation {/LI} {LI}Resource mobilisation and way forward{/LI} {/P} {P}{B}Easing the burden on young scientists{/B}{/P} {/B}{P}Daniel Schaffer, {/P} {P}Two of the principal aims of the Third World Academy of Sciences (TWAS) are to promote the careers of young scientists in the developing world and to help scientific institutions in the South to strengthen their decision-making and research capabilities. These two goals came together in the TWAS Prize for young scientists.{/P} {P}{B}South's Centres of Excellence{/B}{BR} {/B}(New volume published){/P} {P}Daniel Schaffer,{/P} {P}The Third World Network of Scientific Organizations (TWNSO), in collaboration with the South Centre and Third World Academy of Sciences (TWAS), has announced the publication of the second edition of Profiles for Scientific Exchange and Training in the South. With more than 430 entries, the book represents a unique inventory of the capabilities and accomplishments of the most prominent research and training centres in the developing world.{/P} {B}{I}{P}news in brief{/I}{/B}{/P} {P}{B}Fields Medal and the Nevanlinna Prize {br}International Congress of Mathematicians, Berlin 1998{/P} {/B}{P}In physics or literature they have the Nobel Prize, and in mathematics there is the "Fields Medal". This highest scientific award for mathematicians was presented at the opening ceremony of the "International Congress of Mathematicians" to Richard E. Borcherds, Maxim Kontsevich, William Timothy Gowers and Curtis T. McMullen. The International Mathematical Union also awarded the "Nevanlinna Prize" for outstanding work in the field of theoretical computer science to the mathematician Peter Shor.{/P} {B}{P}Food Security {I}{br}What have Sciences to Offer?{/P} {/B}{/I}{P}David Hall,{/P} {P}The author of this report was asked to examine what opportunities exist for the sciences to play in ensuring food security in the next century. In parallel to this, would there be a role for ICSU members and scientists of varied disciplines to play, which would be effective and not duplicate existing efforts?{/P} {B}{I}{P}Electronic Journal Publishing{/P} {/I}{P}A Reader{/P} {/B}{P}To further support our work in the strengthening and development of the dissemination of research results, we are in the process of bringing together a series of articles and Internet documents which we have found interesting and insightful.{/P} {/I}{B}{P}INASP adds new section to its web site{/P} {P}{/P} {/B}{P}INASP Links and Resources "Access to Information"{/P} {B}{P}Discovery of Polonium and Radium{/P} {P}{/P} {/B}{P}An International Conference on {I}The Discovery of Polonium and Radium: its scientific and philosophical consequences, benefits and threats to mankind {/I}was organized by the Polish Government in Warsaw in September 1998.{/P} {B}{P}TREASURER OF THE IUBMB RESIGNS{/P} {/B}{P}Dr R. Brian Beechey, the Treasurer of IUBMB, has tendered his resignation as from 31 December 1998, citing his wish to pursue other interests.{/P} {B}{I}{P}Book Marketing and Distribution:{/P} {/I}{/B}{P}A practical handbook for publishers in developing countries and related training programmes{/P} {B}{P}New edition of ICSU's blue book{/B} {br}UNIVERSALITY OF SCIENCE:{/P} {P}{/P} {P}A new edition of the handbook of ICSU's Standing Committee on Freedom in the Conduct of Science SCFCS has been printed.{/P} {B}{I}house news{/P} {/I}{P}New Environmental Science Officer appointed at ICSU{/B}{/P} {P}Anne Lorigouderie joined the ICSU Secretariat as Environmental Sciences Officer in September.{/P} {B}{P}Qiu Wei joins us from CAST{/P} {/B}{P}Qiu Wei succeeds Zhang Hong, on secondment from the China Association for Science and Technology for another period of six months as of November 1998. {/P} {B}{P}Catherine moves on{/P} {/B}{P}After four years at the ICSU Secretariat, Catherine Leonard left in December. During her time at ICSU, Catherine's responsibilities have included administering the ICSU Grants Programme and editing the ICSU Year Book. {/I}{P}{B}ICSU Grants Programme for 1999{/B}{/P} {P}ICSU is pleased to announce that around one million dollars has been awarded to ICSU bodies under the ICSU grants programme for 1999. Almost half that amount has been allocated to category I grants in the $50,000 - $100,000 range for new innovative projects of high profile potential.{/P} {B}{P}Looking ahead to the millennium{/P} {P}{/P} {/B}{P}For 2000, ICSU is opening up its Category I grants programme to all of ICSU's Joint Initiatives - as it did for the 1999 Programme- and to all ICSU Scientific Associates.{/P} {B}Obituary{/B}{/P} {/I}{P}Lars Ernster 1920-98{I} {/P} {/B}{/I}{P}Lars Ernster died in his 79th year in November. Although born in Budapest he spent almost all his working life in Sweden and most of his academic life at the University of Stockholm. He began a close and long association with ICSU in 1969 when he was appointed Secretary of the Swedish National Committee on Biochemistry and this led to greater demands on his organizational talents when shortly after this he took over the Chairmanship of the Organizing Committee for the highly successful 9th International Congress on Biochemistry, which was held in Stockholm in 1973.{/P} {B}{P}New Directions in Chemistry{/P} {P}15-17 July 1999, Hong Kong{/P} {P}{/P} {/B}{P}The first IUPAC Workshop on Advanced Materials: Nanostructured Systems (IUPAC-WAM-1) will be held on the campus of the Hong Kong University for Science and Technology from 15-17 July 1999.{/P} {P}Copyright 1998 ICSU Press

M. Diane Krantz, April 4, 2014 ; The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ; The following is an interview with Dr. Diane Krantz conducted on April 4, 2014 by Ruby Licona. Dr. Krantz discusses her early life and her career at Weber State University from 1995 to 2011. ; 39p.; 29cm.; 2 bound transcripts; 4 file folders. 1 video disc: digital; 4 3/4 in. ; Oral History Program M. Diane Krantz Interviewed by Ruby Licona 4 April 2014 i Oral History Program Weber State University Stewart Library Ogden, Utah M. Diane Krantz Interviewed by Ruby Licona 4 April 2014 Copyright © 2014 by Weber State University, Stewart Library ii Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in University Archives. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Krantz, Diane., an oral history by Ruby Licona, 4 April 2014, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. iii M. Diane Krantz April 4, 2014 Abstract: The following is an interview with Dr. Diane Krantz conducted on April 4, 2014 by Ruby Licona. Dr. Krantz discusses her early life and her career at Weber State University from 1995 to 2011. RL: Today is April 4, 2014. I'm Ruby Licona from the Stewart Library at Weber State University. Also present is Stacie Gallagher, our video technician. We are speaking with Dr. Diane Krantz, who came to Weber State in 1995, retired just a couple of years ago and is never still for a moment. Every time I encounter her she's got plans for one activity or another, so she's not a shy retiring kind of person, she is living her life to the fullest. Good morning, Diane, and thank you for coming in to talk with us. DK: Good morning, Ruby, thank you for the privilege of donating my thoughts to the library. RL: Well, we are anxious to learn about you. To that effort, why don't you start out telling us a little bit about your origins and some of the things with which you were involved prior to coming to Weber State? You did not come here straight out of—well, you came straight out of your Ph.D., but that was a few years following your bachelor's degree. So, why don't you talk to us a little bit about that? DK: Okay. Well, I was born in a small coal town in Pennsylvania called Carbondale. I was a very devout Catholic and always wanted to be a religious woman, so when I graduated from high school, I entered a convent that was in the town where I 1 was living. I got a bachelor's degree in mathematics from St. Louis University, ultimately, and was credentialed to teach math. I taught elementary school math for three years and then went on to high school math and got my master's in teaching mathematics from Fairfield University. I taught high school mathematics for 17 years. RL: That was at Fairfield University in Connecticut? DK: Yes. RL: So, how did you get from St. Louis to Connecticut? DK: Well, actually, I started in Pennsylvania. We moved to Connecticut and then after I had taken my vows, I was transferred from the convent in Connecticut to St. Louis. Actually, my first foray there in higher education was a sister's college called Mirallac College. It was for religious women. I was there for a year, but there program was so convoluted; it would have taken me five more years after my Associate of Arts degree to get my bachelor's. So, the Provincial and I decided I would go to St. Louis University. Then I taught for three years in the elementary school in St. Louis and was transferred back to the high school in Connecticut to teach there. Math teachers, even in the convent, are at a premium especially because a lot of sisters did not go directly on for their degrees. They got them part-time. Getting a math degree that way could take 12 or 13 years. I was going full-time, so I managed to get mine in a reasonable amount of time. I got a National Science Foundation grant, so most of my master's degree was free for me and the convent. So, that was nice. I taught many years, as I said, in the high school and religious life somewhat changed and I began to—a lot of 2 women left religious life during those following years as the church became—as their thinking became more modern. I always thought I was in it for the long haul, but I began to realize at one point that I had become somewhat like my mother in the sense of not knowing my own mind after a while. I was following superiors and I wasn't thinking for myself anymore. I didn't know, actually, what I wanted. At that point, I decided that I would at least try life outside the convent. So, when I was in my early 40's, I had permission to live outside the convent for two years and at that point I had been transferred to California and taught part-time in an elementary school while I looked into attending the University of California at Davis. I had requested to get a Ph.D., but that wasn't common at that time among the sisters, so I was refused for that. I went on—I was enrolled in the master's program. I spent two years and I think most people that knew me from the convent assumed that I was enough of a flake that I would never manage in the outside world. But, it turned out that I had my father's sense of economics, so I did very well, actually. By that time, I had decided that it was time for me to try a new direction in life. So, I was enrolled in the English program at U.C. Davis and I made a formal request for dispensation from my vows and received it. I then went on to get a Ph.D. at the University of California at Davis. RL: So, you got relieved of your vows in, what, the late 80's? DK: Yeah, it would have been about 1985 or 1986. A Ph.D. would take seven years at U.C. Davis if you didn't have—well, I didn't even have a bachelor's degree in English, so that was a little bit more of a challenge. At any rate, I got a Regents Fellowship my first year there and then forgot to apply for it the second year. I 3 ended up with fellowships in teaching, but the University of California system was very generous at that time and it had a lot of money, so they actually paid me what I considered a full salary, although, my colleagues in the English Ph.D. program were not doing quite as well because they were more used to being on their own and spending money as they wished. RL: They hadn't been in the religious life. DK: They had not been living a vow of poverty, right. After a year, while I was still debating, I said, "What would be the one thing I would be sorry for if I went back in the convent? What would I be sorry not to have done?" So, I took a trip to Europe—a bus trip to Europe. It was one of those bus trips where, "It's Tuesday, this must be Belgium." And it was literally like that. You got up in the morning and it was Belgium and you were going to go back on the bus and over to Holland all that day and then you'd spend a couple of days in Holland and then go on to the Rhine. That was very exciting. I had thought if I had a chance to go back to Europe, it would be nice to have an overview of it, so that's why I went on that particular trip. I was still a little bit behind for my doctorate. My father died in the meantime. My mother died three weeks before I left the convent, so that was a little traumatic because, a) I wasn't expecting it and, b) that her timing was impeccable to make me feel guilty. I failed the exams I took right after my father's death, so they gave me another chance. So, I did get through my exams and my defense of my dissertation. Then I realized I couldn't finish the dissertation on time and they would cut off my teaching pay, but there was an opportunity to go 4 to Germany on an exchange and that would be fully funded—by the Germans, actually. Because I was, shall we say, older, and also had several master's degrees they paid me through the nose in Germany. So, I was very well off in Germany. RL: Did you go to Germany to teach? DK: I went to Germany on an exchange of doctoral students to teach at the University of Mainz. So I lived in Mainz and traveled again through parts of Europe. I enjoyed my time there and taught six classes the first semester and seven the next, but German classes are much different than American classes as I learned. Students basically don't hand in anything until the end or they take three Claysure tests if they're not on that type of a schedule. It was probably less work with the six classes there than with my high school teaching, so it worked out very well for touring. After I came back from Germany, about a month before I had to hand in my dissertation, I had some work on graphics to do because I hadn't had a Mac computer there. I got my three signatures and the Ph.D. and then had a post doc at U.C. Davis for a year and applied for jobs. I got four responses. I was much more careful the second time I applied than the first time I applied. The first time, in Germany, I sent out a hundred applications and I wasn't specific at all. The second time when I was back in the United States, I said, "I'm going to research these universities." I think I applied to four and I got responses from two. One was Weber State and the other was the University of Puerto Rico at Mayaguez. The only thing that really attracted me there was that they had one of the large 5 radio telescopes at Arecibo, I think it is. At any rate, it wasn't too far from Arecibo. But, I don't speak Spanish. I was worried that the cultural differences, not for me, but the differences between the rich and the poor there would be a source of constant pain to me. The other thing, of course, was that by this time with both parents dead, my siblings were living across the country. One was in Connecticut, one in Iowa and one in Portland, Oregon. So, I would never get any visits if I stayed in Puerto Rico because it would have been quite a long trip for them. I decided that I would be happier all around accepting the job at Weber. When I came to Weber, I was really impressed with the English people who met me. Tom Burton was my predecessor in the English Department and he met me at the airport, shepherded me into Ogden and was very sweet, very kind, and very helpful. Then, I went through the interview process and was very impressed with the committee, with their friendliness, their warmth and their welcoming—also by the efficiency of the process, because I had been waiting for months to hear from Puerto Rico whether I was being offered the job or not. At this point, I was sort of disappointed that they had taken so long, but also it just seemed like a better fit to come to Weber State. So, I mean, it was largely the charm of the English Department people that I met that drew me here. RL: Can you remember who was on your search committee? DK: Well, there was Tom Burton. Levi Peterson was Chair at the time. Sally Shigley was on the search committee. John Schwiebert may have been on the search committee and Michael Wutz might have been, but I'm not sure. These later became close friends. That's as much as I remember. I remember Sally because 6 I was going to teach one of her classes—her Renaissance class—as part of my interview process. She had sent me information and I had prepared to teach something about George Herbert, a 17th Century poet. So, I remembered her of course and I met her on the committee. After that it becomes a little bit of a blur in the nervous tension one feels when one's life is basically hanging in the balance. RL: Yeah, you get a lot of really big butterflies, don't you? DK: Right. Actually, the teaching went well because part of it was that I—having taught so much in the years previously and when students were not always being very cooperative. I had also taught at U.C. Davis as well as at Mainz, so I had a lot of teaching experience behind me. So, I had kind of a dynamic in the classroom that I wanted to set up, and Sally had prepared her students very well to be kind to me, I think. So, the class went just very well, and that made it a much more positive experience than if I'd kind of lost it in the classroom, so I enjoyed that. RL: So, your first impressions, of course, were formed by the search committee and by the department. When you got here, having taught in—I'm not certain the size of U.C. Davis, but I know U.C. Berkeley was tremendous. Did you notice a difference in the students when you finally got here? DK: I think I noticed a larger range in the students. I had bright students. I had students who were very capable and well-prepared at Weber State, but I also seemed to have a number of students who were struggling from the time that they got into my classroom. So, that was a difference because the students at 7 U.C. Davis tended to be more homogeneous. They weren't all happy to be there. They weren't all happy with their majors, etc.—I had several encounters with students who were telling me how they had been forced to major in science rather than in English, which was their love. The parents, I think, put a lot more pressure on the students at U.C. Davis also, which you could say, "It's the cost," except, it wasn't the cost. At that point, the price of U.C. Davis was very low, but— RL: Well, I think there's probably a difference in all of the U.C. campuses. They have very high admissions standards as far as GPA's and background and SAT scores and so forth. Here at Weber, with open enrollment— DK: Right. It wasn't quite open at the time. Some of my English colleagues were very miffed at that because I think Bob Smith had put some limitations on admissions, which didn't seem high to me, but there were a few things in place. That changed as I stayed here, but it's also possible that some of the students as U.C. Davis would not have been as motivated as students at Weber State in the sense that their parents may have been paying for their education. Whereas here—and that was I think the biggest shock—to find so many of the students were working full-time. That was my biggest surprise at Weber State. RL: The nontraditional aspect of it. So many of them come back from a mission and get married and are supporting at least a spouse if not children. That makes a big difference. DK: Yes, it did. One had to be conscious of that in terms of how much time students were able to put into their studies. I always kept my standards fairly high, but 8 then that had been my problem since I was teaching first grade. I was always like one year beyond what the students were capable of until I got to the master's program here, and at that point we all came together as to where I expected them to be and where they were. That was a very happy experience. I was very impressed here with a lot of the women students who were very very bright and very well read and just seemed capable of handling a ton of things at the same time. That was impressive. At U.C. Davis, it would probably be just the student and her books. RL: Well, and also, I think the difference in having the commuter campus as opposed to students living on campus or right close by, does make a difference too. Now, you'd been teaching in earlier years, probably in Catholic schools, and having been in a religious background, what was your reaction to coming to Utah to a totally different religious environment or approach to religion? What were your impressions? DK: Well, of course, the first thing I did was draw kind of a parallel between my own times in Catholic school as a very devout young person with the students here. The one annoying part of it was that the students, oftentimes, are much narrower in their approach. Not more narrow than conservative Catholics, certainly, at all, but much more narrow in their thinking than, for instance, the students at U.C. Davis. I was teaching a class in persuasion and I drew up a list of topics that I wanted the students to argue and the students invariably chose positions diametrically opposite to what I would argue. Of course, if they argued well they got an 'A' on the papers, but it began to dawn on me that this was, politically, the 9 state was very much the opposite of what I had left in California, in the north of California. Because as someone once pointed out to me, Southern California is so conservative that they've had mostly Republican governors, so, but that wasn't true the year I was in in Davis. So, it was the political rather than the religious element that I found challenging when I taught my students. RL: And yet that's surprising because Ogden is fairly different from the rest of the state. DK: Well, some people have called Weber "little BYU," so there was, at least historically, a group of very conservative men who were leading the university. Now, that's actually changed as I've been here. It's been wonderful to see women assume leading roles at the university, so at one point I had a—and this was exciting for me—a woman president, a woman Dean, and a woman Department Chair. It spoke well for Weber's openness to women and to their advancement. I think that colored life to a certain extent on the campus. One incident that occurred in English was that a student was complaining—I guess to a teacher, it wasn't to me. The teacher told him he should talk to the Chair because that would be his right, so he went to the Chair and I guess he was very disgruntled to find out that there was a woman Chair. She said, "Well, you can go on up, but the Provost, the Dean, and the President are all women also." It sort of gave him a little more perspective on what women's roles were, at least at this university. Not necessarily what he thought women's roles would be. This was a person from one of the Middle Eastern 10 countries, so, of course, the culture that he was from would have suggested that women didn't belong in such roles. He got his eyes opened very quickly. RL: But I think one of the things that we've been very lucky about is that women who have served in these capacities are so capable and have been so successful in carrying out their assignments and their missions. DK: Absolutely. RL: That's become more and more common in Arts and Humanities and other areas at the University too. Of course, President Milner, who just stepped down not that long ago, had that love and respect of everyone in the legislature and all of the people in higher education and so forth. I think she has set a really high standard that other women will be striving to reach. DK: And men. I mean, basically, because her political acuity was so great she constantly kept the legislators on our side despite the economic problems of the times, and Weber has continued to grow from this enormously. So, of course, it says a lot for Weber. RL: She gained a lot of respect for the institution. Weber had always been a little brother kind of place. I think it's risen in people's viewpoints. DK: Well, in fact, I've been very impressed at times reading just a little bit in the past five years about some nationally known figures from Weber and people certainly making their mark in our culture and in the American culture as a whole. Of course, I have to say that when I told my mentors at U.C. Davis that I was coming to Weber State, their first reaction was, "Oh, the winners of the Big Sky 11 conference." I said, "Well, I had never heard of Weber State, but the men at U.C. Davis certainly were very respectful." RL: That was right after the time that I think they had beat out both North Carolina and Michigan in the NCAA. First round they knocked them flat on their backsides. DK: Great. Yes. RL: I mean, with me, people would say, "Weber State? You came here from Weber State? Never heard of it." Then, all of sudden, they got the reports and it was, "Ruby, is that your Weber State?" It made quite an impression. As you say, it was not necessarily women, but the men that—well at least they didn't say, "Why?" or "Where in the world is that?" It gave a little bit of information to hang things on. It sounds like you were happy with the choice of coming here. DK: I was very happy. One of the things I've always appreciated about Weber is its people, I think of my department—and my department is very, very large and very diverse and tends to be like herding cats to a certain extent. People could have sticking points about things that you thought, "Well, this will be just a little conversation," and all of a sudden there's a big uproar. Yet, I always felt a kind of warmth, a kind of encouragement from my colleagues all through my career. I never felt, as I think often happens at large research schools, like I was competing in order to get tenure, in order to get promotion and in order to get various and sundry privileges that went with my job. The students also are very warm and very accepting of a lot of different things. Not necessarily different ideas, depending on which students you're talking about. It's quite possible that, of course, the composition classes are where I would hit this type of negative 12 response and that's because I would have students from across the campus, and I think some other departments may be a little bit more rigid in their thinking than the arts and humanities and even—well, not even, but the social sciences also would be in how they think about issues and how they think about people. I always felt like this—I always felt very comfortable around and accepted by both the faculty and the students. RL: You mentioned Tom Burton and Levi Peterson who were highly respected and very accomplished in their areas. Did they or any others—I realize you came here as an older person, but did anyone work in the capacity of a mentor for you? DK: I was thinking about that question because we didn't have a formal mentorship at the time in English or, as far as I know, across campus. But, Sally, Judy Elsley, and Priti Kumar included me in their lunch sessions together and I think that was a kind of mentoring. That was in my first maybe five years where we met all the time. We met on a regular basis, and they were very helpful about different things. Levi, of course, kept an eye on people. He would give you hints about things. Then, when I became Women's Studies Coordinator, which was in, I believe, my third year, that's its own little story, but Gloria Wurst had been coordinator the year before, and she very much took me under her wing in terms of how to go about taking care of the program. RL: The program was fairly new when you got here. DK: Well, yes. 13 RL: In 1990 or 1991, and I think Gloria was probably the second director. She was very invested in it and remains so even now. DK: Yes. Literally invested. RL: The three women that you mentioned that included you in their lunches, they were highly involved with the women's program in the early days. So, again, that's an example of the strong women that have been coming to Weber in the last 20 or 25 years. So, you became involved with the Women's Studies Program through them or just through seeing things about it on campus? DK: I'm not sure how I got word of the annual meeting—the Women's Studies annual meeting. I think it must have been my second year of being at Weber State that I either learned of it from something that was sent out or it's possible that Sally or Judy mentioned it to me. Anyway, I went to the meeting and we were concluding the business and they said, "Well, we need a coordinator for next year. Diane, what about you?" "Okay, let me think what skills I have." I had been Department Chair, of course, at both high schools that I had taught at, so I had some administrative experience under my belt—certainly not the amount that I could have used, but again, Women's Studies Coordinator is for three years and it's basically the secretary that runs the program. Really the point of that is that people promised to be supportive and mentoring in that position. The only drawback was I didn't have tenure yet, but I guess they decided they would take a chance. I think they thought that maybe having been a nun, I had some sense of how women should organize things and run them and be good to other women. So, I did in fact take on the job and Gloria 14 gave a lot of help. We had Norma, who was secretary, who had been secretary for Gloria but she wanted to retire at Christmas time, so we went on search for another secretary and we found Linda Shoemake. She was spectacular. She came from—she had been in an office for, I think the public schools for a long time and she came and she was fully invested in the program and extremely good at communicating with the other secretaries. Of course, Women's Studies is an interdepartmental program. RL: It's all volunteer. DK: Right. It's all volunteer and inter-departmental, so you have to be able to communicate with secretaries across campus in order to know what's going on and how you should be operating. Linda actually mastered the budget, which no one before or since, I think, has done. We actually did quite well with that, except that at one point I actually went hat in hand to five deans to beg for some money for Women's Studies. So, that was a really interesting experience for me to meet the deans in other colleges. So, Linda just really helped and I had set up—Gloria had actually done all the paperwork to get us through semester conversion, but I drew up sheets for the students coming in so that we could make their converting of the courses they had already taken from the quarter to semester credits easier. So, that was my accomplishment in that timeframe. Also, the University went into program evaluation and I set something of that up for Women's Studies—a sheet of criteria for whether the program was a success or not. Kathleen Lukken was the temporary Provost. I think at the time she was also in 15 charge of that evaluation program where we were looking across the University at different— RL: Accreditation and five year reviews. DK: Right. She had a website and I plugged all sorts of data in there. RL: Now, at about the time you came was when they were pushing Teaching and Learning Forum and strategic planning in different areas of the University and so forth. Were you involved in any of those activities or did you pretty much keep your nose to the grindstone with English and Women's Studies? DK: Only in terms of just setting up that evaluation criteria for Women's Studies. Of course, I participated at the Teaching and Learning Forum, but I also was trying to get—by this time Sesh was Chair and he was pushing me to get my book published so that I would be able to get Associate Professor or tenure out of that. RL: They were still doing both at that time. DK: Right, we would do this both at the same time. So, he directed me to a press where we'd probably be able to get the book published and I got an RS&PG grant—again, with the help of Sally—to change my dissertation into a book. So, that was very helpful, but— RL: What was the nature of the book? DK: It was on a medieval mystic called Julian of Norwich and—The Politics of Enclosure was what I wanted to call it, so that's what I eventually called the book itself. It was on the nature of her texts and how they focused on Jesus as mother. So, she was a medieval mystic and her visions—which she only had once, and 16 she turned out to live, we think, quite a long time—but she was a very grounded person, so she wasn't the type of mystic that's some place off in the clouds. She only had the visions once and she wrote a book from that and then after meditating for maybe 20 years on that, she wrote a longer book. So, I looked at the structure of the book in terms of enclosure and how this reflected her emphasis on Jesus as being a mother. Of course, the cognitive dissonance with that type of gender disparity that might exist for moderns was not prevalent in the medieval mind where gender was as gender did—that is to say, your actions determined your gender. Of course, your actions were highly circumscribed so they could determine you gender, but she listed qualities of Jesus that are mothering qualities. She also lived a life of enclosure, and she talks about being in Jesus, almost as in a womb, and there are different images in the Middle Ages that look at Jesus as a mother with a womb. But, that, again, would be the subject of another discussion. RL: You mentioned Bob Smith earlier as Vice President for Academic Affairs, and I think toward the end of his time here they made the change and that position was called Provost. Were you able, in your capacity as Coordinator of Women's Studies and on other committees as well, did you have much experience working with him? DK: I didn't actually. I knew his wife, Adele, much better because she was the one who was closest to Women's Studies. They gave us their cabin to use, for instance, for our annual meetings, so we did that for a couple of years. I knew and admired Bob, but I never actually worked alongside him. Probably the Dean I 17 would have worked most with would be Richard Sadler because he was the Dean for Women's Studies. June Phillips, I worked on various general education committees within the college, and we worked with her on those and also another thing on evaluation with her. There were large movements in terms of the student evaluation and program evaluation. The program evaluation was the most dynamic development change that I was witnessing as I taught here—after semester conversion which was its own little nightmare, but we managed to get through that. I worked with Levi Peterson on that when he was Chair to do semester conversion and then with Dean Phillips on those types of committees, the types of committees that looked at program review and general education development. So, those were the Deans I best knew. RL: Was Sherwood gone by the time you got here? DK: Yeah, he was no longer around. He had been replaced as Dean of Arts and Humanities by June. RL: You were here under two different presidents, Paul Thompson and Ann Milner. DK: Right. Two different Provosts—well, there was Bob Smith, there was Kathleen Lukken and Mike Vaughn while I was here. Who was the Richard that was head of diversity—well it wasn't called diversity— RL: Richard Ulaberry. DK: I did work with him because I was on the diversity committee again because, well, partly because I wanted to be there to represent Women's Studies and he wanted me to be there. He was very very supportive of Women's Studies, so I 18 tried to make sure that I worked well on that committee with him and we worked on the Diversity Conference, I don't know if the first one was one of the ones I worked on, but we worked to make the Diversity Conference a good one and handled all sorts of different issues. I, of course, was there, but first mostly to encourage looking at women's issues. RL: Then there was Mike Vaughn. Did you have occasions working with him? DK: No. I didn't work with people in their capacity as Provost at all, nor the Presidents in their capacity as presidents. As I said, Richard Ulaberry, who was Vice President for Diversity I guess at the time— RL: Assistant to the Vice President for Diversity. DK: Okay. He was the one I would have worked with and then Dean Sadler and Dean Phillips, so none of the other higher administrators. I was mostly intent of getting through my tenure and promotion process and running Women's Studies and teaching classes of which I've taught quite a few different ones. This is another appeal, I might say, of Weber State, to me—despite a Ph. D. in Medieval Literature, I am basically a generalist at heart. I love to dabble in a lot of different things, and Weber was a wonderful resource for being able to teach all sorts of different classes, and my Department Chairs encouraged and enabled that. It was easier, of course, when we were on quarters because there were simply more electives. Even when we had semester conversion and we were working in semesters I had opportunities to teach science fiction, fantasy, Perspectives in Women's Literature, some women's studies courses, the Women's Studies Critical Theory course for both women's studies and for English, and The Bible 19 as Literature. This was another happy dovetailing of my interest with what Weber State enabled. RL: So, the Weber State that you came to and the Weber State from which you retired, were different? It developed over the years and what are your impressions with the directions in which Weber has changed? DK: I've had to come to grips with having attended Jesuit universities and having been formed in a philosophy of education that came out of a Catholic background, I had a much more classical view of how a university should operate than I encountered even when I first came to Weber State and certainly throughout the decade and a half that I was here afterward. I think it's a necessary direction. I don't think it's—I mean, it would be very nice to say, "Well, this is what the University should look like." But I don't even know that's true even what is best for our country. Weber State has joined the computer revolution and the technological revolution in general. I taught all sorts of online courses and enjoyed putting courses on the internet even before it was popular. So, I had lots of material that my students were accessing through computers even before it became almost mandated that we do that. I don't like the business model of education, but I don't know if there's a way around it economically today. So, I think Weber has done what it needed to do to survive and to flourish in this particular culture—culture meaning the whole of the economic reality of the United States and its educational needs. It still needs a populous that is educated in order to keep a vibrant democracy going and even the philosophy of the Jesuits has changed with respect to that. They 20 see the need for a more democratic approach to education. So, universities may have offered scholarships to some poor but talented students in the past, but I think it's become increasingly necessary to draw in middle class and working class students because that's the only way they're going to survive economically and even politically today. People have to be savvy about those things. RL: Certainly, the level of wisdom that went into the idea of preparing Weber students for the economy and society here in Utah. I know it has paid off. There was an article recently about Weber having the highest return of investment for the schools in Utah. A greater percentage of our students are working. We do a lot more with a lot less money. Of course, when you first came, this was strictly, well, pretty much an undergraduate school. I think at that time we would have had three master's programs. DK: I don't even know if there was that many. RL: When I came there was accounting, education, and— DK: Nursing? Did nursing have one? RL: No, it was something in the social sciences area. It's grown to where we have quite a few master's program and I know when I first arrived people were saying, "There will never be doctorates at Weber." Now I'm hearing conversations in that direction. Yet, I think we're successful because we can still keep that approach to education where our faculty actually teach. They're doing research, they're publishing, they're doing all kinds of travel and gaining a lot of respect for the institution, but they still teach and they really love it. 21 DK: In fact, this is what impressed me about my replacement from Yale. She comes from a very high-powered university, obviously. She was tired of maybe the type of students who felt the world owed them a living at Yale. RL: Who was your replacement? DK: It was Samantha, and her name was changed because she was married, but I don't remember her last name right now. She turned out to be a spectacular teacher. She was so impressive in the classroom when she came for her interview that it put her at the top of the list for who we would hire. Before I left U.C. Davis, again, the economic situation changed. I heard other doctoral students at conferences like the Modern Language Association Conference, which is a big hiring place, mumbling that why would they want to go to a teaching university. I thought, "Well, maybe if you wanted a job you'd go to a teaching university because those are where the jobs are these days." So, the job market has changed. That's been a major change, but I do have to say that as I got older, it just flabbergasts me that people are so capable. These younger, incoming professors are so capable to be able to basically do everything. I'm not sure if it's the best use of their energy because it certainly must be draining on a certain number of them, but I think Weber is flourishing at this point with the type of people we've hired and the type of loyalty that both previous faculty and alumni have toward the school. I think it's on the right track for what has to be done. 22 RL: Now, you spoke about the students and how they were when you first came here and certainly the faculty and the staff have changed over the years. What are your impressions of the students? Did the face of the students also change? DK: I think, as far as the majors in English, I didn't find a big difference. I was finding in the composition students a sort of less preparedness in terms of attitude as I went on. Of course, I couldn't tell if it was because I was getting old and therefore, less patient about the type of things that they didn't want to do, like assignments. I did find that, it seemed at one point to me, and this was just a momentary dawning of an idea that the number of students—I was still getting good quality work out of most of my students and I was getting outstanding work out of some, but it seemed that there were a growing number of students who simply didn't bother with the final project. I heard other teachers complaining about the same thing. The students would be in class all semester and just not bother with the project that they needed to do in order to pass the class. That was one thing that I found to be unsettling. I don't know if it's partly because some of these students are younger in terms of they may have taken college courses while they were still in high school. RL: Advanced placement courses. DK: Yeah, advanced placement or the early college courses while they were in high school and they just weren't mature enough once they got to the university to buckle down and do the work. Or they had reached the point where they had exhausted themselves from high school and they weren't ready to take on college responsibilities, but that was a little bit of a challenge. On the other hand, 23 I was teaching master's students. I actually got to teach—and again, Merlin Cheney, who shepherded the master's program for English into its existence, was very willing to have me in that program and I found it very gratifying. I found students there who were very exceptional in terms of the quality of work they produced and their preparedness across the board for the courses that they were taking. That was a good deal of fun for me, intellectually. I also enjoyed my upper division courses quite a bit. RL: Were there students with whom you've kept in touch? DK: Actually, I do have a Facebook friend who was one of my students and then other people will say to me, "Oh, Dr. Krantz, I was one of your students." I'll see them in the grocery store or someplace else and we'll greet like that. I don't tend to be very personal in the classroom, so I didn't tend to keep a lot of students friendly, but I had, for instance, not too long before I retired, probably about five years before I retired, a student came back with—two students came back actually—they were both alumni and they had both taken a class from me and they had married and I had been at their wedding, I think. But, the sad part of that return was he was in a wheelchair. He was actually a quadriplegic because the summer after he graduated, they went to Idaho to do swimming and he dived off a cliff onto a pile of rocks. There had been storms—he had done it before in that particular spot on the river, but there had been bad storms that winter, so there was a pile of rocks where they didn't expect them. So, what was a blessing for him is he had already been hired by—it might have been BYU Idaho, I'm not sure, but he was working for the LDS church and so he had insurance that 24 summer even though he had just graduated from college. It looked like his young wife was going to be called upon to do quite a bit of work, but I was honored that they returned to talk to me, to see me as part of their return to Ogden. Then, Melissa Halverson, who was one of my students, and I used to share stories because at the time I had a pet rat and she kept pet rats, so we had something in common there, so she's one of my Facebook friends at this point. Several other students just, you know, dropped into my office when I was still on campus, but I don't correspond with anyone from here. I actually do correspond with a couple of my high school students, but that was a little bit exceptional also. I tended not to—I never believed in a classroom where you were kind of close friends with students, although people would often say, "Well, you really like so and so because she's so bright." I'd say, "Well, I also like other people that are not really doing that well in my class," so it's not fair to just say because this person is so bright is why I give her attention. I say "her" because at that time I was teaching all girls. I had a few friends among the high school students and a few friends among the students here. I attended several weddings. One of the reasons I got my second car—after which "totaling," I got my third car, which I totaled and then quit driving—at any rate, one of the reasons I got my second car was because I missed the wedding of one of the students I was friends with and I was very disappointed at that. She was just married in a place I couldn't get to by bus. So, a number of the students—a number of the men students also have come back 25 and talked to me when I was still in my office. I felt very gratified to see them and excited. RL: Do you feel like any students stand out in your mind as successes? Sometimes you take someone on and help them just a little bit and it makes a big difference. DK: I can no longer recall names. I have a terrible time with names to begin with and then I don't recall them very well afterward. I just remember some of my—the men students were very sharp, I'm not trying to downplay those at all, but just some of the women students who had such spectacular insights. I was trying to get one—I wrote a glowing letter for one student to try to get her into the University of Utah, but her ACT scores weren't good, so I actually called the head of the English department to see why they hadn't accepted her and basically, what I was accused of doing was lying for the student. The student was brilliant. She had insights into literature that I rarely encountered even in the master's level and I very much thought she belonged in a graduate program and at the time we didn't have a graduate program. He basically said he wouldn't trust any of the professors at Weber State to write letters of recommendation for their students. He said one of the letters he got for her seemed like a template. I said, "You know, I found her outstanding." I guess this is one of the signs that, in fact, my students and I did have a good relationship. I did have, over the years, a good number of requests for recommendations. There was only once when I told the student that I though perhaps she should try another professor because she hadn't done that well in my class. She hadn't done that well in anybody's class, which was why she was asking me for a recommendation, but I felt I couldn't 26 write her a good recommendation. Other students, both male and female, I could write glowing recommendations for and did. They were just very insightful. RL: Your standpoint was your different involvements of teaching that you would consider your biggest successes? Or is there something that you see as a— DK: Culminating experience? RL: Your greatest accomplishment. DK: I think having the Women's Studies program survive me is an accomplishment. I've enjoyed the teaching and I think my students have been—at least they were successful in terms of getting into higher education if they wanted to go there and that makes me very happy. For high school teaching too, over two and a half decades, I also realize that oftentimes—well, I got a letter from a students whom I had taught in high school some 15 years after I had taught the student saying how happy he was that he had me because he had encountered a situation where my advice in the classroom had gone a long way to helping him out in that situation. RL: That's always a good feeling. We'll never get rich, but it's the little gems that make it worthwhile. DK: I mean, basically, with teaching you cast your bread on the waters. It's planting ideas and I often thought—and I tried to do this with my Comp students—that I would make composition not only a course where I would teach them how to write for all of their courses in the future, but that I would also try to give them a little homely advice or advice from my own experiences as a student that I hoped 27 would one day stand them in good stead. So, I told them that sometimes it's just hanging in there that gets you a degree. It's not being the most brilliant one in the class or even necessarily the most productive one in the class, but keep persevering and it takes you a long way toward being educated. So, I think, you know, hopefully some of the students in their darker moments in college remembered that advice and kept on. RL: It sounds as though you've been rather happy with most of your accomplishments here at Weber. Any regrets about anything? DK: You'll see that at this point, I was looking to see what I had written as a regret—if I looked at anything with a regret. If I could go back, I guess what I would do is try to meet more colleagues from more of the colleges at Weber. I think I had a wonderful opportunity in terms of being on the Diversity Committee and being chair of Women's Studies to get a little bit across campus, but I think I could have got more out of some of those situations and I would have liked to have known more of my colleagues across campus that way. I did belong to—I was on the board of the employee association, the Faculty Staff association. I was on the board of that for several years and that was also a nice opportunity to meet people across campus. RL: And not just faculty members. DK: Right. Well, I've often—I have a very good rapport with the secretaries in English and the office manager in English, so I'm very pleased with that and I also got to take my dog to campus the last year I taught. I would leave him in my office. The first semester—the spring semester I took him first was because I was teaching a 28 night class and it's kind of eerie around here at night especially at nine at night. So, I said, "Well, I'm taking Benji and if somebody objects, then that will be the end of it," so I took him over and he stayed in my office while I taught and then I went back upstairs and I'd say, "Okay, we're going to take a walk home," and he was just as happy as a little lark and we walked home. By this time, of course, I had given up driving. The next semester was fall semester, I said, "Well, we got away with it in the spring, let's see what happens now." So, actually, the dean told me there were no restrictions on campus about bringing an animal. Of course, you're not supposed to bring them into the classroom, so I did not do that, but I had him in my office and the secretaries made a big fuss over him and I just thought he kind of enlivened the floor when he was out of my office on a leash. I think that would be the one thing I would try to meet more people and maybe socialize with more people because my socializing was mostly with the English department. RL: Which is not necessarily a bad thing. That's not much of a regret to have. It's good to be able to speak about your years here in such a positive tone. DK: It's good to be—I mean, I think even with my leaving, again, there was this support, this kind of quiet support. It wasn't people making a big fuss over it, but quiet support in a number of ways, so I was thinking that I should retire, not necessarily that I wanted to or needed to, but I should retire by the time I was in my later sixties, so I had gone to inquire at personnel and they said, "Well, wait until the end of the year before you put in a formal declaration." Well, that was before the voluntary separation plan was public and then a couple of months 29 later they made it public. I thought, "You know, those people, without saying anything directly, made sure that I would be eligible for that." RL: Directing you in the way to go. DK: So, again, it was just very quiet, but very helpful because, of course, I only worked for pay for the 17 years I was at Weber—I was teaching actively at Weber the 18 years I was here and then for graduate student fellowships for six or seven years while I was at U.C. Davis, but it wasn't much to build social security on, or even a pension, but you know, I'm doing well. I have no regrets that Weber State has done me a great deal of good and it's a fine place. It's got wonderful people in it and wonderful students and faculty and staff and I'm just glad I was here and got to know everyone. RL: Sounds like you built a good life here and have fond memories. DK: I do indeed. RL: What more can you ask for than that? DK: Exactly. RL: Diane, is there anything else you would like you tell us about or any information you would like to share? DK: I'm just glad that I also had the opportunity to give a last lecture because I had originally thought that it was supposed to be one's last lecture. Then, it turns out, no, you're supposed to be delivering it as if it were a last lecture. But, for me, it was a last lecture and it was my one opportunity to take my two areas of expertise and kind of reflect on them as a whole instead of in pieces. 30 RL: I was there and you managed to come in there and shine. DK: Thank you, Ruby. RL: You sounded as though you were happy with both of the pieces of your life and were able to combine them in a very intriguing manner. I really like that approach. DK: I think it's special to Weber State that I was able to do that. I don't know if there are other universities where that would have been possible. I think at other universities, things are very compartmentalized. It's part of the ambiance of Weber State that it allows for that. RL: And you brought together a rather eclectic audience just because of the nature of the lecture. DK: I did. I was hoping the scientists wouldn't get up and shoot me, but everybody seemed pleased, so I was happy. RL: Well, I want to thank you for spending time with us today. We try to get people's perspectives on different aspects of Weber State and this will really help us do that. DK: Thank you, Ruby. I enjoyed doing this. This was much more fun than I envisioned. RL: People get a little nervous about it, but just sit back, relax, and enjoy it. It's better than going to the dentist. DK: That's true. Almost anything is. 31 RL: Thank you so much, Diane. DK: Thank you, Ruby. 32

Overview and introduction "Which organizational forms produce science? Expansion, diversity, and cooperation in Germany's higher education and science system embedded within the global context, 1900-2010". Already the title of my dissertation manifests an approach that examines the topic of the development of scientific productivity in the German higher education and science landscape from different perspectives: levels, dimensions, and an extensive timeframe. Deriving from and contributing to the international research project "Science Productivity, Higher Education, Research and Development, and the Knowledge Society" (SPHERE), my research focuses on the investigation of the influence of higher education development and science capacity-building on scientific knowledge production, globally, comparatively, and considerable depth for Germany, a key science producer for well over a century. Focusing mainly on the different structures and institutional settings of the German higher education and science system, the dissertations shows how these affected and contributed to the long-term development of scientific productivity worldwide. The historical, comparative, and in-depth analyses are especially important in light of advancing globalization and internationalization of science, stronger networks of scientists worldwide, and the emergence of the "knowledge society". The research design combines macro- and meso-level analyses: the institutionalized and organizational settings in which science is produced. Since information about single authors was limited in availability, extensive micro-level analyses were not possible here, yet the research articles analyzed were all written and published by individuals working in organizations, which are in the center of analysis here. By reference to the dimensions expansion, diversity, and cooperation, I elaborated the frame of my investigation, and sorted my research questions, including country, organizational field and form, and organizational levels. The structure of this work (see outline) addresses these themes and the observed timeframe spans the years from 1900 to 2010 – more than a century (see section 1.2). My main goal was to investigate how and why scientists publish their research results in peer-reviewed journal articles. The point is to emphasize the importance of scientific findings/discoveries, because non-published results are non-existent for the scientific community. From the ways and in which formats scientists publish their work, we can deduce how science is organized (within and across disciplines). My dissertation analyzes publications in peer-reviewed journals, because they are the most important format – alongside patents in applied fields – to disseminate new knowledge in science, technology, engineering, mathematics, and health (hereafter STEM+ fields). Articles not only record new knowledge, but also contribute to the reputation of researchers and their organizations. Journal publications in reputable journals with peer-review have become the "gold standard" measure of scientific productivity. Within the last several decades, the scientization of many dimensions of societal life proceeded, and the generation of new knowledge increasingly became the focus of political, economic, and social interests – and research policymaking. Therefore, it is important to identify the institutionalized settings (organizations/organizational forms) in which science can best be produced. Here, the diverse types of organizations that produce science – mainly universities, research institutes, companies, government agencies and hospitals – were identified and differences and similarities of these organizational forms were analyzed on the basis of their character, goals, tasks, and the kinds of research their members produce. In a first step, I show why I structured my work at the interface of higher education research, science studies, and bibliometrics (see chapters 2 and 5). Analyzing publications is still the key task of bibliometrics, but the results are used by many other actors as well: higher education managers, politicians, and scientists themselves to make claims about the quality of science, to compare each other, or to influence the structure, organization, and output of the higher education and science system. While it is difficult to make direct statements about the quality of research on the basis of simply counting the number of research articles a scientist publishes, the quality of journals is used as a proxy to compare across disciplines. To measure quality, other parameters are necessary. Thus, here statements focus on the quantity of science produced, not on the intrinsic quality of the analyzed research articles, the specific research achievements of individual scholars, organizations or organizational forms, or even countries. Nevertheless, output indicators elaborated here definitely show the huge expansion of scientific production and productivity, the stability of the research university over time as the most important science producer in Germany, but also rising differentiation and diversification of the organizational forms contributing to overall scientific output. Furthermore, the start of a considerable and on-going rise in national and international collaborations can be dated to the early 1990s. The chapter about the multidisciplinary context (see chapter 2) discusses the relationship between higher education research and science studies in Germany as well as the special position of scientific knowledge in comparison to other forms of knowledge. Scientific knowledge is generated, distributed, and consumed by the scientific community. To get an overview about the most important studies in the field, and to contextualize my work within the already existing empirical studies, I describe the current state of research in chapter 3. Research questions Section 1.2 provides a detailed description of my research questions: Which organizational forms produce science? 1. How has worldwide and European scientific productivity developed between 1900 and 2010 in comparison? 2. How has the German higher education and science system been embedded in the global developments of higher education and science over time? 3. How has scientific productivity in Germany developed between 1900 and 2010? 4. Among all science-producing organizational forms, what do the key organizational forms contribute to scientific productivity? 5. Which organizational forms provide the best conditions for scientific productivity? 6. Which single organizations produce the most research in Germany? 7. What is the impact of increasing internationalization of research on national and international cooperation, measured in publications in scientific journals? Theoretical framework Theoretically (see chapter 4), I apply a neo-institutional (NI) framework to explore and explain both the tremendous expansion of higher education and science across the world and considerable differences across time and space in the institutional settings, organizational forms, and organizations that produce scientific research in Germany. Sociological NI focuses on understanding institutions as important in guiding social action and shaping processes of social development. Such an approach emphasizes the development, functioning, and principles of institutions. Milestones in NI describe the nexus of organization and society supposing that organizational structures express myths and reflect ideals institutionalized in their environment. While capturing, copying, and asserting these, structural similarity (institutional isomorphism) between organizations in society will be established. The concept of "organizational field" emphasizes relationships between organizations within an environment. Organizational fields (communities) consist of all relevant organizations. In section 4.1.2 I discuss the differences between institutions and organizations and the difficulty of a distinction of the terms, especially in German-speaking sociology, which does not distinguish clearly between these terms. Fundamentally, NI approaches differ in the dimensions or pillars and levels of analysis they privilege (see figure 5, p. 80), but they share fundamental principles and the theoretical framework. Thus NI is particularly suitable for a multi-level analysis of scientific productivity across time and space. The historical development of the German higher education and science system must analyzed considering also global developments, because on the one hand it had an enormous impact on the development of other systems worldwide, and, on the other hand, global trends affect the on-going institutionalization and organization(s) of science in Germany. Intersectoral and international cooperation is growing and becoming increasingly important, leading to diverse networks within and between higher education and science systems worldwide. The classical, national case study is hardly longer possible, because macro units like countries are highly interdependent, embedded in global, regional and local relationships, such that borders between the global and the national dimension are increasingly blurred. Nevertheless, countries are units with clearly defined boundaries and structures, thus they can be handled as units to compare. The theoretical perspectives and different levels of analysis addressed here are displayed in Figure 5. I apply the "world polity" approach as a broader lense with which to make sense of the truly global arena of higher education and science (macro level). The focus of this perspective is on global and international structures and processes, which developed over time. Through this perspective, I explore global diffusion and formal structures of formal principles and practical applications. Combining historical and sociological institutionalism helps to focus on developments and processes over time on the meso level, to explain how institutions have developed and change(d). The concepts of "critical junctures" and path dependencies are useful to explain these processes over time. To describe the transformation of knowledge production over the entire twentieth century, and to analyze different organizational forms that produce science in Germany, two prevalent theoretical concepts are discussed: Mode 1 versus Mode 2 science, and the Triple-Helix model to describe the relationship between science, industry and state. In "The New Production of Knowledge" Michael Gibbons and his colleagues describe the transformation of knowledge from an academic, disciplinary, and autonomous – "traditional" – organization of science (Mode 1) with a focus on universities as the key organizational form, to a more applied, transdisciplinary, diverse, and reflexive organization of science (Mode 2) that features a more diverse organization of science, relying on a broader set of organizations producing knowledge. Within the literature, debates center on whether this new model has replaced the old, and which of these models best describes the contemporary organization of science (here: the STEM+ fields). In turn, the Triple-Helix model preserves the historical importance of the universities. This approach assumes that future innovations emerge from a relationship between universities (production of new knowledge), industry (generation of wealth), and state (control). Data and methods In these analyses, only peer reviewed journal publications were used – as the best indicator for measuring the most legitimated, authoritative produced science. This focus enabled an investigation of publications in-depth and over a 110 year timeframe. Research articles in the most reputable, peer-reviewed, and internationally reputable journals are the gold standard of scientific output in STEM+. The data I used is based on a stratified representative sample of published research articles in journals in STEM+-fields. My measure relies on the key global source for such data, the raw data from Thomson Reuters' Web of Science Science Citation Index Expanded (SCIE) (the other global database is Elsevier's Scopus, which also indexes tens of thousands of journals), which was extensively recoded. Methodologically, my approach is based on a combination of comparative institutional analysis across selected countries and historically of the German higher education and science system, and the systematic global evaluation of bibliometric publication data (see chapter 6). The SCIE includes more than 90 million entries (all types of research), mainly from STEM+-fields. I focus on original research articles, because this type of publication contains certified new knowledge. The SPHERE dataset covers published research articles from 1900 to 2010. From 1900 to 1970, we selected data in 5-year-steps in the form of a stratified representative sample. From 1975 onwards full data is available for every year. Depending on the research question, either five or ten-year steps were analyzed. A detailed description of the sampling and weighting of the data can be found in chapter 6. In consideration of the criteria above, I analyzed 17,568 different journals (42,963 journals were included into the database if we count the same journals in different years), and a total of 5,089,233 research articles. To prepare the data for this research, it had to be extensively cleaned and coded. Very often our international research team found missing information on the country level and/or on the level of organizations/organizational forms. From June 2013 to December 2015, research in the archives of university libraries was necessary to manually add missing information, particularly organization location and author affiliations. In the field of bibliometrics, we find different methods to count publications. In this work, I mainly apply the "whole count" approach (see table 1, p. 126). This decision is based on the assumption that every author, organization, or country contributed equally to a publication. An overestimation of publications can't be precluded, because research articles are counted multiple times, if a paper is produced in co-authorship, which has been rising worldwide over the past several decades. The absolute number of publications (worldwide, Europe, Germany) is based on a simple counting of research articles (without duplicates, in cases of co-authored articles). Summary of the most important results The empirical part of my work is divided into three parts. In the following sections, I will present the most important findings. The global picture – higher education and science systems in comparison The central question of my research project was "which organizational forms produce science"? For a better understanding and classification of the results of my case study, I embedded the German higher education and science system into the European and global context. I answered the questions "how did the worldwide and European scientific productivity developed between 1900 and 2010 in comparison", and "how was/is the German higher education and science system embedded in global developments of higher education and science over time" as follows: First, I show that the worldwide scientific growth followed a pure exponential curve between 1900 and 2010 (see figures 3 and 10; pp. 50, 147) – and we can assume that this strong upward trend continues today. The massive expansion of scientific production had and still has a tremendous influence on societal developments, beyond simply economic and technical developments, but rather transforming society. I show that higher education and science systems worldwide exhibit communalities, which have led to similar developments and expansion of scientific productivity. The comparison of important European countries (Germany in comparison with Great Britain, France, Belgium and Luxembourg) uncovered the contribution of the development and spread of modern research universities and the extraordinary and continued rise in publication output (see section 7.2; Powell, Dusdal 2016, 2017a, 2017b in press). Within the global field of science, three geographical centers of scientific productivity have emerged over the twentieth century: Europe, North America, and Asia. Their relative importance fluctuates over time, but today all three centers continue to be the key regions in the production of scientific research in STEM+ journals. Especially in Asia, the growth rates have risen massively in recent years (Powell et al. 2017 in press). Second, I investigated that all countries worldwide invest more into research and development (R&D) (figure 9, p. 140). These investments have a clear impact on the scientific productivity of nations, yet there are important differences between countries in absolute production and productivity rates. Alongside direct investments in R&D or the application of patents in STEM+-fields that influence the expansion of science, the capacity for producing more knowledge fundamentally depends on rising student enrolments, a growing number of researchers, the widening of research activities into various arenas of society, the development of products, and the (re-)foundation of universities (Powell, Baker, Fernandez 2017 in press). As part of the higher education expansion and massification during the 1960s and 70s, the numbers of researchers and students rose tremendously. The growth of scientific publications thus results from the on-going institutionalization of higher education and science systems worldwide. The growth of publications is also explained by the steady growth in the number of researchers working within these growing – and increasingly interconnected – systems. Third, I could reject the argument of Derek J. de Solla Price that the pure exponential growth of scientific literature has to flatten or would slow-down several decades after the advent of "big science" (see paragraph 2.4; figure 4 and 10; p. 53, 147). Although radical historical, political, economical, and technical events (see figure 11, p. 150) led to punctual short-term decreases in publication outputs, the long-term development of universities and other organizational forms producing science led to sustained growth of scientific publications, with the numbers of publications rising unchecked over the long twentieth century. In 2010, the worldwide scientific productivity in leading STEM+ journals was about one million articles annually. Fourth, I could show that the absolute numbers have to be put into perspective and standardized in relation to the investments in R&D, the size of the higher education and science systems, the number of inhabitants (see figure 12, p. 159), and the number of researchers (table 3, p. 162; figure 13, p. 164). The initial expansion of scientific publications in STEM+-fields is based on a general growth of higher education and science systems. The different institutional settings and organizational forms that produce science have an impact on scientific productivity. The selected country case studies – Germany, Great Britain, France, Belgium and Luxembourg – demonstrate that systems with strong research universities are highly productive; they seem to provide conditions necessary for science. As a result, not only the number and quality of researchers is important, but also the institutional and organizational settings in which they are employed. Fifth, in international comparison, Germany continues to contribute significantly to scientific productivity in STEM+ fields. With an annual growth rate of 3.35%, Germany follows the United States and Japan. In 2014, German governments invested €84.5 billion in R&D – 2.9% of overall GDP. The EU-target of 3% by 2020 was barely missed. In 2010, Germany produced 55,009 research articles (see table A5). In comparison to Great Britain, France, Belgium and Luxemburg, Germany still leads in scientific output in Europe –comparing just the absolute numbers. The size of the country itself and the institutionalization of the higher education and science systems influence publication outputs, of course, with these absolute numbers in relation to other key indicators showing a different picture. Standardized by the number of inhabitants, Germany published less articles per capita than Belgium and Great Britain. The number of researchers amounted to 327,997 (FTE) in 2010. The ratio of inhabitants to scientists was 1,000:4. Among these countries studied in-depth, Luxembourg and Great Britain had more researchers per capita than did Germany. The interplay of the organizational forms of science in Germany between 1900 and 2010 On the basis of the analysis of the global and European contexts, and development of worldwide scientific productivity over time in chapter 7, I started the in-depth case study of Germany. Bridging this overview and the following in-depth analyses is a chapter on the institutionalization of the German higher education and science system (see chapter 8). Here, I described the most important institutions and organizations and the organizational field – universities, extra-university research institutes and universities of applied sciences. Furthermore, I discussed the differences between West and East Germany during their division (1945–1990). Summarizing the most important results shows that the development of publications in Germany follows global and European trends (on a lower scale) (see figure 16, p. 208). Over time, Germany experienced pure exponential growth of scientific publications and a rising diversity of organizational forms that contribute to scientific productivity (see sections 9.1 and 9.3). I answered the following three research questions: "how has the scientific productivity in Germany developed between 1900 and 2010", "among all science producing organizational forms, what do the key organizational forms contribute to scientific productivity", "which organizational forms provide the best conditions for scientific productivity", and "which single organizations are the most research intense in Germany"? First, the growth curve of scientific publications in Germany turns out as expected – it shows pure exponential graph, comparable with the worldwide and European development of scientific productivity between 1900 and 2010. Here, too, cataclysmic events such as the two world wars and the Great Depression as well as reunification had only short-term (negative) impact (figure 11, p. 150) on scientific productivity, without even a medium-term slow-down or flattening of the curve. By 2010, the total number of publications in STEM+ fields by researchers in German organizations topped 55,000 in one year alone. Second, a detailed examination and comparison of the development of scientific productivity in West Germany and East Germany between 1950 and 1990 showed that the growth rate of Germany (altogether) was based mainly on steady growth of scientific publications in West Germany (see figure 17, p. 211). The growth curve of the former GDR was quite flat and proceeded on a very low level. As a result, I conclude that the GDR's higher education and science system, based on its academy model, did not provide conditions for scientific productivity as optimally as did the BRD. Third, a detailed analysis of the "key classical" organizational forms of science – universities and extra-university research institutes – show that universities were and are the main producers of scientific publications in STEM+ from 1975 to 2010 (see figure 18, p. 217). On average, university-based researchers produced 60% of all articles and defended their status against other organizational forms, which leads to the rejection of the Mode 2 hypothesis. Non-university publications reached an average of 40%. But that does not mean that other organizational forms were not producing science as well. The percentage share of articles is ultrastable and shows only marginal variations. The thesis that the proportion of university publications should decrease over time can be rejected for the period from 1975 to 2010. This suggests that scientific productivity of universities is actually rising, since despite decreasing financial support (R&D) in favor of extra-university research institutes, the universities produced more research articles with less resources over time. Fourth, although not only scientists within universities and research institutes publish their research in scientific journals, jointly these organizational forms have produced more than three-quarters of all research articles since 1980. Already in the earlier years, they produced a large number of scientific articles. Other organizational forms also generate scientific knowledge (for an extensive description of the organizational form matrix, see table 4, pp. 222f.). Especially scientists in firms, government agencies, and hospitals publish articles in peer-reviewed journals in STEM+ (see figures 19 and 20; pp. 220, 246). Indeed, the universities have been the driving force of scientific productivity for more than a century. With their specific orientation to basic research and their linkage of research and teaching, they provide conditions that facilitate the production of science. Universities are among the oldest institutions with a high degree of institutionalization. All other organizational forms (academies, associations, infrastructures, laboratories, military, museums and non-university education) were identified in the dataset played only a minor role and were summarized in the category "further types". Fifth, the analysis of the ten most research-intensive single organizations in Germany in the year 2010 confirmed the results. Only universities and institutes were part of this group. A summary of publications of single institutes under their umbrella organizations shows that the institutes of the Max Planck Society and of the Helmholtz Association are the leading science producers in Germany, outpacing the scientific productivity of universities, but only when aggregating the contributions of dozens of individual institutes (see table 5, p. 259f). An analysis of single institutes shows that these research institutes cannot compete with universities, because of their size and the number of researchers. The Charite – Universitätsmedizin Berlin, a hybrid organization, is another leading science producer in Germany. National and international cooperation of scientific research Finally, increasing internationalization of research has impacted on national and international cooperation. leading to collaboratively-written publications in scientific journals. Through advancing globalization, national and international scientific cooperation increased in volume and importance. International cooperation in STEM+ is facilitated by the reputation of the research organization and of the co-authors, higher visibility within the scientific community and more possibilities for interdisciplinary research as well as better or more specialized facilities. Today, more than a third of all research articles worldwide are produced in scientific collaboration; only around a quarter are single-authored articles. In contrast to Humboldt's principle "in Einsamkeit und Freiheit" (in loneliness and freedom), research is no longer done by one scientist, but is much more likely the result of collaboration. Research networks are increasingly important, and researchers share their common interests on a research question, publishing their results in joint publications. Researchers, organizations, and indeed countries differ in the ways they organize their research and thus how they enable research and collaboration. This depends on location, size, higher education and science system, the organizational field and organizations. Here, varying patterns of scientific cooperation were presented, showing a massive increase in scientific collaboration in (inter)national co-authorships over time. Until the 1990s, researchers in all investigated countries (France, Germany, Great Britain, USA, Japan, China, Belgium, Luxembourg) published their research articles mainly as single-authored papers. Only since the 1990s have co- and multi-authored publications risen (considerably): In 2000, only a third of all publications were published by one author. In 2010, the proportion reached its lowest level with only one-fifth of all papers single-authored (see table 6, pp. 279f). Countries differ considerably in their amount of collaboratively-written research articles. References Powell, J. J. W. & Dusdal, J. (2016). Europe's Center of Science: Science Productivity in Belgium, France, Germany, and Luxembourg. EuropeNow, 1(1). http://www.europenowjournal.org/2016/11/30/europes-center-of-science-science-productivity-in-belgium-france-germany-and-luxembourg/. Last access: 13.12.2016. Powell, J. J. W. & Dusdal, J. (2017a): Measuring Research Organizations' Contributions to Science Productivity in Science, Technology, Engineering and Math in Germany, France, Belgium, and Luxembourg. Minerva, (). Online first. DOI:10.1007/s11024-017-9327-z. Powell, J. J. W. & Dusdal, J. (2017b in press). The European Center of Science Productivity: Research Universities and Institutes in France, Germany, and the United Kingdom. IN Powell, J. J. W., Baker, D. P. & Fernandez, F. (Hg.) The Century of Science: The Worldwide Triumph of the Research University, International Perspectives on Education and Society Series. Bingley, UK, Emerald Publishing. Powell, J. J. W., Baker, D. P. & Fernandez, F. (2017 in press). The Century of Science: The Worldwide Triumph of the Research University, International Perspectives on Education and Society Series. Bingley, UK, Emerald Publishing. Powell, J. J. W., Fernandez, F., Crist, J. T., Dusdal, J., Zhang, L. & Baker, D. P. (2017 in press). The Worldwide Triumph of the Research University and Globalizing Science. IN Powell, J. W., Baker, D. P. & Fernandez, F. (Hg.) The Century of Science: The Worldwide Triumph of the Research University, International Perspectives on Education and Society Series. Bingley, UK, Emerald Publishing. ; Überblick und Einleitung Bereits der Titel meiner Dissertation "Welche Organisationsformen produzieren Wissenschaft? Expansion, Vielfalt und Kooperation im deutschen Hochschul- und Wissenschaftssystem im globalen Kontext, 1900-2010" verspricht, dass sich dem Thema der Entwicklung wissenschaftlicher Produktivität in Deutschland aus verschiedenen Perspektiven (Analyseebenen, Dimensionen und Zeitrahmen) genähert werden soll. Eingebettet in das international vergleichende Forschungsprojekt Science Productivity, Higher Education, Research and Development, and the Knowledge Society (SPHERE) rückt meine Dissertation die Analyse des Einflusses der Hochschulentwicklung und der wissenschaftlichen Kapazitätsbildung auf die wissenschaftliche Wissensproduktion in den Vordergrund. Es interessiert mich, wie die im deutschen Hochschul- und Wissenschaftssystem vorherrschenden Strukturen und institutionellen Settings die langfristige Entwicklung wissenschaftlicher Produktivität beeinflusst und verändert haben. Besonders vor dem Hintergrund einer voranschreitenden Globalisierung und Internationalisierung der Wissenschaft, einer weltweiten Vernetzung von Wissenschaftlern und der Herausbildung einer Wissensgesellschaft. Die Annäherung an den Forschungsgegentand erfolgt auf der Makro- und Mesoebene: den institutionalisierten und organisationalen Settings, in denen Wissenschaft produziert wurde und wird. Da Informationen zu einzelnen Autoren nicht zur Verfügung standen, können keine Aussagen auf der Mikroebene getroffen werden, wenngleich Publikationen natürlich immer von Individuen verfasst werden und nicht von den hier untersuchten Ländern oder Organisationsformen und Einzelorganisationen. Anhand der Dimensionen Expansion, Vielfalt und Kooperation wird der Untersuchungsrahmen abgesteckt und eine Ordnung der Fragestellung vorgenommen, an denen die Struktur der Arbeit ausgerichtet ist. Der Zeitrahmen der Arbeit umfasst die Jahre 1900 bis 2010, also mehr als ein Jahrhundert (siehe Abschnitt 1.2). Ziel dieser Arbeit ist es darzulegen, warum Wissenschaftler ihre Ergebnisse in Form von Zeitschriftenartikeln publizieren. Es geht unter anderem darum, die Wichtigkeit wissenschaftlicher Erkenntnisse hervorzuheben, da nicht publizierte Ergebnisse für die Wissenschaft nicht existieren und sich aus der Art und Weise, wie publiziert wird, die Organisation der Forschung innerhalb und übergreifend einer Disziplin oder eines Fachs ableiten lässt. In den in dieser Arbeit untersuchten Fächergruppen Mathematik, Ingenieur-, Natur- und Technikwissenschaften sowie Medizin (im Folgenden angelehnt an die englische Abkürzung STEM (Science, Technology, Engineering and Mathematics) plus Medicine als STEM+ bezeichnet) spielen Publikationen in peer reviewed Zeitschriften eine wichtige Rolle – neben Patenten in den angewandteren Fächergruppen sind sie heutzutage das wichtigste Publikationsformat. Sie dienen nicht nur der Dokumentation generierten Wissens, sondern sind auch ein Anzeiger für die Reputation eines Forschers und dienen der Messung wissenschaftlicher Produktivität. Zeitschriftenpublikationen in hochklassigen Zeitschriften, die einem peer review Verfahren unterliegen, können als gold standard zur Messung wissenschaftlicher Produktivität herangezogen werden. In den letzten Jahrzehnten kam es zu einer zunehmenden Verwissenschaftlichung vieler gesellschaftlichen Teilbereiche und die Generierung wissenschaftlichen Wissens rückte immer weiter ins Zentrum des politischen und wirtschaftlichen Interesses, unabhängig davon, wo es produziert wurde. Aus diesem Grund werden die Orte und institutionellen Settings (Organisationen, Organisationsformen) wissenschaftlicher Produktivität (hauptsächlich Universitäten, außeruniversitäre Forschungsinstitute, Unternehmen, Behörden und Ressortforschungseinrichtungen und Krankenhäuser) identifiziert und voneinander abgegrenzt. Indem ihre Gemeinsamkeiten und Unterschiede anhand ihrer Aufgaben und Ziele sowie der Art der Forschung diskutiert werden. In einem ersten Schritt lege ich dar, warum ich diese Arbeit an der Schnittstelle zwischen Hochschul- und Wissenschaftsforschung und der Bibliometrie angelegt habe (siehe Kapitel 2 und 5). Publikationsanalysen werden zwar immer noch als Hauptaufgabe der Bibliometrie gesehen, aber ihre Ergebnisse werden auch von anderen Akteuren wie Hochschulmanagern, Politikern und Wissenschaftlern genutzt, um einerseits Aussagen über die Qualität der Wissenschaft zu treffen, aber auch um sich miteinander zu vergleichen oder steuernd in die Struktur und Organisation einzugreifen und Aussagen über den Output des Hochschul- und Wissenschaftssystems zu treffen. Direkte Aussagen über die Qualität der Forschung auf Basis der Anzahl an Zeitschriftenartikeln, die ein Wissenschaftler publiziert, können nicht getroffen werden, es kann aber über die Qualität einer Zeitschrift (Impactfactor) ein Proxi gebildet werden, mit dessen Hilfe Vergleiche zwischen Disziplinen getroffen werden können. Um wissenschaftliche Produktivität zu messen, müssten ergänzende Parameter hinzugezogen werden. Aus diesem Grund werden in dieser Arbeit lediglich Aussagen über die Quantität wissenschaftlicher Produktivität getroffen, nicht aber über die Qualität der untersuchten Zeitschriftenartikel, die Forschungsleistung einzelner Wissenschaftler, Organisationen oder Organisationsformen und einzelner Länder. Nichtdestotrotz zeigen Indikatoren zur Messung wissenschaftlichen Outputs eine große Expansion wissenschaftlicher Produktivität, eine Stabilität der Universitäten im Zeitverlauf und die Wichtigkeit Deutschlands als Wissensschaftsproduzent sowie eine steigende Differenzierung und Diversifizierung der Organisationsformen. Zudem können die 1990er Jahre als Startpunkt steigender nationaler und internationaler Kooperationen gesehen werden. In Kapitel 2 zum multidisziplinären Kontext der Arbeit zeige ich, in welcher Beziehung sich die Hochschul- und Wissenschaftsforschung in Deutschland zueinander befinden. Wissenschaftliches Wissen nimmt eine Sonderstellung im Vergleich zu anderen Wissensformen ein, da es unter bestimmten Bedingungen, die von der wissenschaftlichen Gemeinschaft selbst bestimmt werden, generiert und verbreitet wird. Um einen Überblick über die wichtigsten Studien innerhalb meines Feldes zu bekommen, und um meine Arbeit in den empirischen Kontext zu rücken, beschreibe ich in Kapitel 3 dieser Arbeit den aktuellen Forschungsstand. Forschungsfragen Abschnitt 1.2 stellt einen detaillierten Überblick über die dieser Arbeit zugrunde liegenden Forschungsfragen bereit: Welche Organisationsformen produzieren Wissenschaft? 1. Wie hat sich die wissenschaftliche Produktivität weltweit und im europäischen Vergleich zwischen 1900 und 2010 entwickelt? 2. Wie war/ist das deutsche Hochschul- und Wissenschaftssystem in die globalen Entwicklungen der Hochschulbildung und Wissenschaft im Zeitverlauf eingebettet? 3. Wie hat sich die wissenschaftliche Produktivität in Deutschland zwischen 1900 und 2010 entwickelt? 4. Unter allen Wissenschaft produzierenden Organisationsformen, was tragen die "klassischen" Formen zur wissenschaftlichen Produktivität bei? 5. Welche Organisationsformen stellen die besten Bedingungen für wissenschaftliche Produktivität bereit? 6. Welche Einzelorganisationen gehören zu den forschungsstärksten in Deutschland? 7. Welchen Einfluss hat die zunehmende Internationalisierung der Forschung auf nationale und internationale Kooperationen in Form von Publikationen in Zeitschriftenartikeln? Theoretischer Rahmen Theoretisch (siehe Kapitel 4) basiert meine Arbeit auf einem neu-institutionellen (NI) Ansatz zur Untersuchung und Erklärung der Expansion des Hochschulwesens und der Wissenschaft weltweit. Trotz des allgemeinen Wachstums wissenschaftlicher Produktivität bestehen beträchtliche Unterschiede zwischen den institutionellen Settings, Organisationsformen und einzelner Organisationen, die maßgeblich zur wissenschaftlichen Produktivität beitragen. Der soziologische NI konzentriert sich auf das Verständnis von Institutionen und Organisationen. Institutionen sind ein wichtiger Baustein, um soziales Handeln und Prozesse der Gesellschaftsentwicklung zu verstehen. Organisationen und Institutionen stehen in einer wechselseitigen Beziehung zueinander. Die zentralen Annahmen des NI wurden von Walter Powell, Paul DiMaggio und Richard Scott formuliert. Meilensteine: der Zusammenhang von Organisation und Gesellschaft und die Annahme, dass formale Organisationsstrukturen Mythen zum Ausdruck bringen, die in ihrer gesellschaftlichen Umwelt institutionalisiert sind. Indem Organisationen diese Mythen erfassen, kopieren und zeremoniell zur Geltung bringen, werden Strukturähnlichkeiten (Isomorphien) zwischen Organisationen und der Gesellschaft hergestellt. Das Konzept der "organisationalen Felder" dient der Beschreibung der Beziehung zwischen verschiedenen Organisationen und beinhaltet alle relevanten Organisationen, die sich mit ihrer gesellschaftlichen Umwelt auseinander setzen. In Abschnitt 4.1.2 werden die Unterschiede zwischen den Begriffen Institutionen und Organisationen diskutiert, da diese besonders in der deutschsprachigen Soziologie nicht trennscharf genutzt werden. Grundsätzlich unterscheiden sich Ansätze institutioneller Theorie in ihrer Anwendungsebene, sie sind aber durch ihren Überbau miteinander verschränkt. Folglich ist der NI als theoretische Basis besonders gut geeignet, um eine Mehrebenenanalyse der wissenschaftlichen Produktivität zeit- und ortsübergreifend durchzuführen. Die historische Entwicklung des deutschen Hochschul- und Wissenschaftssystems kann nicht ohne eine Berücksichtigung der globalen Entwicklungen durchgeführt werden, da es einerseits einen enormen Einfluss auf die Entwicklung anderer Systeme weltweit hatte/hat und andererseits globale Entwicklungen die Institutionalisierung und Organisation der Wissenschaft in Deutschland beeinflussen. Intersektorale und internationale Kooperationen sind im Zeitverlauf angewachsen, werden immer wichtiger und führen zu ausgeprägten Netzwerken innerhalb und zwischen Hochschul- und Wissenschaftssystemen weltweit. Aufgrund einer zunehmenden Verzahnung einzelner Länder und den damit einhergehenden Wechselwirkungen zwischen den unterschiedlichen Analyseebenen (makro, meso, mikro) ist eine klassische, nationalstaatliche Analyse nicht mehr zielführend. Nichtsdestotrotz können Länder als vergleichbare Einheiten gesehen werden, da sie über klar definierte Grenzen und Strukturen verfügen. Die unterschiedlichen theoretischen Perspektiven und Analyseebenen werden in Abbildung 5 genauer beschrieben. Der theoretische Ansatz der "Weltkultur" bietet eine breitere Linse des soziologischen NI auf die globale Arena. Der Fokus liegt auf globalen und internationalen Strukturen und Prozessen, die sich über lange Zeit entwickelt haben. Mit Hilfe dieser Perspektive können globale Diffusion und formale Strukturen der Entkopplung von formalen Grundsätzen und praktischer Anwendung erklärt werden. Zusammen nehmen der historische und soziologische Institutionalismus zeitliche Entwicklungen und Prozesse in den Blick, die erklären, wie Institutionen entstehen und sich verändern. Die Konzepte critical junctures und Pfadabhängigkeit sollen helfen diese Prozesse auf der Mesoebene zu verstehen. Um die Transformation der Wissensproduktion im Zeitverlauf des 20. Jahrhunderts zu verstehen und um zu analysieren, welche Organisationsformen an der Produktion wissenschaftlichen Wissens beteiligt waren, werden zwei theoretische Konzepte herangezogen: Modus 1 versus Modus 2 Wissenschaft und das Triple-Helix Modell zur Beschreibung der Beziehung zwischen Wissenschaft, Industrie und Staat. In The New Production of Knowledge beschreiben Michael Gibbons und seine Kollegen den Wandel der Wissenschaft von einer akademischen, disziplinären und autonomen, traditionellen, Organisation der Wissenschaft (Modus 1) mit einem Schwerpunkt auf Universitäten als wichtigste Organisationsform, hin zu einer anwendungsorientierteren, transdisziplinären, diversen und reflexiven Organisation der Wissenschaft (Modus 2), die eine diversere Organisation der Wissenschaft unterstützt und auf einem breiteren organisationalen Setting der Wissensproduktion beruht. Innerhalb der Literatur wird diskutiert, ob das neue Modell das alte ersetzen soll und welches der Modelle die gegenwärtige Organisation der Wissenschaft am besten beschreibt. Im Gegensatz hierzu bleibt beim Triple-Helix Modell die historische Rolle der Universitäten erhalten. Der Ansatz geht davon aus, dass zukünftige Innovationen aus einer Beziehung von Universitäten (Wissensproduktion), Industrie (Generierung von Wohlstand) und dem Staat (Kontrolle) resultieren. Daten und Methoden In dieser Arbeit werden ausschließlich Publikationen in peer reviewed Zeitschriften als Kennzeichen wissenschaftlicher Produktivität herangezogen. Dieser Schwerpunkt ermöglicht mir eine tiefgreifende Analyse von Publikationen über einen Zeitraum von mehr als einem Jahrhundert. Zeitschriftenartikel in hochklassigen und möglichst internationalen Journalen bilden den gold standard wissenschaftlichen Outputs in den hier untersuchten Mathematik, Ingenieur-, Natur- und Technikwissenschaften sowie der Medizin (STEM+). Meine Daten basieren auf einem stratifizierten, repräsentativen Sample (siehe ausführlich Kapitel 6) publizierter Zeitschriften, die als Rohdaten aus Thomson Reuters Web of Science Science Citation Index Expanded (SCIE) zur Analyse zur Verfügung stehen (eine vergleichbare Datenbank stellt Elseviers Scopus bereit). Methodologisch wird eine Kombination aus einer vergleichenden institutionelle Analyse ausgewählter Länder, eine historische Untersuchung des deutschen Hochschul- und Wissenschaftssystems und eine systematische, globale Auswertung bibliometrischer Publikationsdaten angestrebt. Der SCIE umfasst mehr als 90 Millionen Einträge (gespeichert werden nahezu alle Typen wissenschaftlichen Outputs), hauptsächlich aus den oben genannten Fächergruppen. Diese Arbeit beschränkt sich auf originale Zeitschriftenartikel (Originalmitteilungen), da lediglich dieser Publikationstyp zertifiziertes und neues Wissen enthält. Der SPHERE Datensatz umfasst publizierte Zeitschriftenartikel aus den Jahren 1900 bis 2010. Von 1900 bis 1970 wurden die Daten in 5-Jahres-Schritten mittels einer geschichteten Zufallsstichprobe ausgewählt. Ab 1975 stehen die Daten vollständig und ab 1980 in Jahresschritten zur Verfügung. Abhängig von der untersuchten Fragestellung werden die Daten in 5-Jahres- oder 10-Jahres-Schritten analysiert. Eine detaillierte Beschreibung des Samplings und der Gewichtung der Daten kann den Abschnitten 6.2.2 und 6.8 entnommen werden. Unter Berücksichtigung dieser Kriterien werden 17.568 unterschiedliche Zeitschriften (42.963 Zeitschriften, wenn dieselbe Zeitschrift in unterschiedlichen Jahren mehrfach berücksichtigt wird) und 5.089.233 Forschungsartikel untersucht. Um die Daten für die Analyse aufzubereiten muss eine intensive Vorarbeit geleistet werden. Sie werden umfassend (nach-)kodiert und bereinigt. Besonders häufig sind Fehler oder fehlende Informationen auf Ebene der Länder und/oder der Organisationen/Organisationsformen, in denen die Forschung betrieben wurde. Im Zeitraum von Juni 2013 bis Dezember 2015 habe ich die Originalzeitschriften und -artikel in Online-Zeitschriftendatenbanken oder Archiven verschiedener Universitätsbibliotheken eingesehen, begutachtet und mit Hilfe einer Excel-Tabelle katalogisiert und fehlende Informationen, wenn vorhanden, ergänzt. In der Bibliometrie werden verschiedene Vorgehensweisen diskutiert, wie Publikationen gezählt werden können. Die Analysen dieser Arbeit basieren hauptsächlich auf der whole count Methode (siehe Tabelle 1). Die Entscheidung basiert auf der Annahme, dass jeder Autor, jede Organisation, oder jedes Land gleichermaßen zu einer Publikation beigetragen hat. Folglich kann es zu einer Verzerrung bzw. Überschätzung der Ergebnisse kommen, da Zeitschriftenartikel mehrfach gezählt werden, wenn sie in Form von Forschungskooperationen publiziert wurden. Um die absolute Anzahl an Publikationen (weltweit, Europa, Deutschland) zu ermitteln, wird die Gesamtzahl an Artikeln pro Jahr (ohne Duplikate) berechnet. Zusammenfassung der wichtigsten Ergebnisse Der empirische Teil meiner Arbeit ist in drei Teile untergliedert. Die folgenden Abschnitte fassen die jeweils wichtigsten Ergebnisse zusammen. The Global Picture – Hochschul- und Wissenschaftssysteme im Vergleich Im Mittelpunkt meiner Dissertation steht die Frage, welche Organisationsformen Wissenschaft produzieren. Um die Ergebnisse der detaillierten Fallstudie einordnen und bewerten zu können, erfolgt zunächst eine Einbettung in den globalen und europäischen Kontext. Die forschungsleitenden Fragen, wie hat sich die wissenschaftliche Produktivität weltweit und im europäischen Vergleich zwischen 1900 und 2010 entwickelt und wie war/ist das deutsche Hochschul- und Wissenschaftssystem in die globalen Entwicklungen der Hochschulbildung und Wissenschaft im zeitverlauf eingebettet, wird folgendermaßen beantwortet: In einem ersten Schritt wird gezeigt, dass das weltweite wissenschaftliche Wachstum zwischen 1900 und 2010 exponentiell verlief und dieser Trend vermutlich bis heute anhält (siehe Abbildungen 3 und 10, S. 50, 147). Die massive Ausdehnung wissenschaftlichen Wissens hatte und hat auch heute noch einen großen Einfluss auf gesellschaftliche Entwicklungen, die nicht auf den wirtschaftlichen und technischen Fortschritt beschränkt sind. Ich werde darstellen, dass Hochschul- und Wissenschaftssysteme weltweite Gemeinsamkeiten aufweisen, die zu einer ähnlichen Entwicklung und Ausweitung wissenschaftlicher Produktivität geführt haben. Im Vergleich wichtiger europäischer Länder (Deutschland im Vergleich mit Großbritannien, Frankreich, Belgien und Luxemburg), kann gezeigt werden, dass zwischen der weltweiten Ausweitung der Wissenschaft, dem Anstieg an Publikationen und der Expansion von modernen Forschungsuniversitäten ein Zusammenhang besteht (siehe Abschnitt 7.2; Powell, Dusdal 2016, 2017a; 2017b im Druck). So wurde ein globales Feld der Wissenschaft aufgespannt, das als übergeordneter Rahmen fungiert. Drei geografische Zentren wissenschaftlicher Produktivität werden im Zeitverlauf identifiziert: Europa, Nordamerika und Asien. Sie haben zu unterschiedlichen Zeitpunkten an Bedeutung gewonnen oder verloren, doch zum heutigen Zeitpunkt tragen sie alle zur wissenschaftlichen Produktivität in den untersuchten Fächergruppen bei. Allerdings sind besonders in Asien die Wachstumsraten massiv angestiegen (Powell et al 2017 im Druck). Zweitens investieren alle Länder weltweit in Forschung und Entwicklung (FuE) (siehe Abbildung 9, S. 140). Diese Investitionen haben einen Einfluss auf ihre wissenschaftliche Produktivität. Zwischen einzelnen Ländern sind zum Teil große Unterschiede in der absoluten Publikationszahl und der relativen wissenschaftlichen Produktivität feststellbar. Nicht nur Investitionen in FuE tragen zur Expansion der Wissenschaft bei, sondern auch die Anmeldung von Patenten, höhere Studierendenzahlen, eine gestiegene Anzahl an Forschern, die Ausweitung von Forschungsaktivitäten in viele gesellschaftliche Teilbereiche, die Entwicklung von Forschungsprodukten und Neugründungen von Universitäten (Powell, Baker, Fernandez 2017 im Druck). Im Zuge der Hochschulexpansion und der Massifizierung der Hochschulbildung in den 1960er und 70er Jahren sind besonders die Studierendenzahlen und die Anzahl der Wissenschaftler extrem angestiegen. Es kam also zur Ausweitung des kompletten Hochschul- und Wissenschaftssystems und nicht nur zu einer Erhöhung der Anzahl an Publikationen. Im Umkehrschluss kann ein Teil des Anstiegs wissenschaftlicher Publikationen auf eine steigende Anzahl an Wissenschaftlern zurückgeführt werden. Drittens kann die von Derek J. de Solla Price aufgestellte These, dass das exponentielle Wachstum wissenschaftlicher Literatur irgendwann abflachen müsse, wiederlegt werden (siehe Abschnitt 2.4; Abbildungen 4 und 10, S. 53, 147). Obwohl einschneidende historische, politische, wirtschaftliche und technologische Ereignisse sowie Ereignisse bezogen auf die Hochschulen und Wissenschaft (siehe Abbildung 11, S. 150) kurzfristig zu einer Verringerung der Publikationszahlen geführt haben, wurde die Wachstumskurve nicht nachhaltig beeinflusst. Im Jahr 2010 wurden weltweit fast eine Million Zeitschriftenartikel in den Natur- und Technikwissenschaften sowie der Medizin publiziert. In Abschnitt 7.2.2 zeige ich, dass die Anzahl der publizierten Zeitschriftenartikel im Verhältnis zu den Ausgaben für FuE, der Größe der Hochschul- und Wissenschaftssysteme und der Anzahl der Einwohner (siehe Abbildung 12, S. 159) und Wissenschaftler (siehe Tabelle 3, S. 162; Abbildung 13, S. 164) relativiert werden müssen. Die anfängliche extreme Expansion der wissenschaftlichen Publikationen in den Mathematik, Ingenieur-, Natur- und Technikwissenschaften sowie der Medizin basiert auf einem allgemeinen Wachstum der Hochschul- und Wissenschaftssysteme (siehe oben). Unterschiedliche institutionelle Settings und Organisationsformen, in denen Wissenschaft produziert wird, haben einen Einfluss auf die wissenschaftliche Produktivität. Anhand der ausgewählten Fallbeispiele (Deutschland, Großbritannien, Frankreich, Belgien und Luxemburg) werde ich darlegen, dass Hochschul- und Wissenschaftssysteme, die über forschungsstarke Universitäten verfügen, höchst produktiv sind. Es kommt also nicht nur darauf an, wie viele Wissenschaftler innerhalb eines Systems beschäftigt werden, sondern auch darauf, in welchen institutionellen Settings sie arbeiten. Fünftens, im internationalen Vergleich trägt Deutschland immer noch erheblich zur wissenschaftlichen Produktivität in den untersuchten Fächern bei. Mit einer Wachstumsrate von 3,35% Prozent folgt Deutschland den USA und Japan. Im Jahr 2014 wurden in Deutschland 84,5 Mrd./€ für FuE von der Regierung bereitgestellt. Dies entspricht einem Anteil von 2,9 Prozent des BIP. Somit wurde der EU-Richtwert von 2020 von 3 Prozent lediglich knapp verfehlt. Im Jahr 2010 wurden in Deutschland insgesamt 55.009 Zeitschriftenartikel in den STEM+-Fächern publiziert (siehe Tabelle A5 im Anhang). Im Vergleich der absoluten Zahlen mit Großbritannien, Frankreich, Belgien und Luxemburg nimmt das Land die Spitzenposition ein. Die Größe des Hochschul- und Wissenschaftssystems hat somit einen Einfluss auf die Publikationsleistung. Werden die Zahlen in einem nächsten Schritt mit anderen Schlüsselindikatoren in Beziehung gesetzt, verändert sich die Leistung der miteinander verglichenen Systeme zum Teil erheblich. Gemessen an der Einwohnerzahl werden in Deutschland weniger Zeitschriftenartikel publiziert als in Belgien oder Großbritannien. Die Anzahl der beschäftigten Wissenschaftler betrug in Deutschland im selben Jahr 1000:4. Nur in Luxemburg und Großbritannien ist das Verhältnis von Wissenschaftlern zur Einwohnerzahl größer. Das Zusammenspiel der Organisationsformen der Wissenschaft in Deutschland von 1900 bis 2010 Auf Basis der Analysen zum globalen und europäischen Kontext der Entwicklung wissenschaftlicher Produktivität im Zeitverlauf (siehe Kapitel 7) folgt eine tiefgreifende, institutionelle Analyse des deutschen Hochschul- und Wissenschaftssystems (siehe Kapitel 8). Sie dient als Ein- und Überleitung zur detaillierten empirischen Auswertung der Daten zum deutschen Hochschul- und Wissenschaftssystem. Hier werden die wichtigsten Institutionen und Organisationen sowie das organisationale Feld der Wissenschaft (Universitäten, Fachhochschulen, außeruniversitäre Forschungseinrichtungen) vorgestellt. Zudem diskutiere ich die Unterschiede zwischen Ost- und Westdeutschland zur Zeit des geteilten Deutschlands (1945-1990). Eine Zusammenfassung der wichtigsten Ergebnisse zeigt, dass die Entwicklung der Publikationszahlen in Deutschland dem weltweiten und europäischen Trend (im kleineren Umfang) folgt (siehe Abbildung 16, S. 208). Es kam sowohl zu einer Expansion des wissenschaftlichen Wissens in Form eines exponentiellen Anstiegs an Publikationen, als auch zu einer Erhöhung der Vielfalt wissenschaftlicher Produktivität im Zeitverlauf (siehe Abschnitte 9.1 und 9.3). Die folgenden vier Forschungsfragen werden beantwortet: Wie hat sich die wissenschaftliche Produktivität in Deutschland zwischen 1900 und 2010 entwickelt? Unter allen Wissenschaft produzierenden Organisationsformen, was tragen die "klassischen" Formen zur wissenschaftlichen Produktivität bei? Welche Organisationsformen stellen die besten Bedingungen für wissenschaftliche Produktivität bereit? Welche Einzelorganisationen gehören zu den forschungsstärksten in Deutschland? Wie oben beschrieben, verläuft das Wachstum wissenschaftlicher Produktivität in Deutschland zwischen den Jahren 1900 und 2010 exponentiell. Die Kurve ist vergleichbar mit der weltweiten und europäischen Entwicklung, wenn auch in kleinerem Umfang. Zwar hatten auch hier verschiedene Ereignisse, wie der Zweite Weltkrieg, die Weltwirtschaftskrise oder die Wiedervereinigung, einen kurzfristigen Einfluss, allerdings kam es zu keiner Verlangsamung oder Abflachung des Wachstums (siehe Abbildung 11, S. 150). Bis ins Jahr 2010 wuchs die Anzahl der publizierten Zeitschriftenartikel in Deutschland auf 55.009 an. Zweitens, zeigt eine detaillierte Betrachtung der wissenschaftlichen Produktivität Westdeutschlands im Vergleich zu Ostdeutschland, dass der Anstieg der gesamtdeutschen Publikationszahlen auf einem Anstieg der Zahlen in Westdeutschland basiert (siehe Abbildung 17, S. 211). Zwischen 1950 und 1990 verlief die Kurve der wissenschaftlichen Produktivität in der DDR flach und auf einem niedrigen Niveau. Hieraus kann geschlossen werden, dass das Hochschul- und Wissenschaftssystem der DDR, aufbauend auf seinem Akademiemodell, keine guten Bedingungen für wissenschaftliche Forschung bereitgestellt hat. Drittens, zeigt die detaillierte Analyse der "klassischen" Organisationsformen der Wissenschaft, Universitäten und außeruniversitäre Forschungsinstitute, dass Universitäten im Zeitraum von 1975 bis 2010 in den STEM+-Fächern die Hauptproduzenten wissenschaftlicher Zeitschriftenartikel waren und sind (siehe Abbildung 18, S. 217). Im Untersuchungszeitraum beträgt der prozentuale Anteil der universitätsbasierten Forschung im Mittel 60 Prozent. Somit verteidigen sie ihren Status als wichtigste Organisationsform gegenüber anderen. Die Modus 2 Hypothese, dass es im Zeitverlauf zu einem Absinken des prozentualen Anteils der Universitäten kommen muss, wird verworfen. Der Anteil der Nicht-Universitäten liegt hingegen im Durchschnitt bei 40 Prozent. Obwohl die Richtigkeit der folgenden Aussage nicht empirisch überprüft werden kann, wird davon ausgegangen, dass es sich tatsächlich sogar um einen Anstieg wissenschaftlicher Produktivität der Universitäten im Zeitverlauf handelt. Unter Berücksichtigung einer Verschiebung der zur Verfügung stehenden finanziellen Mittel für FuE zugunsten der außeruniversitären Forschungsinstitute haben die Universitäten im Zeitverlauf mit weniger Forschungsgeldern immer mehr wissenschaftliche Zeitschriftenartikel publiziert. Viertens, obwohl nicht nur Wissenschaftler innerhalb von Universitäten und Forschungsinstituten Zeitschriftenartikel veröffentlichen, haben diese beiden Organisationsformen zusammen mehr als drei Viertel aller Publikationen seit den 1980er Jahren verfasst. Aber auch schon in den Jahren zuvor ist ihr gemeinsamer Anteil sehr hoch. Zu den wichtigsten Wissenschaftsproduzenten gehören neben ihnen die (Industrie-)Unternehmen, Behörden und Ressortforschungseinrichtungen und Krankenhäuser (für eine ausführliche Beschreibung der Matrix der Organisationsformen siehe Tabelle 4, S. 222f und Abbildungen 19 und 20, S. 220, 246). Dennoch sind die Universitäten die treibende Kraft wissenschaftlicher Produktivität seit mehr als einem Jahrhundert. Mit ihrer speziellen Ausrichtung auf Grundlagenforschung stellen sie die besten Bedingungen für wissenschaftliche Forschung bereit und gehören zu den ältesten Institutionen mit einem hohen Institutionalisierungsgrad. Universitäten sind widerstandsfähig gegenüber Veränderungen und critical junctures haben keinen negativen Einfluss auf ihre wissenschaftliche Produktivität. Alle anderen im Datensatz gefundenen oder aus der Theorie abgeleiteten Organisationsformen (Akademien, Vereine/Gesellschaften, wissenschaftliche Infrastrukturen, Laboratorien, Militär, Museen und nichtuniversitäre Bildungseinrichtungen) spielen nur eine untergeordnete Rolle und wurden in der Gruppe "sonstige" Organisationsformen zusammengefasst. Fünftens, eine Auswertung der zehn forschungsstärksten Einzelorganisationen Deutschlands im Jahr 2010 bestätigt die oben beschriebenen Ergebnisse, da lediglich Universitäten und außeruniversitäre Forschungsinstitute dieser Spitzengruppe zugehören. Eine Zusammenfassung der Publikationen der Institute unter ihrer Dachorganisation zeigt, dass die Institute der Max-Planck-Gesellschaft und der Helmholtz-Gemeinschaft maßgeblich zur Produktion wissenschaftlichen Wissens in Deutschland beitragen. Sie übertreffen zusammengezählt die Publikationstätigkeit einzelner Universitäten bei weitem (siehe Tabelle 5, S. 259f). Eine Einzelauswertung der Institute zeigt aber auch, dass sie allgemein genommen, aufgrund ihrer Größe und der Anzahl der Wissenschaftler, nicht mit den Universitäten konkurrieren können. Zudem gehört die hybride Organisation, die Charité – Universitätsmedizin Berlin zu den führenden zehn Wissenschaftsproduzenten im deutschen Hochschul- und Wissenschaftssystem. Nationale und internationale Kooperationen wissenschaftlicher Forschung Im letzten empirischen Kapitel der Arbeit wird auf der Makroebene die Frage beantwortet, welchen Einfluss die zunehmende Internationalisierung der Forschung auf nationale und internationale Kooperationen in Form von Publikationen in wissenschaftlichen Zeitschriften hat. Durch die voranschreitende Globalisierung und Internationalisierung haben nationale und internationale Kooperationen stark zugenommen. Zu den wichtigsten Gründen für (internationale) Kooperationen in den Mathematik, Ingenieur-, Natur- und Technikwissenschaften sowie der Medizin zählen unter anderen die Reputation der Forschungsorganisation und der Mitautoren, eine höhere Sichtbarkeit innerhalb der wissenschaftlichen Gemeinschaft, mehr Möglichkeiten für interdisziplinäre Forschung oder auch eine bessere Ausstattung der Labore. Heute sind bereits ein Drittel aller Forschungsartikel weltweit das Ergebnis wissenschaftlicher Kooperationen und lediglich ein Viertel wird von einem Autoren verfasst. Übertragen auf die Organisation der Forschung bedeutet der von Humboldt geprägte Leitsatz "in Einsamkeit und Freiheit", dass wissenschaftliche Forschung nicht mehr in alleiniger Verantwortung eines Wissenschaftlers durchgeführt wird, sondern das Ergebnis von Kooperationen ist. Netzwerke werden immer wichtiger, um gemeinsame Interessen zu teilen, an einer Fragestellung zu arbeiten sowie die aus der Forschung gewonnenen Erkenntnisse gemeinsam zu publizieren. Wissenschaftler, Organisationen und Länder unterscheiden sich dahingehend, wie sie ihre Forschung organisieren und folglich auch darin, wie sie ihre wissenschaftliche Zusammenarbeit gestalten. Diese Wege sind abhängig von der geografischen Lage und Größe des Hochschul- und Wissenschaftssystems, dem organisationalen Feld und den Einzelorganisationen. In dieser Arbeit werden unterschiedliche Muster wissenschaftlicher Zusammenarbeit präsentiert. Die Ergebnisse zeigen einen massiven Anstieg wissenschaftlicher Kooperationen in Form von gemeinsamen Publikationen im Zeitverlauf. Bis in die 1990er Jahre hinein publizierten die Wissenschaftler in den hier untersuchten Länder (Frankreich, Deutschland, Großbritannien, USA, Japan, China, Belgien und Luxemburg) hauptsächlich in Alleinautorenschaft. Erst danach kam es zu einem Anstieg an Kooperationen: Im Jahr 2000 wurden lediglich 37 Prozent aller Artikel von einem Autor verfasst. Im Jahr 2010 erreichte der Anteil einen Tiefststand von lediglich einem Fünftel Alleinautorenschaften (siehe Tabelle 6, S. 279f). Allerdings unterschieden sich die Länder hinsichtlich ihres Anteils an Ko-Autorenschaften zum Teil deutlich voneinander. Literatur Powell, J. J. W. & Dusdal, J. (2016). Europe's Center of Science: Science Productivity in Belgium, France, Germany, and Luxembourg. EuropeNow, 1(1). http://www.europenowjournal.org/2016/11/30/europes-center-of-science-science-productivity-in-belgium-france-germany-and-luxembourg/. Zugriff: 13.12.2016. Powell, J. J. W. & Dusdal, J. (2017a): Measuring Research Organizations' Contributions to Science Productivity in Science, Technology, Engineering and Math in Germany, France, Belgium, and Luxembourg. Minerva, (). Online first. DOI:10.1007/s11024-017-9327-z. Powell, J. J. W. & Dusdal, J. (2017b im Druck). The European Center of Science Productivity: Research Universities and Institutes in France, Germany, and the United Kingdom. IN Powell, J. J. W., Baker, D. P. & Fernandez, F. (Hg.) The Century of Science: The Worldwide Triumph of the Research University, International Perspectives on Education and Society Series. Bingley, UK, Emerald Publishing. Powell, J. J. W., Baker, D. P. & Fernandez, F. (2017, im Druck). The Century of Science: The Worldwide Triumph of the Research University, International Perspectives on Education and Society Series. Bingley, UK, Emerald Publishing. Powell, J. J. W., Fernandez, F., Crist, J. T., Dusdal, J., Zhang, L. & Baker, D. P. (2017, im Druck). The Worldwide Triumph of the Research University and Globalizing Science. IN Powell, J. W., Baker, D. P. & Fernandez, F. (Hg.) The Century of Science: The Worldwide Triumph of the Research University, International Perspectives on Education and Society Series. Bingley, UK, Emerald Publishing.

This technical note highlights some of the work the World Bank has recently conducted in support of the growth agenda outlined in the Europe 2020 strategy. The World Bank is actively supporting the new member states, as well as accession and neighborhood countries, in achieving the Europe 2020 targets of smart, sustainable, and inclusive growth. The engagement consists of policy and program lending in these areas as well as analytical work. This note focuses on highlighting some of the Bank's analytical Europe 2020 work pertaining to raising employment rates and skills levels as well as to spur innovation and technology absorption. The technical note is structured as follows: section one provides the macroeconomic background, and highlights how the economies of the European Union (EU)-10 countries were steadily catching up with those of the EU-15 countries, but then the catching-up was interrupted by the onset of the global financial and economic crisis. Section two focuses on low employment rates in EU-10 countries, particularly among older and less-educated workers, women, and minority groups, in particular Roma, and highlights some key issues in the organization of labor markets and labor market related institutions. Section three focuses more specifically on skills development across the life cycle, with a brief discussion on selected policy areas: (1) expansion of early childhood development programs to universal coverage; (2) adopting ambitious, comprehensive approaches to schooling to support higher levels of generic skills for all; and (3) strengthening access to and efficiency of tertiary education through higher education financing reform and data collection as a basis for system steering. Section four focuses on innovation and technology absorption, highlighting how more and more efficient research and development (R&D) spending will boost economic growth in EU10 countries.

Transcript of an oral history interview with Robert F. Crecco, conducted by Jennifer Payne on 28 August 2013, at the Norwich University campus in Northfield, Vermont, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Robert Crecco was a member of the Norwich University Class of 1947; his education was interrupted by his military service in World War II. His experiences during the war and as a student at Norwich University are discussed in his interview. ; WWII WW2 World War II World War Two World War 2 ; Robert F. Crecco Oral History Interview Interview Date: August 28, 2013 Interview Location: Sullivan Museum & History Center, Norwich University Interviewed by Jennifer K. Payne Transcribed by Thomas H. King III JENNIFER PAYNE: Today is August 28th 2013 and I'm with… ROBERT CRECCO: Robert Crecco and, what else would you like to know? JENNIFER PAYNE: What is your date of birth? ROBERT CRECCO: April 27th 1925. JENNIFER PAYNE: And where were you born? ROBERT CRECCO: Medford Massachusetts JENNIFER PAYNE: And where are we right now? ROBERT CRECCO: We're in Killington at the Woods Resort where we've been coming for the last eight years and we're up here for July and August. JENNIFER PAYNE: What is the address we are at? ROBERT CRECCO: This is 53 Woods Road, Killington Vermont. JENNIFER PAYNE: Thank You. JENNIFER PAYNE: Alright. So I've got some questions I'm going to ask you again from the survey if that's ok? ROBERT CRECCO: Yes. JENNIFER PAYNE: Okay. So how and why did you join the service? ROBERT CRECCO: Join the service? JENNIFER PAYNE: Umhmm ROBERT CRECCO: I was drafted, and I was drafted while I was attending Norwich as a freshman, and I was inducted in Montpellier and then sent to Fort Devens for pulmonary activities and then sent to, I think it was Fort McClellan in Alabama for basic training. JENNIFER PAYNE: Where were you when you were drafted? ROBERT CRECCO: I was at Norwich and I think there was about a 179 freshmen at that time and the school was basically taken over by the Air Corps. There were 1200 Air Force Cadets and so the school revolved around them and it's surprisingly that Norwich had a freshmen class. All the classes had left, the junior and seniors were immediately inducted in to the service and the sophomores were being decimated by drafting and so forth. So the school basically, (coughs) was empty and I guess they had a contract with the Air Force to give the Air Force the basic training in education I guess and also calisthenics and everything else. So we merged within basic we didn't, all the dormitories were taken up by the Air Force and so we stayed in the fraternity houses. I stayed in the Theta Chi house and then SAE and Sig Up were also occupied then there was another one and I can't think of the name and then there was a four or fifth one called the Lanscers. So, we freshmen were in those places and we had Air Force non-coms as our instructors and, I think, the academic courses were all those set up for the, for the Air Force so we took the same courses. Which was basically a little different from the normal Norwich curriculum, like we took Chemistry, Physics, Geography, I think we took English, and Mathematics. There were five courses as I remember and we didn't sit in with the Air Force. Our classes were with ourselves so you know the, the freshmen. But we had the same curriculum as the Air Force, because I guess the faculty was geared to do that and so we participated. So I got drafted out of Norwich, (clears throat) I (un-audible) my throat here. JENNIFER PAYNE: Do you want a glass of water? ROBERT CRECCO: That would be good. JENNIFER PAYNE: Okay, alright. ROBERT CRECCO: And I was the first one to be drafted. Cause basic I was I think I was the about the oldest follow in the, the group. I was 18 in April in my senior year in high school and most of the, the fellows with me were under 18 and, that's the reason why I was the first one to get drafted, because I was the oldest one in the class. JENNIFER PAYNE: What year, what exact year and month was that, do you recall? ROBERT CRECCO: Well I graduated in 1943. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And, we started. I think we started in August and, I believe it was August, it was early, actually it was, it was, it was a little undecided whether Norwich is going to have a freshmen class and so, we didn't know until just before they asked us to come up that they were going to have a, a freshmen class. JENNIFER PAYNE: How did you decide to go to Norwich? ROBERT CRECCO: Well, a neighbor of mine, was at Norwich. Ya know he, I was talking with him before he even came up and he sort of convinced me it was the place to be and so I said ok and he was a freshmen, but then when I got up to Norwich there was actually no classes there and I found out later on that he had received an appointment to West Point. And so he would even if the, the whole discombobulation hadn't happened because of the war he probably would have left any way and, and even though he convinced me to come up, that he wouldn't have been there and, I lost track of, his name was Louie (Lacanti) and I lost track of him, and the strange, on our last cruise or a transatlantic in last past April one of the people with us at our table was a Colonel. Who had been at West Point when Louie was there and so I asked if he knew Louie and he said, not really, he says I know the name. And I said can you check later on to find out whatever happened to Louie but I never did hear from this person. But anyway I, I, I, as I say I get drafted and, inducted in Montpellier, and then they made me acting corporal to take the crew down to Fort Devens (Chuckles) on the train at that time there was a train travelling back and forth between Montreal and White River Junction. JENNIFER PAYNE: Umhmm. ROBERT CRECCO: And it split in one part went to New York and one part went to Boston. So we get down to Fort Devens and, eventually get to my basic training at Fort McClellan. JENNIFER PAYNE: So did you have a choice in where you went or.? ROBERT CRECCO: No I didn't but they told me at Fort Devens that, I was to be put in Army Specialized Training. Called ASTP, Army, specializing training program. Yeah. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And that I was scheduled to go to Texas A&M for the specialized training, but three months later after basic, conditions changed and the war plans and so forth and they decided to cancel all ASTP programs and, since we were being trained as an infantrymen we were to go back to that and we shipped out for England about a month later. JENNIFER PAYNE: Wow. ROBERT CRECCO: And so we're on a troop ship that went to, went to England we came in at Bristol England. It was on an Australian, meat, refrigerator ship. I guess they used to bring mutton from Australia to England with it but that was our troop ship and it was pretty bad. It was run by, by Australians and we'd have some real, real bad food. But anyway it was, it was, it wasn't that bad. JENNIFER PAYNE: What, what was the food do you remember? ROBERT CRECCO: Oh things like, fish for breakfast, and then something like a porridge, ya know it was almost like gruel. Ya know and some bread. Things like that and I don't remember much about dinner. We didn't have lunch. We had breakfast and then we had dinner early and I can't remember much about the dinner. JENNIFER PAYNE: That's okay ROBERT CRECCO: Yeah JENNIFER PAYNE: But it was, it was not a fun ship it was ROBERT CRECCO: Oh no, no JENNIFER PAYNE: (Chuckles) ROBERT CRECCO: We were packed in there like sardines. And the smell below deck wasn't too great. JENNIFER PAYNE: What did it smell like? ROBERT CRECCO: Well sweat, and people, and ya know that sort of thing you get used to it after a while but we were always up on deck when we could be. JENNIFER PAYNE: What did you do to pass the time on the ship? ROBERT CRECCO: Well we used to have, formations, and calisthenics, and lectures. Ya know military indoctrinations so forth. But that was it. JENNIFER PAYNE: So what happened when you got to Bristol? ROBERT CRECCO: Well we went into, went into camp. Near a place called Leamington. And we're in tents and I think there were what four, four men to a tent, yeah, and all we did was march, and march, and march up and down all those, those winding roads in, in England and of course we got leave. But they told us, ya know, don't go to the restaurants because they don't have much food and you got all the food you need right in camp. But we did get fish and chips and you go into a place and ya get a, a newspaper full of a, of the fish and chips and they were delicious, they were delicious. At that time they were using Cod and we heard later that there was a Cod war between England and Iceland cause England was in Icelandic waters and there was a standoff there and they had destroyers and there Icelandic trawlers out there with guns on them and I guess they came to an agreement any way but… (Laughs) JENNIFER PAYNE: (Laughing) ROBERT CRECCO: Cod, Cod was a, is a very well-known food in Europe. All the, all those foreign countries sent trawlers way over near off Nova Scotia for Cod and so forth. But that goes on too long and there's not much Cod left there. JENNIFER PAYNE & ROBERT CRECCO: So JENNIFER PAYNE: Yep ROBERT CRECCO: I guess you'd want me to continue with this… JENNIFER PAYNE: Yeah ROBERT CRECCO: What we're doing over in England. Well after it seemed like a long time with this, this training over there. We finally get word to, pack up and, get on these trucks and low and behold we're in South Hampton and they loaded us on ships and the, the, the initial attack on the continent had, had begun. And we were on the ship I think overnight and then finally we sailed the next day and it was on the second day. I forget the, what it was June 6th, June 6th was the initial, yeah, so it would be June 7th, late in the, late in June, late on the June 7th, that we landed in Omaha beach. JENNIFER PAYNE: What was that like? ROBERT CRECCO: Well, it was still a mess, ya know the fighting had proceeded up off the cliff and they were going inland and the beach was littered with all kinds of equipment, there were some, still some, dead bodies on the beach, they had been lined up and so forth and I guess they were in the process of taking them off. And so after we get off from the beach we went up on the, on the, on the top of the cliffs. They had already pushed a couple of miles inland. The, the Rangers had cleared the cliffs the previous day even though they sustained quiet heavy casualties. And then the 20, I think it was the 24 th, 24th or 29th, I'm not sure, yeah we didn't know what was going on. All we knew was that we had to get off the, the landing craft but we didn't know it was, what was, we could hear the, the, the noise up ahead, ya know the shells and everything. They were still bombarding the area from the, the battleships and the cruisers and they were still shelling way inland but, then we got up of the area there and they kept us there for a while and then they told us to advance and evidently the, the advance, the lead troops had pushed way inland. And so we weren't in the front line at that time we were in the backup and, I think maybe ten days later I was with the second infantry division. And about ten days later, we were near Saint-Lô. And, cause the approaches of Saint-Lô was surrounded by small villages. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And the, we were near a village as I remember, it was called Sofria, Sofree, Sofra? I don't know how they pronounce it. And it was near that village where I was on a patrol and I got, I got wounded. By a, a mortar shell. JENNIFER PAYNE: What happened? ROBERT CRECCO: Well we were on patrol it was, it was at night, and ya know that whole country there is full of hedge rows. And these hedge rows would, would be, you'd have roads going, not roads even, these were dirt roads going between the hedge rows and then across the hedge, or on the near side of the hedge row would be a little pasture and then on the other side road would be another hedge row and then a pasture and the hedge rows all the way around that's how the country in, in Normandy was, was either made that way by the people or I, I don't know but anyway Normandy was full of hedge rows and it was very difficult fighting in those areas. But then we were on patrol at night. Patrol is you go over a hedge row and then you'd sit there and see what the opposition or the Germans were going to do. Whether they were putting out patrols either and this is known as feeling out what the enemy is doing and so they, they, they must have seen us because they sent over three mortar shells and there were three of us and the Sergeant got killed and I was wounded and the other g-, the other fellow he didn't get hit at all. So we dragged the Sergeant back to the, our lines and I got wounded in the arm and also my foot so I got evacuated. At that time they were evacuating everybody to England. They, they had, we had, we had controlled some air fields so we're able to get these ambulance plans there and, so they'd load them into one of those and I got evacuated to England. To a general hospital near Oxford. JENNIFER PAYNE: Yeah ROBERT CRECCO: Oxford and, what was the other town? I can't think of the name of the town now that, Shakespeare. JENNIFER PAYNE: Stratford-Avon ROBERT CRECCO: Stratford-Avon, right, ha, was near there, because for activities they took us to Stratford-Avon to and we went to see the Shakespearian plays. JENNIFER PAYNE: When you recuperated. ROBERT CRECCO: Yeah, yeah, so I was in the, I was in the general hospital for about two months JENNIFER PAYNE: Wow ROBERT CRECCO: Cause I couldn't walk. And then, then it got infected. So I was there for about two months and they reclassified me as limited service but then they sent me back to France. But ya know while we were in England, we, we had, it was pretty good. We got to visit a lot of places and see a lot of those Shakespearian plays. And anyway I got sent back, on reassignment, and they sent us back to Paris. And I was in a reassignment depot and we got some leaves to Paris and so, I went to Paris and it was all right but, ya know I was really not into it. And I was still pretty young and some of these guys were hept for getting drunk and then picking up women or and actually going to some of the whore houses and I was, I wasn't into that. I didn't enjoy Paris that much. But anyway, when I got, we got reassigned. Since I was on limited duty I wasn't going to go to a, a combat, well not combat, but I wouldn't be going to a front line outfit and so I ended up in, in 90th division of 5, 547th? What was that? It was 530, no, yeah 537th headquarters battery on an automatic weapon, it was an automatic weapons battery, they had multiple 50s mounted on halftracks, and they had anti-aircraft guns and I was in the headquarters duty, (Chuckles), and they were looking around to put me to do something all of a sudden it was, this Warrant Officer was in charge, he said, you went to, you went to college didn't you? And I said, (Chuckles), well we're going to have you do the morning report. And the morning report was a form and description as you put what happened of what happened in the battery and how many, how many, how many were killed, how many were wounded, how many were sick, how many had to go to the rear and then what the activity of the battery was that day. And it had to be signed by the commanding officer of, of our group which was a captain and, that was my job, which was a nothing job, ya know. Which was fine by me because it kept me out of the frontlines being on limited duty. So that's how I survived the war and when the war ended we were in occupation duty, which wasn't too much and all the fellows were fraternizing which was against the rules but either during, during the war or towards the end, the last few months some of the fellas who knew German, because we had a couple German guys, the original group was from Texas and I guess where they were from there was a lot of German people and they, they knew German. But they would go out at night and bring food with them and go to these houses where they knew there were women and, so they used to have a pretty good time and they'd used to bring the food there, and then, course the people didn't have much food at that time so they were very well welcomed. But anyway after we got, after the war was over we sat around for, I think a month or so. And then we got sent up to, Amsterdam, oh Brussels, Brussels and we stayed in tents up there for a few weeks and then we saw the star, the star, Stars and Strips newspaper on day and big headlines was Atomic Bomb dropped on Japan, and then a, next day another bomb had been dropped. Well we were sitting there waiting for transportation back to the states and we were to be retrained for, well I wouldn't be but I would be with some unit that was going over to the Pacific, ya know for Japan and so the dropping of the bomb, we didn't understand, ya know the implications of this until we saw a reading in, in the Stars and Strips that the war was coming to a close in the Pacific and instead of being retrained for that we would be sent home and then they had a points system. They decided that the order in which you would go home be decided in the number of points you have and points took everything from years of service, overseas service, combat service, if you were wounded or something like that, so it all add up to these points and low and be hold I had enough points so I knew that as soon as we got a ship I'd be sent home and then eventually discharged. So I got home and they, where was it, not Fort McClellan, is there another camp, let's see. JENNIFER PAYNE: Po New York? Nope that was… ROBERT CRECCO: Well let's see. We did come in New York. But then we get, sent to another camp I think in Alabama, I can't remember the name. JENNIFER PAYNE: Do you remember where you were when you, when you heard, when VJ-day occurred? ROBERT CRECCO: I think, I think we were on the ship coming back. And it was a little better ship, it was a transport, and an American transport so coming back was, I think, I think it was either, was either on our last couple of days in camp in Brussels or on the ship that we heard that VJ-day had occurred. But by that time they already set the point system because they knew the war was coming to an end, after they dropped these bombs and so forth. And we, I got, I got that 30 day furlough when we, when we, when we got to this camp fort, I didn't say over here, Fort Brag, Fort Brag. We were sent to Fort Brag and then they gave us a 30 day leave from Fort Brag, so I spent it home in Medford and then we had to report back. Reported back and then they told us we were going to be discharged. So all this time back and forth and they could have done it right in the beginning but I guess they weren't ready. And so I get discharged and I came back to Medford and then all my old friends we got together. They were all out of the service too. And we just paled around for a couple months and I got tired of that so that's when I, I got in touch with, well I didn't get in touch with Norwich right away. I was looking around for what I wanted to do. And a doctor friend of my father's talked me into being an optometrist. A, with a medical degree though, it was not, it was a ophthalmologist, ophthalmologist. So he says, I will recommend you to go Pennsylvania, University of Pennsylvania and so I applied there and they came back and said, we are deluged by veterans and we can't take you for a year and a half. They suggested I go back to Norwich and take prescribed courses and at the end of my sophomore year they would take me in. And so I get in touch with Norwich and they say yeah come on back, (Laughing), and I said well, ya know I'm not keen on, on this military and they said, well we're giving veterans the option of going into the military, I mean the corps or coming in as civilians. So I opted for the civilian and so I came back to Norwich and they gave me credit for the courses I took when I was with the, taking the Air Corps curriculum. And there were just as many veterans back as there were Cadets in the Corps. Ya know they had started the Corps again and they were getting young fellas to come into the Corps. And I came back as a civilian and I roomed with Bob Dorman. JENNIFER PAYNE: Ah ROBERT CRECCO: And (Hobie?) Smith. Bob Dorman had been a junior here. Umhmm ROBERT CRECCO: And (Hobie?) Smith would have been a junior too and we roomed together in Alumni Hall. Alumni Hall was pretty crowded with all the civilians there and. Bob Dorman was sort of a screw up. All the years he remained a, a, a senior private in the corps (Laughing) and (Hobie?) Smith had been a corporal or a sergeant, I'm not sure, but Bob I think almost got thrown out of Norwich when he was here, before the war and he got involved with a girl from Barre and, this is when he came back afterwards and so he, he had his ups and downs with her and Hobby Smith and I were not involved with anybody we were just trying to get the job done that we came back to do and Bob Dorman a Sigma Alpha Epsilon fraternity guy and same with (Hobie?) Smith. So they both got me into Sigma Alpha Epsilon and after that first year in Alumni Hall I didn't live down in the SAE house and that was a good deal I didn't have to eat in the mess hall, we had our own cook who prepared all our meals, breakfast, lunch, and dinner, and this was all for $25 a month. I mean but things were pretty, still pretty cheap there, there were people were making $18 dollars a week as clerks, ya know in stores. Salaries were pretty low it's no wonder we could live there for $25, so I, I, I was bunking in a room with Lenny (Fillam?). Lenny (Fillam?), the fish man we used to call him, cause his father owned a wholesale fish company in Boston and Bob Dorman's father was, was a correspondent for associated press, he's from New Jersey. And (Hobie?) Smith was Connecticut I think his father was a lawyer. So we, at that time I was getting support from the VA for college, I was, I was on the PL 16 because I was disabled and I was getting more money then you would've regularly get. And I had, in order to get the PL 16 I had to tell them what I was studying for and I was, I was taking, courses that Pennsylvania had said I should take. I was taking German, analytical geometry, calculus, physics, chemistry then I took an elective in history. And I was plowing through that but not doing too well. Ya know I did alright in chemistry but physics, the labs were killing me and mathematics, analytical geometry I was doing alright in that, German I was, the first year was ok, the second year I just couldn't hack it. So I wasn't doing too well in these courses they wanted me take in preparation for opthalamy, optho-, ophthalmology. In, in Pennsylvania and I was beginning to like history and English. So ya know I, I, I was getting B's and C's but a lot of C's in, in the courses they wanted me to take. So I decided this wasn't for me and I started taking more English and history courses and I decided to drop all this other stuff. And I had put down for the VA I was going to be a teacher. And then I remember my senior year I had courses in teaching and I have to practice teaching at Northfield High and after a fe-, couple of semesters of that I said this wasn't for me either. (Laughing) So I, I, these, these kids in, in Northfield High weren't interested in history at all. (Laughing) I don't know what they were interested in but I could tell I wasn't making the head way so I decided to drop that and I was on the newspaper in my senior year I became editor of the Guidon. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And I decided this was a thing I'd like to be in, public relations or writing, editing and so forth. And so I graduated in history and I was able to take summer courses and everything else so I get out. I got my degree in two and a half years. JENNIFER PAYNE: Wow ROBERT CRECCO: And cause I went summers and everything else and I took accelerated courses which they offered to veterans cause lot of them, a lot of these veterans were married. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And some had children and they had a veteran's village made up of surplus government trailers. JENNIFER PAYNE: Where was this, where'd the put them? ROBERT CRECCO: It, it, ya know on rt.12A? JENNIFER PAYNE: Uhuh ROBERT CRECCO: There was a pasture in there where they set these up and it was veteran's village and these married people were there and some of them had children. And I remember they'd get extra money, these married veterans selling sandwiches at night and so forth. JENNIFER PAYNE: They sold sandwiches, what kind of sandwiches? ROBERT CRECCO: Well they would make ham sandwiches and roast beef and stuff like that and they would come around at night and we would buy the sandwiches from them. And, that was one of the interesting, ya know they were doing all sorts of things to get extra money cause the, what the government was paying them wasn't, wasn't enough. And they had to pay rent in those trailers. But any way, I graduated in 1948 as the class of '47 and my roommate had, was getting married, Bob Dorman getting married (Laughing) he, he was a character. He, he got into an argument with his wife and they were downtown Montpelier and he jumped off the bridge into the Winooski River. He got so mad at her or something like that. JENNIFER PAYNE: On Stonecutter's Way? ROBERT CRECCO: What's that? JENNIFER PAYNE: On Stonecutter's Way, that bridge? The little bridge. ROBERT CRECCO: The Bridge entering Montpelier JENNIFER PAYNE: Oh, from Rt. 12, yeah. ROBERT CRECCO: Yeah, right JENNIFER PAYNE: He jumped into the… ROBERT CRECCO: He jumped off the bridge there. And another time he went into the what is now the, the hotel. Not, not the Pavilion, at the. What is it? The, the Hotel in Montpelier. JENNIFER PAYNE: Oh the Capital Plaza. ROBERT CRECCO: The Capital Plaza yeah, it was not the Capital Plaza it was some other name and he was so mad at something he, well he was drunk too he got in and just ripped the toilet off. (Laughing) He, he was, he was a big guy, he, he played on the football team and he get so incensed at something and then he was drunk, he pulled up, just pulled up the toilet off the. JENNIFER PAYNE: The whole thing, not the lid? ROBERT CRECCO: No he just pulled up the whole, the whole toilet and of course there's water all over the place. But any way he got into trouble all the time, but he eventually married this woman and they had, they had three or four children. In fact he still has a son that I think live in Castleton. Last time I talked to Bob, he was, he was at the University of Kansas, on the military staff there. He was a Major, and that was the last time I talked to him. He, he died of a heart attack soon after that. JENNIFER PAYNE: Oh. ROBERT CRECCO: And (Hobie?) Smith I lost track of all together. And (Vinny Vesch?) who was, a chem major and who was our, our house steward at the SAE house. I met him once in Tom's River. He was working for the national light company. He was a chemical engineer down there and actually one of my fraternity brothers, put me on to the job I eventually got when I, when I left Norwich. Working for General Electric. JENNIFER PAYNE: What did you do? ROBERT CRECCO: I was an editorial assistant. So he knew, he knew I was editor of the Guidon and he knew that I was interested in that kind of work. So when heard that this opportunity, he graduated a year before me. Or was it two years? I forget, but any way he was from Swampscott Massachusetts and he was working for GE too and he heard about this opening there and I applied for it and I got the job because I put together a portfolio of the two years I worked on the Guidon and I was able to bring that and show that. I even had some letters in there were I corresponded with President Dodge. JENNIFER PAYNE: Oh really? ROBERT CRECCO: On various things, one of them I remember our football team was losing by big scores and I said. I wrote an editorial and I said let's do something about this or stop football. University of Vermont, UVM had dropped football and we used to play them and we did pretty well with them but they dropped it because they couldn't, couldn't hack it either. So I said we should either drop football or let's go out and get some people to come to Norwich who can play football. Well he, he didn't like my editorial, he, he took issue with it so he and I had a conference with it and I had written, I wrote a letter in response to that meeting we had. So I had that sort of stuff in the portfolio (Laughing). So, and Dodge was a nice guy, I liked him. He was, he was quite an outdoorsman. He liked to kayak, and canoe, he, he was quite an expert in canoeing and kayaking and he had done a lot of trips into the wilderness, ya know I'd say. And he eventually, I think went back to Bowdoin. JENNIFER PAYNE: Umhmm. In Maine? ROBERT CRECCO: I, I think yeah Maine, on the faculty there after he left Norwich. Well, but any way I got this job at General Electric as an editorial assistant and eventually I became an editor. And I was transferred to. I worked in Lyne, Lyne Massachusetts and then I got transferred to, get a newspaper going in Cincinnati at the jet engine, new, a new jet engine plant. So I got transferred out there. JENNIFER PAYNE: So you started a, you were working a newspaper or you were working at the plant? ROBERT CRECCO: Well the plant had a newspaper. JENNIFER PAYNE: Ah, gotcha ROBERT CRECCO: So it was a weekly newspaper. And so that's what I was putting out and then when I went to Lockland Ohio that's where the plant was, near Cincinnati. I started one there. JENNIFER PAYNE: You started a newspaper? ROBERT CRECCO: Yeah JENNIFER PAYNE: What was it called? ROBERT CRECCO: It was called the GE News at the jet engine plant and I stayed in that field I, I eventually left GE went to work for AT&T in Cincinnati also working on publications. Several publications that I started working on and report and then I started flip charts for instructions and so forth and I eventually left them and went to work for… (inaudible) I had a short stint, with an advertising agency. And then I went to work for… the greeting card company. JENNIFER PAYNE: Hallmark? ROBERT CRECCO: Hallmark. JENNIFER PAYNE: What was that like? ROBERT CRECCO: Well I was a director of sales promotion. JENNIFER PAYNE: Wow ROBERT CRECCO: And I was working with a sales force of about 400 people. Wow ROBERT CRECCO: All over, all over the country and they were in various regions and districts and so it was my job to put these fellas to sell. JENNIFER PAYNE: How did you do that? ROBERT CRECCO: Well, I used to. I put out a weekly publication. That had standings of salesmen and also hints in how to sell and so forth. Salesmen who did a, a, a good selling job and how they did it I'd, I'd translate into how you might do it too and course I was getting 2% of the sales. I was working for the Vice President of the sales and he must have been getting 10%. And I was getting 2%. And so I used to put out this publication and then I'd used to travel out to the salesmen and help them build up sales promotion, projects they could sell this to their customers. Our customers where in the whole gamut from banks, to feed companies, to the big companies, big national companies. Cause we, in addition to lot of printed material we sold we also sold executive gifts made of teak and so forth. And so these executive gifts were, were quite expensive. Could be desk sets, or could be, could be what would you call them? Ice buckets. JENNIFER PAYNE: Oh yeah ROBERT CRECCO: Made of teak and then inside would be a glass bowel and so forth all different kinds of boxes and so forth. They, these were all finely made in teak and they would sell those as well as sell Hallmark calendars and kinds of dodades, ya know like pens, and any kind of a trinket. And so these men would, would, would put together their sales pitches and have all these things on display. And they did very well some of these guys and we, we got the wives involved. We had a, at that time. Do you remember green stamps? JENNIFER PAYNE: Umhmm. I do. ROBERT CRECCO: HNS green stamps JENNIFER PAYNE: That's right ROBERT CRECCO: We used to give those away to the salesmen and we had a catalogue that they put out. And you could get anything from a grand piano down to a charcoal barbeque. So we gave those away as well as, as other things special and so forth and these were all incentive programs. And that was my job to get these guys incentive programs to get them to sell JENNIFER PAYNE: Wow ROBERT CRECCO: And then I eventually decided that I had enough of that and I came to Washington. And I went to work for a, a portion control meat company JENNIFER PAYNE: Hmmm ROBERT CRECCO: And when I got to there. I, I was sorry I got into that mess there. So I had made some friends in Washington and they told me about a job available with a lobby outfit. Highway lobby. JENNIFER PAYNE: Oh yeah ROBERT CRECCO: And it was known as the Highway Safety Federation and eventually became, merged with another one to become the Highway Users Federation and they had organizations in every city, every state. There is one in here, probably in Montpelier. I'm pretty sure there was one located there. JENNIFER PAYNE: Was it like AAA? Did it become AAA? ROBERT CRECCO: No it wasn't AAA it was still the Highway Users Federation. It was supported by the automobile companies, advertising companies, suppliers, all kinds of automobile suppliers, and it was the auto industry. The idea was to build roads. JENNIFER PAYNE: Right ROBERT CRECCO: To build more roads and… JENNIFER PAYNE: Did you like that? ROBERT CRECCO: It, it was alright. We put up publications that, that was in publications and we had conferences with the Highway User Federations. And the idea was to help the state federations work with the highway people to build roads. And course there were a lot of people didn't like the highway people because they felt they were building over the country. But anyway I worked with them naturally we, we had close, close working with the, the U.S. Department of Transportation. JENNIFER PAYNE: Sure ROBERT CRECCO: So I had a friend, who was in the, who was in the, the administration was Highway Safety, that was it, Highway Safety and he became the administrator of this division in the Department of Transportation. So, they needed somebody to work in sort of a lobby group. The government can't lobby but they can get other people to do it for them. So he asked me to come in to work as a coordinator for a program that he wanted to do with Highway Safety and one of the big things in safety that time was that there was a lot of drunk driving and the deaths on the highway had reached I think about 26,000. 26,000 highway deaths, many of them due to drunk driving. JENNIFER PAYNE: Annually ROBERT CRECCO: Yeah annually so he asked me to come in and coordinate a program and they had determined the best way to reach this drunk driving problem was through women. That wives, sweet hearts, and etc. etc. would have more influence on the men how were doing this drunk driving. So one of the things we were going to do was have a, a national conference in Washington and my job was to work with the, putting together this national conference. So that must have been, 19, 1940, somewhere around there. And so we did we, we, we got a lot of national organizations to put up the money cause the, the government couldn't put up the money this. It had to be through national organizations and companies so forth. And so we put together a three day conference in Washington. In the conference was to invite women leaders. These women leaders were from garden clubs, from political organizations, and other people who were leaders in their community, other women who were leaders in their community. And we invited I think about 2,000 women to come to this national conference in Washington. JENNIFER PAYNE: Wow ROBERT CRECCO: And, we had to put together a program to, in order to get women involved in drunk driving and so we had all garden clubs and there were all these women from women's clubs and we invited them. They, they had to pay their way, but we paid, they had to pay their way and also their hotel room and then we got the companies to put up the money for the conferences, the meals, all the printing material everything. They, they paid for that, they were (Coughs) there were companies in the automobile business, companies in highway building, advertising companies, anybody associated with, with highways. And we put together a three day conference and we had a lot of political people involved and we had vice president, vice president's wife involved. She was our chairman, our honorary chairman and so forth. And… JENNIFER PAYNE: Was that Eleanor, or who, who was the president, who was the VP at the time? Do you remember? ROBERT CRECCO: Volpe. JENNIFER PAYNE: Volpe? ROBERT CRECCO: Was the secretary of transportation. JENNIFER PAYNE: Uh huh ROBERT CRECCO: And, he had, oh I can't think of his name. He used to be governor, governor of, I can't think who he was governor of, but he was a governor and his wife, Mrs. Volpe. When I knew Volp… Volpe had been governor of Massachusetts and he was then appointed to be secretary of transportation and then his assistant secretary had also been governor of Massachusetts. And, his wife was the titular head of our conference. Course we had kinds of government people speaking and so forth and we had a lot of women speakers and we had a three day conference on drunk driving. JENNIFER PAYNE: Was it the first real big national one that you'd you had? ROBERT CRECCO: Yeah, the first big national, push to reduce drunk driving on the highways. Because the, the death and injuries from drunk driving had reached proportions that the government was concerned. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And out of that conference grew the, the government's program that reached all the way from upgrading the police forces with training and vehicles to apprehend drunk driving on the highways and then after you apprehended them you had to have a judicial system to deal with it and then you had to have a penal system to deal with it. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And then you had to have instruction in the various parts of the, the city system, the state system to teach people the dangers of drunk driving, over drinking and so forth. Then you had to have the medical people involved too because these people were habitual drinkers that were involved in this and you had to have a, a system set up to deal with it. So it went all the way down through all the strata's that you had to go through in order to deal with driving drunk on the highways JENNIFER PAYNE: Wow ROBERT CRECCO: And to reduce the casualties that happened from drunk driving and then the impact it had on homes and so forth. So it went into all facets and the Federal Highway Administration had to deal with this and they had to set up all the various facets of, of, of state and local government to deal with it. And over the years it proved to be workable at the reducing of drunk driving. And so I think now drunk driving is still a problem not, not the problem it would have been with all the facets that had been brought in to deal with it and… JENNIFER PAYNE: Wow ROBERT CRECCO: We had a three day conference and with all these women coming in. Mostly, mostly women cause it was set up for that. Because we felt that women had the greatest influence in through their families, in the men and so forth to reduce the drunk driving. JENNIFER PAYNE: How did, how did you, what did you tell the women? What was the message that you, or was it multipronged? ROBERT CRECCO: It was multipronged we, I, I, think that the clinical studies I mean clinical facilities that were set up to deal with this helped. JENNIFER PAYNE: Umhmm ROBERT CRECCO: Because a lot of these men were, were drunkards and, and needed medical as well as psychological training I guess. And you have that situation today. Where you, you have the courts set up, and you have the, the social, social welfare organizations set up to deal with it that we didn't have before and this was all the result of this early, early effort. JENNIFER PAYNE: Wow, that's terrific. ROBERT CRECCO: Yeah, and I stayed in the Department of Transportation after that, but I, I, I went to public influence type things. JENNIFER PAYNE: Lobbying at a different level? ROBERT CRECCO: Yeah, yeah lobbying but, it was, really I, I, I got away from most of that and got into more public relations. JENNIFER PAYNE: Umhmm ROBERT CRECCO: In the Department of Transportation and that's, I retired from the Department of Transportation. JENNIFER PAYNE: Wow ROBERT CRECCO: I was there for many years. I think I was there for 14 years. Yeah, that's, that's what I retired from. JENNIFER PAYNE: Wow. So it sounds like you stay in touch with your Norwich classmates? The ones you… ROBERT CRECCO: I became secretary of the class. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And that's how I stayed in contact, but actually I stayed in contact with… Let's see, what did I say in here? JENNIFER PAYNE: It didn't mention your Purple Heart. ROBERT CRECCO: Oh I didn't? JENNIFER PAYNE: No you didn't. You won a purple heart? ROBERT CRECCO: Yeah I, I was… JENNIFER PAYNE: As well as… ROBERT CRECCO: I was wounded, I was wounded on that pat-, that patrol on… JENNIFER PAYNE: Yep ROBERT CRECCO: We're, yeah we were on a patrol and we were hit by motor shells. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And I got wounded in the arm and the foot and I got evacuated to England. I think we talked about this. JENNIFER PAYNE: Yeah, yeah ROBERT CRECCO: Yeah JENNIFER PAYNE: But that's what you got the Purple Heart for. ROBERT CRECCO: Yeah I got the Purple Heart for that. JENNIFER PAYNE: And Emit campaign medal with four bronze service stars. ROBERT CRECCO: Yeah that was, that was well the invasion and then I was, I was in, I joined the, the automatic weapons battalion in France after they had taken Paris. JENNIFER PAYNE: Okay. ROBERT CRECCO: And then I went with them all the way through, through the campaigns in, in the Ardennes and the… JENNIFER PAYNE: Central Europe. ROBERT CRECCO: Yeah then and… JENNIFER PAYNE: Okay, I just wanted to make sure we got that in because we had… ROBERT CRECCO: Yeah, yeah, yeah ok JENNIFER PAYNE: Yeah, well… ROBERT CRECCO: And that was… Yeah I, I don't know is there… JENNIFER PAYNE: Is there anything else you want to say? You… ROBERT CRECCO: No I, I, I got, well after I decided I didn't want to go to the University of Pennsylvania I wanted to stay at Norwich. I became the editor of the Guidon. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And I enjoyed doing that also it was good training for what I got into later on. JENNIFER PAYNE: Right ROBERT CRECCO: I, I got into publication work and I became the director of publications at the telephone company in Cincinnati. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And then from there I went to, went into sales promotion and I, I stayed in sales promotion and then I came into Washington with… JENNIFER PAYNE: Yeah ROBERT CRECCO: With the, with the government. Actually I was with the Highway Users Federation. JENNIFER PAYNE: Umhmm ROBERT CRECCO: Prior to that. Then from that I went into the Department of Transportation. But no that's, that's about it I guess. JENNIFER PAYNE: Well thank you so much for your time. You have done a wonderful interview. It's going to be great. I can see a lot of people using it, so thank you so much for your time. ROBERT CRECCO: Good, I'm glad you thought so. JENNIFER PAYNE: Alright.

Education has the power to provide opportunities for meaningful, personal growth. In this research I usc my own, personal narrative as a means to explore various feelings of accomplishment and disappointment throughout my educational experience. Written reflections from graduate-level courses and a self-written story of my educational experiences, including my role as a teacher, were used for data analysis. These artifacts were coded using NVivo software. Coding revealed four themes: Self-worth and Selfesteem; Freedom through Authenticity; Regret; and Change and Redemption. Discourse, which is a guiding, invisible force, shapes the narrative, or lived experiences, of individuals. Its influence on my narrative was examined. The discursive claim of education is that the main goal of education is about and in the best interests of students. As my experiences in education were not positive and I felt that I did not receive what I needed, I assumed that my narrative countered the discourse. The findings showed that it was not I who countered the discourse, but rather my mental illness. This finding revealed the oppressive force of discourse upon the teachers in that there was not room for mental illness in education. This brings into question the discourse about viewing teachers solely as professionals as opposed to teachers as people. ; SELF-FULFILLMENT THROUGH EDUCATION 2 Acknowledgements I most appreciate Dr. Louise Moulding. Qualitative research is not her thing. I know she did this for me. Dr. DeeDee Mower was the framework and the scaffolding who kept this project steady throughout its construction; however, long before we were aware of DeeDee's expertise, Louise took on this project with me. She remained my chair though she felt, and verbalized, that she was not the best candidate for that role. I cannot think of a better person to have guided me through this project. I do believe that there is no one else with whom I would have rather gone on this journey. She made me feel safe and she made me feel loved. This was a very special project, so I needed a very special person to chair it. Thank you, Dr. Moulding. You helped me change my life. Love is not enough they say. That is why we needed Dr. Mower. She was the shepherd of us sheep lost in the pasture of qualitative research. We often strayed, but she kindly brought us back. She brought her expertise, but she also brought excitement. I was discouraged a few times-more than a few times. DeeDee was always so excited about this project. She saw something I could not see. She saw power in this research beyond what I had ever considered. Her wisdom was indispensable. I have never experienced as much altruism in life as I did in her office as she taught me the language of narrative research. It has always seemed that she was invested as much as I was to this project. I did not spend a lot of time in Dr. Stewaii's office, but it is in her class where my journey began. She allowed me to explore my story within the contexts of her course. My reflections were priceless to me. They were precious. I will continue to appreciate the respect and care Dr. Stewart showed toward my feelings. Her comments were insightful and helped me continue my growth. I felt validated as a person and encouraged to stay on SELF-FULFILLMENT THROUGH EDUCATION my journey of self-discover because of the comments she wrote in the margins of one of my assignments. She made me feel special. 3 In addition, I wi~h to thank Hayley Blevins and Erin Furlong for their support. We went through this program together. They became my very best friends: we had a lot of fun. They loved me, they laughed with me, and they even cried with me. This experience was overwhelming with the many emotions that came with the project. Our friendship became my strength many times. I am fortunate to have met them. I think they are great, and I love them. Thank you also to Weber State University and the M.Ed. program for providing the platform for this research. SELF-FULFILLMENT THROUGH EDUCATION 4 Table of Contents NATURE OF THE PROBLEM . 7 Literature Review . 8 Purpose of Education . 9 Personal Experiences in Education . 12 The Role of Expectations . 1 7 Self-efficacy for Educators . 21 Why Narratives Are Valid in Educational Research . 23 PURPOSE . 29 METHOD . 30 Instruments . 3 0 Procedures . 31 FINDINGS . 35 The Four Major Themes . 35 Self-worth and Self-esteem: Authenticity and Freedom . 36 Regret . 39 Change and Redemption . 40 Conclusions . 43 REFERENCES . 47 APPENDICES . 51 Appendix A: Institutional Review Board Approval Letter . 51 SELF-FULFILLMENT THROUGH EDUCATION 5 List of Figures Figure 1. Coding data for final analysis. This figure shows the interactions of the three research questions in data analysis . 34 Figure 2. Four themes emerged from the overlapping area of the three research questions. The arrows show the interconnectedness of all four . 36 SELF-FULFILLMENT THROUGH EDUCATION 6 Abstract Education has the power to provide opportunities for meaningful, personal growth. In this research I usc my own, personal narrative as a means to explore various feelings of accomplishment and disappointment throughout my educational experience. Written reflections from graduate-level courses and a self-written story of my educational experiences, including my role as a teacher, were used for data analysis. These artifacts were coded using NVivo software. Coding revealed four themes: Self-worth and Self­esteem; Freedom through Authenticity; Regret; and Change and Redemption. Discourse, which is a guiding, invisible force, shapes the narrative, or lived experiences, of individuals. Its influence on my narrative was examined. The discursive claim of education is that the main goal of education is about and in the best interests of students. As my experiences in education were not positive and I felt that I did not receive what I needed, I assumed that my narrative countered the discourse. The findings showed that it was not I who countered the discourse, but rather my mental illness. This finding revealed the oppressive force of discourse upon the teachers in that there was not room for mental illness in education. This brings into question the discourse about viewing teachers solely as professionals as opposed to teachers as people. SELF-FULFILLMENT THROUGH EDUCATION 7 NATURE OF THE PROBLEM The purpose of education today seems to be influenced by economy rather than by humanity. Its extrinsic rewards are favored over its intrinsic power for personal transformation and growth. The earliest colleges were institutions used to prepare its students to become clergy. In the 1700s universities began to offer a breadth of courses that enabled individuals to reflect and reason. Experiences during university studies crossed many subjects. Students were mentored so that they would be able to apply the knowledge from these subjects to their own growth and identity. The goal was to allow individuals a range of opportunities that would engage all parts of their lives, both present and future. The early 1800s marked an initial shift in the view of education that abandoned the emphasis on the learner, his experience, growth, and identity replacing them with what the learner should learn. College attendance became more common and those pressures led to a decrease in the quality of instruction. The educational philosophy concerning the purpose of education is again focused on practical measures and extrinsic gains. This comes at the cost and marginalization of the intrinsic benefits of education. Despite this current situation, education still has power to provide intrinsic benefits. These benefits are still of value independent of the extrinsic benefits and need to be acknowledged and encouraged. The expectation an individual holds as he experiences education enhances or diminishes the potential for education to aid in personal growth and transformation. Thus, students who enter their scholastic endeavors with hopes of becoming a better person or a belief that they will gain a new view of the world are likely to find such things, while SELF-FULFILLMENT THROUGH EDUCATION 8 those who seek only a degree and better employment are likely to overlook and graduate never experiencing the available benefits. Society continually undervalues intrinsic aspects of education, which encourage students to do the same. Education is a lived experience that shapes identity and should be a foundation for a stable view of one's self. However, as students increasingly enter college without the realization of the role education can play in self-views and self-efficacy, they graduate with only a degree, mostly unchanged. Eliminating academic studies that may not be practical or directly applied to the workplace neither produces college graduates who have attributes employers state they look for in candidates nor does it project happiness or satisfaction in their future professional lives. The professional benefits may feel hollow or inadequate because individuals also need a sense of fulfillment. By sharing and discussing the intrinsic benefits of education, expectations of students may shift and graduates may feel a sense of fulfillment and self-pride. Literature Review The contemporary debate about the main role of education in society is not a new idea with such dialogue recorded as far back as the early eighteenth century, before American independence (Spring, 2014). Early colleges resisted focusing on specialized and practical curricula, opting instead to uphold the principle that the student graduate having developed "a balanced character that could fit into any intellectual conversation or gathering" (Spring, 2014, p. 70). However, over time higher education shifted toward specialized curricula that would land graduates in occupations, and ultimately came to care less about the intrinsic benefits of education, such as a sense of fulfillment or SELF-FULFILLMENT THROUGH EDUCATION 9 identity, than the knowledge or skill sets they attain (Hanson, 2014). As this shift continues, the expectations for growth in universities decrease as knowledge and occupational tasks increasingly become, not means to an education, but the "benchmarks and we abandoned the big questions about who our students become" (Hanson, 2014, para. 3). Purpose of Education The marginalization of intrinsic benefits of education existed even in the eighteenth century (Hofstadter, 1955/1995). Higher education, and education in general, has historical foundations in religion. The instruction focused on doctrines and teachings from whatever religion managed the institution. Courses, such as Greek and Latin, were not offered as means for personal growth, but to enable the students who were expected to become clergy or civic leaders to fulfill their responsibilities. In the eighteenth century colleges began to depart from this practice (Spring, 2014). Despite this departure from narrow religious curricula, there were individuals who proposed universities what would exclude "all but the useful and vocational subjects" (McCaughey-Ross & McCaughey, 1980, p. 251) this meant the elimination of classical languages completely, and restricting instruction of science and mathematics to direct applications similar to today. However, these proposals were originally rejected in favor of a far greater breadth of instruction (Spring, 2014). Samuel Johnson was instrumental in these changes when he became the first president of what is now Columbia University in 1754 (Mccaughey-Ross & McCaughey, 1980). In the announcement of the university's opening, Johnson explains the proposed instruction to be: SELF-FULFILLMENT THROUGH EDUCATION 10 . In the learned languages, and in the arts ofreasoning exactly, of writing correctly, and speaking eloquently; and in the arts of numbering and measuring, of surveying and navigation, of geography and history, of husbandry, commerce, and government, and in the knowledge of all nature in the heavens above us, and in the air, water, and earth around us, and the various kinds of meteors, stones, mines, and minerals, plants and animals, and everything useful for the comfort, the convenience and elegance of life, in the chief manufactures relating to any of these things; and finally to from the study of nature to the study of themselves . and everything that contributes to their true happiness, both here and hereafter. (as quoted in Mccaughey-Ross & Mccaughey, 1980, pp. 251-252, emphasis added) Changes at other universities followed: arithmetic became a requirement for college admission; mathematics became required in three of the four years of college instead of one; science equipment such as barometers and microscopes was imported; and readings by Locke, Newton, Copernicus and others were assigned readings (Spring, 2014). A graduate of baccalaureate programs in the 1 gth century was expected and assumed to be one who was balanced and engaged in all the facets of his intellect (Spring, 2014). However, this changed decades later as the demand for education rapidly increased (Spring, 2014). In the haste to respond to the demand for more and more universities, the quality of instruction was ignored (Spring, 2014 ). The proposals to exclude the classics, depth in mathematics and science, and reasoning, which had been rejected in the past, gained favor. The majority of causes were economic since limited content would result in the hiring of fewer faculty, who could then be assigned a maximum amount of courses. But appearances also played a role, as the time-to- SELF-FULFILLMENT THROUGH EDUCATION 11 graduation rate could be more efficient. Not only were instructional concerns ignored, the construction of universities was also poorly planned and poorly organized. The goal of education became simply to provide "every locality with a cheap . institution that would make it possible for the local boys who desired degrees to get them easily" (Hofstadter, 1955/1995, p. 214). In fact one historical researcher pointed out that Often when a college had a building, it had no students. If it had students, frequently it had no building. If it had either, then perhaps it had no money, perhaps no professors; if professors, then no president, if a president, then no professors. (Rudolph, 1962/1990, p. 4 7) Philosophies of education today are similar and with a similar cause. The narrowing of curricula in the early nineteenth century resulted from an increased demand of college attendance. Today there is again an expectation that all children should have the opportunity to attend institutions of higher education. There is also an idea of the "cheap institutions" quoted by Hofstadter (1955/1995) earlier; demands for grants, debt forgiveness (whether federal or through future employer), or other financial aid such as scholarships has been increasing rapidly (Cronin, 1986). Educational achievement is now narrowed to data that can be published and explicitly verbalized. There is little acceptance of alternative forms to demonstrate educational success (Burwood, 2006). It is ironic to learn that the very employers students hope to impress by their resumes, grades, and efficiency of scholastic achievement tend to say they value qualities of diverse and intellectually curious people (Hanson, 2014). The emphasis on test scores, economics, and career and technical readiness is at odds with the attributes employers seek when interviewing candidates for positions. Recognition of the intrinsic benefits of SELF-FULFILLMENT THROUGH EDUCATION 12 education seems to be superficial when accrediting agencies are not known to hold educational institutions accountable for the personal growth of their graduates even when it is explicitly written in the institution's mission statement or objectives (Hanson, 2014). When individuals and universities do cite these benefits they are mentioned only as support to the extrinsic benefits to society such as communicating in occupations, saving the government welfare money, and so forth (Times Education Supplement (TES), 2005). It is now the credential that matters most, not the education or the process (TES, 2005). In both secondary schools and within higher education, grades are inflated and content has been diluted to increase graduation rates with an inattention to student achievement or competence (Carter, 2007; Goos, Gannaway, & Hughes, 2011; Hanson, 2014). Promoting programs that provide only the content of subjects without the reasoning, application, and history of the material has caused some to ask, "What kind of 'graduate' [are] these courses producing?" (Smith, 2003, para. 11). The associated expectations and assumptions surrounding diplomas, certificates, and degrees is that they are symbols of sacrifice, dedication, enlightemnent, and application of traits such as perseverance, but "all too often the piece of paper is confused with the territory that it purports to describe" (Starr-Glass, 2002, p. 224). Therefore, such expectations and assumptions that have accompanied academic progress for hundreds of years are no longer a guaranteed result of educational achievement such as graduation. Personal Experiences in Education The statement, "Education holds a miraculous and transformative power," is an example of intrinsic benefits. It is also the title of a recent report on education (Adkins, 2012). What is interesting about this title is that the great majority of the report is spent SELF-FULFILLMENT THROUGH EDUCATION 13 overviewing the state of American education and its impact on economy, such as salaries and costs per pupil, and touting the monetary advantages of graduating from both college . and high school; the monetary disadvantages of not completing school, and other economic boons from education. Yet, the author, the executive director for the Council of State Governments, titles his work Education Holds a Miraculous and Transformative Power and concludes the piece with an unexpected redirection of thought: While the statistics are telling, for me, education has always been a very personal pursuit. I can still name each of my elementary school teachers . These educators . had a profound impact on my aspirations, my career and my enjoyment of life . I was blessed with dedicated teachers whose passion for learning helped kindle my own pursuit of knowledge . What a miraculous and trans.formative power education holds! (Adkins, 2012, p. 3, emphasis added) There is a natural question as to why an author would spend so much time discussing the extrinsic aspects of education and its role to produce economically viable citizens only to conclude with emotional recollections. It is because education can, and does for many people, provide means for personal growth to transform them into the very best versions of themselves independent of societal and personal affluence (Smith, 2003; TES, 2005). However, it is important to note that in spite of the heartfelt description of his own childhood experience in education, he states that he knows that his daughter is successful because of her test scores with no mention of any personal transformation (Adkins, 2012). Possibly nowhere else in education has this point of personal fulfillment and intrinsic benefits of education been advocated more than in the arts. It is well known that SELF-FULFILLMENT THROUGH EDUCATION 14 funding for such programs in public education has faced cutbacks providing another example of favoring extrinsic aspects of education. Of course, there have been many who fight for the arts to stay, but often these arguments approach the battle from the wrong angle (Koopman, 2005). The justification for the persistence of art curricula has been housed within the tenets that they enhance the traditionally respected subjects such as reading, math, and science, because that is the currency used for influencing law and policymakers. Even when these claims can be supported with research, they tend to be correlational; however, Koopman (2005) contends that justification in relation to math and sciences should not be required. When individuals are self-aware and have created stable identities, they are more likely to stay in college, improve weaknesses (Carter, 2007), and find satisfaction and happiness in the workplace over their lifetimes (Hanson, 2014). When education is free from the oppressive pressure of efficiency and task achievement, it can shape the understanding students have of themselves when they ask "Who am I?" (TES, 2005). Koopman (2005) asserts that the benefit of forming self-identity ought to be adequate to argue the benefits of arts in education and ought to be valued independently of practical and extrinsic educational goals. In a hierarchy of learning, changing as a person is placed at the top (Wood, 2015), yet this type oflearning remains undervalued. This has diminished opportunities for personal growth, which have become a secondary goal of education, if a goal at all. Sandra Smith's (2003) personal story may be helpful to explain the dual and contradictory claims that education is providing both practical and personal gains. Sandra was well aware that college education would prepare her for and provide better SELF-FULFILLMENT THROUGH EDUCATION 15 employment and economic stability. Sandra explained that though she did go to college (being a single-parent and working as a low-wage input clerk) with the hopes of improving her social and economic status, she also wanted to study something she loved, being English literature, "and maybe even to achieve personal transformation along the way" (Smith, para. 5). These expectations shaped her experience. Her university requirements included a breadth of courses before any specialized courses could be taken. Because of these courses, Sandra "discovered a new way for seeing [her]self' and has "never seen [the] world in quite the same way again" (Smith, para. 6). In her writing, Sandra reminisced about courses in sociology, geography, and cultural history. She shared specific content and its transfer to her life, thoughts, feelings, and philosophies. She learned how to develop and communicate ideas, to question the status quo, to gain an active frame of mind in addition to practical skills such as pdoritizing work and developing strategies for success in new situations. At her "traditional university a degree meant much more than the subject in which you majored" (Smith, para. 6). Of course she also learned linguistics, grammar, the history of the English language, and "how to write a whole lot better" (Smith, para. 7). In fact, she got everything she had sought. She did graduate in English, and loved her major, but of the internal changes mentioned in her writing, none of them were in direct relation to that major. Those changes resulted in experiences and learning that were outside of her initial focus; they came because the university requirements held to the historical roots that education has outcomes of educated, well-versed beings not simply graduates with degrees. Upon graduation, however, Sandra concluded that her degree in English would likely not lead to a position that would yield economic independence (Smith, 2003). With SELF-FULFILLMENT THROUGH EDUCATION 16 this concession, she returned to school with the aim of getting vocational training. She quickly found that the attributes which are claimed to be encouraged in schooling­discussion, questions, and creative thought-were not so welcome, instead favoring pre­constructed work skills. In spite of this she found the experience to be positive due to its learning opportunity. Her goal was different from the first; she was not in school to study something she loved or maybe to experience personal transformation. However, her perspective favoring learning as the goal increased her satisfaction and still allowed for personal growth. She did learn skills for the work place, except they were not fully adequate. In a sad irony, Sandra took her up-to-date skill set directly into the workplace only to find that they were not up to date (Smith, 2003). Instead she found that in today's workplaces "there is no time to find your feet or acquire specialist knowledge. You have to hit the ground running" (Smith, para. 10). Design of courses was formed wholly for the needs of business and industry. This relationship between higher education and industry no longer supports educated beings. Rather, it supports the production of what Hanson (2014) terms human capital, viewing students as the currency of American economics. Sandra's story, though, actually provides an example that even this goal of skills-based education is not being met. Sadly, this extrinsic model of education caused Sandra to doubt the value of personal growth and transformation in education. She wondered for a time if her first four years of college had been a waste, eventually concluding: . That it cannot be just about training for the workplace. There's probably something very wrong with a society that is driven by market forces to turn its back on millennia of knowledge and learning in favor of narrow vocational skills. SELF-FULFILLMENT THROUGH EDUCATION . I think that a workplace that has little room for arts/humanities graduates is missing something vital. (Smith, 2003, para. 12) 17 She was correct. Education does not need to be justified in terms of objective and practical measures. Even though not all parts of education are "necessary for subsistence, [they can] crucially . contribute to the fulfillment of one's life" (Koopman, 2005, p. 93). "The question, 'What is [education] good for?' should be answered by the response: '[It is] good for life.' Or, better still, '[It is] good for nothing. [It is] good life itself'" (Koopman, 2005, p. 96). The Role of Expectations The effects of expectations and perspectives on the perceived benefits of obtaining an education were briefly noted in Sandra's story, yet it is an important supporting idea when considering intrinsic benefits. Bruner (1966) has stated that people. are naturally curious with a desire to learn. This desire seems to be innate beginning with infants (Martinez, 2010). As individuals grow, this curiosity becomes more complex as various factors shape the motivations behind the will to learn. Bruner (1966) divides individuals' motivations as either competence-based or achievement-based. Tippen, Lafreniere, and Page (2012) divided motivation into similar divisions of grade-oriented and learning-oriented. Competence-based motivation serves to fulfill the basic need that humans have to use learning to exert control over a situation. This could be analogous to grade-oriented motivation, which leads to efficiency, and, in a way, control of one's educational experience. In contrast, achievement-based motivation does not allow satisfaction to occur due solely to evidence of skill or ability, which evidence could be analogous to a grade, but rather the actual application of that skill or ability. For example, SELF-FULFILLMENT THROUGH EDUCATION it would not be enough to get a grade; one must show how his or her ability to get the grade affected his growth. 18 Achievement-based motivation requires greater self-awareness or metacognition (Tippen et al., 2012) Learning-oriented students were more likely to have a high level of conscientiousness in addition to the characteristics discussed as desirable by employers: self-discipline, independence, intellectual curiosity, creativity, and an openness to experience new opportunities (Tippen et al., 2012). Students who were motivated by learning were also seen to self-impose high academic expectations. The opposite was found for grade-oriented students who displayed conforming and uncreative approaches to learning. Interestingly, neuroticism was highly correlated with grade-oriented students. This may relate to the controlling component of Bruner's competence-based motivation since pressure to control the outcome of grades creates stress when the success, in this case the grade, will be determined by the teacher or professor. Even though this knowledge about motivation has been communicated, a focus on objective and business­ready education persists. As such, there is pressure upon educators to decrease the standard required in order appease those students who refuse to use learning as motivation. Otherwise, such students would perceive their professors as unfair, provide them with poor evaluations, which may directly affect their positions (Goos et al., 2011). As the environment where "students are consumers and grades the currency exchanged for measures of success" (Goos et al, 2011, p. 95) continues to grow, competency-based motivation is encouraged over achievement-based motivation and grade-oriented motivation is encouraged over learning-oriented motivation. For example, in assessing a skill, a teacher may simply accept an explanation or description of what SELF-FULFILLMENT THROUGH EDUCATION 19 must be done, grade-oriented and competency-based, rather than requiring the student to show understanding through action or the creation of a product, learning-oriented or achievement-based. There may be some who contend that the students may already have a grade-orientation when they enroll in college. However, it has been shown that as students spent more time on campus and in classroom settings during their first year of college, they became more work-avoidant (low effort) and grade-oriented (Kowalski, 2007). This can cause educators and students to lose faith in the caliber of the education provided (Carter, 2007; Hanson, 2014; Smith, 2003). Bandura proposed a different idea termed self-efficacy. This is a person's belief that he or she is capable of doing something regardless of his or her actual ability. Bandura (1977) describes four different ways that an individual's self-efficacy can be positively affected: mastery, through repeated success in an experience that required effort or perseverance; vicarious experience, observing others' success and believing "I can do the same"; social persuasion, when others praise and encourage actions voicing their belief of the individual's ability to succeed; and lastly, emotional and physiological states, the effects of a person's physical and mental health, may also alter ones perceptions of ability. I will use Krista's story to illustrate some of these ideas. Krista did not complete high school in spite of loving school and her teachers (Lebrun, 2013). However, for reasons unstated she did not complete high school; she did not finish ninth grade. She did her best to find work in the mall or at restaurants. At one point she shook blueberry bushes as a harvester, which apparently paid a decent wage. Despite the bush-shaking income, life was hard and she was tired. She was tired physically and she was tired of looks and judgments. "Determined to prove to people that SELF-FULFILLMENT THROUGH EDUCATION 20 [she] was more than a blueberry-shaker or a hamburger flipper" (Lebrun, 2013, para. 4) she decided to get her GED. Krista had an expectation that school could change her and improve her life. Just as self-efficacy can be positively influenced, it can also be negatively influenced. Being viewed "with pity or disgust, as if you are worse than the gum stuck to the bottom of [a] shoe" (Lebrun, para. 4) is an example of how self-efficacy can be diminished. This being her experience, Krista began her journey with feelings of uncertainty. This changed through a mentor at the community college she attended. Through her encouragement, Krista earned her GED. In contrast to the negative influences of society, this mentor had "looked at [her] as though [she were] somebody . [and] made her feel like [she] could do anything" (Lebrun, para. 5). This is an example of how social persuasion can increase self-efficacy. Upon completion of her GED, Krista displayed the influence of Bandura' s mastery experience describing her sense of identity and rise in society. Upon reception of her GED, "just like that, [she] was somebody . [she] could do anything" (Lebrun, para. 6-7). Education has that power. It has the power to shape a person's identity and a person's self-image. Krista's example does not end with a GED, however. With new confidence in academic success, stemming from mastery of previous educational success, she returned to community college. Her expectations were unclear, but not undefined: "I had no clue what I wanted to be or what I wanted to do, but I knew I wanted a college diploma to hang next to my GED" (Lebrun, 2013, para. 7). Krista was not operating under an expectation that college would provide her a skill set and a myriad of knowledge to recall. She was not returning to school with the needs of industry in mind. She returned to get what a college diploma is purported to represent-a changed person. Similar to SELF-FULFILLMENT THROUGH EDUCATION 21 Sandra's experience, Krista took courses in multiple areas leading to an associate's degree. Upon graduation she realized that she loved learning. It could be said that Krista was a learning-oriented student. She graduated with a bachelor degree in education, then a master's. With a little social persuasion from the dean of her university she finally earned a Ph.D. She started at a community college in Florida; now she teaches at a community college in Florida, yes, the same one. "I not only got my start at a community college. I got my future" (Lebrun, para. 13). Self-efficacy for Educators Krista's story is insightful and exemplary of the way education can shape a person's personal growth and sense of fulfillment. The GED to PhD experience is not common, but the impact of education is. Self-efficacy for teachers has traditionally been related to teachers' belief that they will be able to elicit desired outcomes from their students (Williams, 2009). That is the traditional meaning of education-the classroom, the students. Interviews with practicing teachers revealed a common theme. Teachers' self-efficacy is most positively affected not through student achievement from their instruction, but rather through personal interactions with their students and the faculty (Hargreaves & Preece, 2014). The literature rarely represents teachers as individuals separate from their professional roles. In review of the research regarding teachers' emotions, Gargante, Monereo, & Meneses (2013) found that " . Teachers' emotions are generated and applied only to specific objectives, such as in their preparation and professional development, in process of educational changes, in teaching situations, or in teachers' professional lives . Although teachers' emotions are clearly identified and labelled . there are few SELF-FULFILLMENT THROUGH EDUCATION 22 classifications to sort [them] into relevant and useful categories in education . Emotions are [mostly in] only two categories, positive and negative emotions. (p. 3) As established earlier in this paper, attending school is a personal and can also be an emotional experience. For teachers in New Zealand who returned to school to update their credentials both were true (Williams, 2009). Over two hundred teachers entering a university program to upgrade teaching credentials participated in a survey examining both personal and professional self-efficacy. Over half of the participants had more than twenty years of teaching experience. Unlike the United States and most of Europe, New Zealand has traditionally only required a certificate program for education, not a baccalaureate degree. Only recently, at the very end of the twentieth century was a degree required. Though it was not a requirement for practicing teachers, many went back to college to attain the degree, which explains the large sample size. Partial credit toward the upgrade, which amounted to approximately two thirds, was awarded to those teachers for the education attained in their initial certification along with work experience. Most of the teachers stated they experienced doubts of success, discomfort or intimidation at the beginning of the program, not only because of the program but also because of the newly-graduated teachers who already had a degree (Williams, 2009). As the program progressed the experienced teachers realized they could be successful. These mastery-experiences positively influenced their self-efficacy. At the end of the program self-efficacy had improved dramatically in both confidence personally and confidence professionally. Closing interviews did not reveal many comments about confidence in their ability to teach. However, "several interviewees spoke of becoming 'a different SELF-FULFILLMENT THROUGH EDUCATION person', having 'an extra spring in my step' . or 'walking through the world with a head held high'" (Williams, 2009, p. 607). One specific teacher was quoted as saying: 23 I always thought I was . quite good in the classroom but academically average . . . I was stunned every time I opened a paper and there was an A . Coming here and doing those papers made me realize . I actually can. I actually have a good academic brain and what a shame it's taken me until my 40s to find out. (p. 607) Through the process of upgrading their credentials, the teachers in New Zealand showed that it is not just the teacher who gained greater self-efficacy, but also the person. Far too often the personal is taken out of educational research forgetting that these experiences have power. Education is not an isolated, sterile environment in which humans exist for the first twenty-five or so years of life. That is why education has such broad implications for personal growth. Education is a process of becoming a new person. Starr-Glass (2002) explained that the woman in his research "is a real person, not just a straw-woman set up for the sake of argument or rhetoric" (p. 221 ). We are all real people. We are not numbers or imaginary visages. We are real and have real emotions. Education has the potential to provide a place to experience them as a means for the growth of self and identity. "A good degree opens the world" (Elmes, 2015, para. 11). Why Narratives Are Valid in Educational Research Education is a part of life. In the United States, this statement more than likely elicits a visualization of a schoolhouse with classrooms filled with desks and tables. This common view of education is provided, shaped, and determined by discourse (Foucault, 1972). Discourse, in qualitative terms, is overarching ideas and frameworks within which SELF-FULFILLMENT THROUGH EDUCATION 24 individual experiences occur. Narratives are the experiences themselves. It is within this relationship that narratives are subjected to the power of the discourse to frame and shape realized experiences. Whether speaking of formal or informal education, learning is a natural part of one's life experience. Learning is believed to occur through a sequence and collection of experiences. "To live is to live in time, from moment to moment, from episode to episode" (Koopman, 2005, p. 93). Learning is a process over time, which varies among individuals. Because education and learning are of an experiential nature, it makes sense to study education in terms of discourse and narratives (Clandinin & Co1melly, 2000). There is no way for an individual to share a story without using narrative. Focuses in U.S. education have shifted more and more toward measuring academic achievement based on statistics and what students know rather than what they become (Hanson, 2014). Narratives have been useful in analyzing language and linguistics (Althusser, 1970/1971; Sartre, 1988) and ethical, moral decisions (McCarthy, 2003). These historical and traditional uses of narrative research will not be examined here. Instead, the more recent application of narrative research in regards to identity and self-fulfillment will be examined. A study of nurses specializing in the emergency department (ED) of hospitals examined certain personality characteristics in relationship to the nurses' practices when treating geriatric patients presenting with cognitive impairment and pain; this sample population is notable as it presents complex needs (Fry, MacGregor, Hyland, Payne, & Chenoweth, 2015). The results support the claim that learning and self-analysis are positively assessed and improved through use of narratives. In the case of these nurses, SELF-FULFILLMENT THROUGH EDUCATION who are in a non-traditional, but still educational environment, it was concluded "confidence and self-efficacy was [sic] developed through the experience of nursing praxis . communication, and interrelationship with patients and caregivers and the wider social and physical environment within the ED" (p. 1627). The results also included nurses' comments during focus groups, which provided insight to the changes that occur over time, context, and experience. It is possible that a person's narrative, or story, can be shared and interpreted differently at one time or in one context in one narrative, but then change in another narrative (Georgakopoulou, 2013). 25 The discourse of nursing praxis did not change resulting in new nursing practices, but rather time and context changed nurses' narratives of self and of nursing praxis, which may no longer fit within discursive nursing practices. It is through the sharing of narratives that the power to employ a dynamic relationship between a person's past self and a person's current self through reflexivity is allowed. Narratives can continue to be defined and interpreted in different ways through time and context. It is because of this that students use narratives to create, develop, and alter their identities as they "think, talk, and tell stories about who [they] are, where [they] have been, and what [they] have done" (Hanson, 2014, para. 7). Engaging in meta-narrative may reveal conflicts between accepted discursive understandings and an individual's narrative. This can be specifically useful to resolve ideas about the ability to be different from and yet the same as others; to maintain a self-view of constancy over time (even a lifetime); and one's place in the world-"Am I acting on the world, or is the world acting on me?" (Bamberg, 2010). In the context of this paper, "Am I constructing my experience(s) in education and therefore SELF-FULFILLMENT THROUGH EDUCATION myself, or is my place in education determined outside of myself?" Bamberg terms this as the "two directions of fit." 26 Because narratives shape a person's identity and discourse shapes narratives, it makes sense that a study and analysis of an individual's narratives ought to be used to understand what education is actually accomplishing in regards to both narratives and educational discourse. This is to say that narratives have inherent power to provide meaningful information about identity and personal growth, particularly meta-narratives. However, this power is constantly ignored in favor of the informative powers of discourse. Koopman (2005) states that "the concept of fulfillment indicates that our experience . need not be that of an external power [such as discourse] to which we are exposed. It suggests how we might optimally realize our temporal existence" (p. 93) through sharing and experiencing narratives to inform discursive traditions and see beyond them. A student's self-view is not objective and is not stagnant. It is inextricably coru1ected to all things he experiences, thinks, and feels. Thus, it follows that education and learning become part of a student's identity, who he is, while also becoming part of his past (Hanson, 2014). It follows, then, that there is information regarding education and learning that can only be recovered and presented through narratives. This information can only be useful when gleaned from authentic, personal narratives. This research, for instance, is based on my personal narrative. As such, I have chosen to write using first-person voice. The discourse of academic writing is well illustrated by Nash (2004) as he explains his cause to liberate academic writing: The denial of the value of the selfs stories in an academic setting is born in the command all of us have heard in school at some time: never use the 'I' in formal SELF-FULFILLMENT THROUGH EDUCATION writing. The 'I', we have been told, is incapable of discovering and dispensing wisdom without the support of the 'them', the certified experts. (p. 54) 27 Using made-up, rhetorical examples does not allow for a discursive analysis, as those will naturally conform to the discourse (Georakopoulou, 2013). However, Bamberg (2010) has indicated that an individual considering hypothetical situations for himself, such as "what ifl had made [this choice]?", may be a safer and more reliable way to explore one's self-identity with greater clarity. This is true because meta-narratives have the ability to consider deviations from or discrepancies in the discourse. There are really two parts to this idea: the ability to view one's possible selves based on hypothetical decisions in the past; and the ability to view one's possible selves in the future based on decisions currently being made. This latter part is quite relevant to this paper as a student's perception of academic achievement is shaped by discourse. Relating back to Bamberg's "two directions of fit" would raise the question as to how a student views himself in regards to education. Is it education to student or student to education? It is known that narratives are not fixed (Bamberg, 2010). One reason is that they are shared for a variety of reasons, which alters what is determined as relevant to be shared. Some examples include trying to get out of an undesirable consequence, consoling another, and teaching or sharing one's understanding with others. Again the dynamic nature of narratives is seen as a person interprets and re-interprets his life at different times. Comparing such narratives can show themes (sameness over time) in a person's life, while also showing changes. Narrative research is of particular importance when viewed in light of the latter as changes in self-identity or life-interpretation can often be unexpected and may not otherwise be noticed as discourse limits what can be SELF-FULFILLMENT THROUGH EDUCATION 28 shared and what will be seen (Dyson & Genishi, 1994). Narrowing the experience of education to charts and graphs of some such variable like graduation rates or time spent in a library does not represent what is actually occurring in a student's life. "Students use narratives to build and maintain a sense of who they are" (Hanson, 2014, para. 23). Considering the narrative nature of a student's education, it only makes sense to incorporate narratives and discourse into the field of educational research. SELF-FULFILLMENT THROUGH EDUCATION 29 PURPOSE The historical timeline of American education has seen changes from narrow religious curriculum, to broad learner-focused curriculum, to today's narrow business-driven curriculum. The current curriculum marginalizes intrinsic benefits of education limiting opportunities for personal development, the formation of self-identity, and new perspectives on life and the world. To promote the self-fulfillment and satisfaction individuals will have in both their personal and professional lives, intrinsic benefits of education must again be valued in their own right not secondarily to extrinsic benefits. The current practice, which devalues the personal components of education, limits and ignores the potential power that individual narratives have to inform discursive practices and beliefs. When the sharing of narratives is consistently censored, prevented, or otherwise limited, unknown and unexpected truths will remain undiscovered. The purpose of this project was to offer a place for me to examine my life: beliefs, philosophies, feelings, self-esteem/self-efficacy, and identity. I am the purpose of this project. I can truly say, "It is all about me." My journey through life is not only different, as all journeys are, but very unique and not very happy. I entered the M.Ed. program at Weber State University with a desire to change. I wanted to find love and meaning in my personal life; I wanted to be happy. The purpose of this project was to reach a place where I could overcome feelings of shame, guilt, and regret as I looked back on the choices I had made, specifically in regards to my education. It is about me, and in a way it is me. I do hope that it will resonate with and aid others. I hope it will build camaraderie and unity among other teachers, but ultimately, the purpose of this project was just as the title says: self-fulfillment through education. SELF-FULFILLMENT THROUGH EDUCATION 30 METHOD Educational discourse stresses the quantifiable and utilitarian aspects of education. This has led to an ignorance regarding the potential for education to provide a platform for individual growth and the lived experience of students. This driving force of education has had direct, negative effects on my life leading to confusion, unhappiness, and eventually resentment toward educational praxis. Because the motive of this project was to sort through my own personal concerns, narrative research was utilized. There have been some persisting concerns about the use of narratives as a methodology in educational research. These are addressed in the previous section titled "Why narratives are valid in educational research" and partly in the literature review. Unaddressed in those sections are concerns regarding personal narrative. Since it has already been established that each individual is shaped by discourse, the validity of findings can be questioned. Operating under the basis that subjectivity has power and provides benefits to educational research, this method is appropriate for use. Instruments Narrative research, by its definition, is based in storytelling. The story then becomes the primary artifact for analysis. It was imperative, therefore, that my story was told. This was accomplished through a written reflection of my educational experiences using a technique known as stream of consciousness (James, 1890). The idea is that thoughts cannot be viewed as isolated or chopped apart; they are always flowing-like a stream. The use of stream of consciousness shows this interior monologue through writing. Structure and grammar are abandoned to allow for an exploration of associated thoughts. In a colloquial sense, it allows, and possibly encourages, the storyteller to go SELF-FULFILLMENT THROUGH EDUCATION 31 off on tangents. Once finished this narrative was not reviewed by me until months later when I coded the data, which allowed for greater objectivity on my analysis. My written narrative provided the bulk of data. In addition, ten other reflective artifacts were used for analysis. These were written as requirements for courses taken in the M.Ed. program. It is important to note that they were not written with the intent to be used or analyzed in any project, which provides greater objectivity of the data. Of the ten, eight artifacts came from an educational psychology course. The professor required her students to design and propose assignments that would be used to assess his or her competence of the material presented in each chapter of the text. In a research methods course in the prior semester, I was first exposed to narrative research during a routine search of literature for an assignment. I initially questioned the validity of the article for publication, but after reading it felt a powerful connection and considered employing it in my own project. Entering the educational psychology course with that consideration, I felt it may be useful to practice writing narrative pieces. For each chapter in our textbook I wrote a reflection of when I felt or identified with the psychological theories presented whether professionally as a teacher, personally as a student, or as an individual. The other two artifacts came from an independent studies course in which I read literary classics, and the other from a curriculum and assessment course. Procedures· NVivo software was used to code the data. This software allows for electronic coding and sorting of written data into categories, including cross-referencing. The narrative and reflective pieces used were uploaded into the software. As I read over the SELF-FULFILLMENT THROUGH EDUCATION 32 sources I created categories and assigned sections of texts to a category. All categories were developed after the coding process began; there were no pre-defined categories. Any length of text could be selected and assigned to one or more categories. Through the use ofNVivo, all original sources remained intact while new pages were created-one for each category-which contained the references from all sources for that category in one place. It was also possible to delete references from within a category, move a reference into a different category, or to keep a reference in that category and add it to a different one at the same time. In other words, coding could be done from within the original source itself or from within a category page. Narrative research allows themes to appear without predefined categories. This avoids the forcing of references into specific categories, which provides greater validity to and confidence in the conclusions. Although the initial coding did not have predefined categories, research questions had been generated months prior. These questions were not used to create categories or guide the coding process. I developed three research questions regarding how the timing of my master's degree, my mental illness, and motivation affected my educational narrative respectively. These questions in themselves would threaten the claim of objectivity of the coding; however, I actually misplaced and forgot these research questions. I was troubled about losing my research questions; but it turned out to be an unintended positive means to improve the strength of my claims. It was under this condition that I coded the original sources without influence from the three research questions: Why were my goals for my education different during my master's degree than those in my public school and undergraduate degree? What SELF-FULFILLMENT THROUGH EDUCATION 33 influence has my mental illness had on my educational experience? How does motivation affect educational experience? When I was writing the narrative piece, which provided the core of data for this project, I felt anxious and an unwillingness to explicitly state anything about mental illness. In fact, at times, I would reword, rephrase, or entirely remove sections of the narrative as I wrote it. I knew it was an integral part of my experience, but also felt as though it should not be present in the writing. As a result, very few references to my illness survived the written telling of my story. Once I began developing research questions, I felt guilty that I was not as forthcoming about that part of the story. Dr. Mower told me that it would be fine and still useful because it might be able to strengthen my case that the discourse prevents the honest expression of my narrative. I felt that I, again, had prevented my project from showing what I believed to be a very impactful part of my narrative. First, I diminished and limited the inclusion of mental illness in my written narrative, and then I forgot to include it in my coding. It was discouraging. Dr. Mower again thought it was just fine and said the bit about the discourse battle. The pep talk was not effective and I remained saddened. This experience will be of importance in the findings section. I was disappointed and honestly felt that my project had been compromised in some way; yet, I continued. As aforementioned, normally in narrative research one would decide which categories to use for continued analysis and allow overarching themes to appear. However, since I had specific research questions, this traditional methodology was adjusted. After identifying which of the many categories ought to be used for further analysis, I created three new categories, one for each of my research questions: Master's, SELF-FULFILLMENT THROUGH EDUCATION 34 Motivation, and Mental Illness (see Figure 1). I reviewed the coded data within each of the original categories and then performed a secondary coding of the data into one (or more) of the three research questions. Any references that did not fit within those three categories were abandoned. I printed the coded data within the three research questions and then performed a tertiary coding. Just as the first coding process, I allowed categories to appear without predetermined ending points. This coding was done by hand. Figure 1. Coding data for final analysis. This figure shows the interactions of the three research questions in data analysis. Only categories that fell within the overlapping area of the three research questions were considered for final analysis. Four categories remained for final analysis: Self-worth and Self-Esteem; Authenticity and Freedom; Regret; and Change and Redemption. It is worth noting that the references within these four categories remained in the data pool after three separate coding procedures. Unlike during the original and secondary coding, the emotional influence and the overall feeling of the references were added to the criteria. Therefore, themes rather than categories will be used to refer to these four groupings. References that were accepted for final analysis were also reviewed as to whether they showed examples of the discourse or a counter-narrative, meaning that my experience opposed the discursive claim. SELF-FULFILLMENT THROUGH EDUCATION 35 FINDINGS Discourse is an idea that has developed an identity. It has power and influence over an individual, a group, or even an entire society or culture. Discourse shapes the experiences of individuals. It is an invisible hand that directs actions, thoughts, words, and beliefs. The personal stories and lived experiences are narratives. The discursive view is that narratives are fiction in themselves, that there is no individuality. Discourse makes the rules and people unknowingly obey. It is this reason that my final analysis includes this section in addition to the research questions. This research brings into the light the reality that what the discourse claims to be may not be at all. In fact the actual realities which are lived and felt every day might be completely the opposite. Though I set out to reveal the discourse and its oppression on narratives, I found that narratives may also perpetuate the discourse not only through conformity but also by agreement. My story illustrates all three of these situations: countering against, conforming to, and agreeing with the discourse. The Four Major Themes Four major themes emerged while looking within the overlapping area of the three research questions. These were: Self-worth and Self-Esteem; Authenticity and Freedom; Regret; and Change and Redemption (see Figure 2). SELF-FULFILLMENT THROUGH EDUCATION 36 Figure 2. Four themes emerged from the overlapping area of the three research questions. The arrows show the interconnectedness of all four. One theme included references about self-worth and self-esteem. Positive references such as "I feel more empowered," were coded together alongside any negative references such as "I did not deserve to have fun." The second theme presented many different feelings that have in common living with authenticity. Although the term authenticity was never mentioned in the data, I often refer to the "real-me." Other references in this theme share my desire "to be free from it all," and resolving feelings of instability. The third of the four themes was regret. Regret was also one of the original categories during the first-order coding of the data. The final theme focused on change and redemption. References included thoughts about change when I wrote," . education has the power to change people . it could change me," as well as references to applicable changes as in my world views or my motivation behind my actions. All four themes were closely intertwined. This finding was not surprising considering this was a single, personal narrative. More than being intertwined the first SELF-FULFILLMENT THROUGH EDUCATION 37 two themes were more akin to a pair. The best term for the relationship is mutually inclusive. The categories are distinctly different but necessarily interactive. I explain this term as analogous to the relationship between twins. Each has his own name, personality, habits, friends, and so on, yet always the relationship with his twin is apparent and powerful. Certainly what one twin does affects and causes changes to the other, but often both operate separately while never operating independently. In the good, in the bad, in the confusing, in the times which would otherwise fracture a relationship forever, twins are together. So also were my feelings of self-worth and my feelings about emotional stability, authenticity, and self-entrapment. The remaining two themes were also closely related and in a similar way. Contrastingly, the relationship between change and redemption and regret was more similar to cause-effect and correlation. More often than with the other pairs, references from these two themes were often found without the other nearby. However, this quote may illustrate how regret can act as an impetus for change: "I want to show the world that I can take all of those regrets and the guilt and the shame and remedy them by living by a different pattern," whereas these quotes show how change can expunge regret: "My master's degree is all about redemption." "It will give me my life and my joy back." Self-worth and Self-esteem: Authenticity and Freedom Living with authenticity, I found, brought relief. My writings mention more than once that I believe that education had the power to change individuals, and I knew that I would need to put myself in a position to take advantage of that. The data showed that I lived with a lot of shame because I was not willing to take that risk. "I could not force myself to be the best version of myself. I held myself back . and I was unhappy and SELF-FULFILLMENT THROUGH EDUCATION 38 unfulfilled." Of the many, many other entries that portray this, the feeling is most appropriately captured in a quote from Great Expectations (Dickens, 1860/1979): "In a word, I was too cowardly to do what I knew to be right, as I had been too cowardly to avoid doing what I knew to be wrong." This trend began in my k-12 experiences. As it continued, "I became more aware of the conflict between my values of growing and . [my] actions." In fact, I received "my bachelor's degree with a lot of regret and disappointment." My master's experience was different because I was willing to be authentic. I decided that I could not sacrifice.myself any longer. This relief is shown as "I am so very proud of myself. I am proud that I am doing it [meaning making education about my personal needs for once,] and I am proud that I am doing it now-earlier than later." As part of my master's program I enrolled in an individual study course. I elected to read classic literature. In part, the motivation of this was to overcome the fear that someone would one day discover, that as smart and educated as I was, I was not well read. I had not had the opportunity in school to read these books, and I had not yet taken it upon myself to procure them from the library or bookstore. These readings yielded far more than overcoming the embarrassment from the deception about not reading a few famous books. In these books I found myself and my identity. "I understand myself more because of this course," I wrote in my final reflection. One book was particularly affecting. A young, innocent man posing for his portrait was introduced in the opening chapter of The Picture of Dorian Gray (Wilde, 2011 ). As Mr. Gray experienced the world, he behaved in dishonest, lustful, and other undesirable manners. Through some magic, never fully explained in the book, the manifestations of these choices never SELF-FULFILLMENT THROUGH EDUCATION 39 showed on his face but rather on his portrait. Likewise he did not age rather his agedness appeared on his portrait. Thus he was able to maintain the appearances of a good, scrupulous man while living quite oppositely. I considered the similarities to my own life: "I feel that I misrepresented myself;"" . No one knew me. Not even my family. I could not share myself with them (referring to anyone, not just my family.)" Reading the book felt like a confession-as ifthe author of the book knew my story. It brought relief, though nothing had changed. I viewed Dorian Gray as myself in fictional form and the portrait as a representation of my soul. Others saw my accomplishments. I saw "a fraud and a man who cut the corners of his education." This book strengthened my resolve for authenticity in my education. "I do not want to look at my portrait and find it ugly and dirty and unbearable to look upon, while I appear so youthful and enviable." Instead of hiding my portrait away in the attic and behind locked doors, as Mr.· Gray did, I found that I was "as open as possible" which led to "a greater connection to humanity." Regret Many references of regret were accompanied by guilt. This was not surprising and those references, though applicable here, were better placed in the first theme of self­worth and self-esteem. What was surprising were the feelings of loss which also accompanied regret. Loss of enjoyment was one common regret, which appeared in the very opening line of my written story: "My biggest regret of my college career was that I never enjoyed it." In another reminiscing thought: "I wish I would have done more in my college career that involved . enjoyment." Yet another: "I wish I would have slowed down and enjoyed youth . "In addition to loss of enjoyment was the loss of self-improvement. This regret often came because "I held myself back." Others were formed SELF-FULFILLMENT THROUGH EDUCATION 40 while "I was frozen in fear," or because "I could do only those things in which success seemed inevitable . " I missed an opportunity to study red pandas in China. "I really wanted to go and it felt right. I had the money," but I did not go. Many of these regrets were due to social pressures. The judgement and approval of others was a deciding factor as to what I would do. "One reason . I never felt fulfilled is because I was accomplishing things to impress and fill up others buckets, not to fill up my own." One of the most interesting issues of my regrets was that I felt I had no power to change them. The feelings of loss expressed with regret came with a sense of permanence. There was a forever loss. In many ways and in various amounts of words, I expressed there are things "I will never get back." I also found that regrets were persistent. With each new regret, the "burden of [my] mistakes" would grow larger. In fact, "mistakes and regrets pile[ed] on [my] body simultaneously." Regrets, it seemed, could be created, but never destroyed. Change and Redemption I was constantly "wait[ing] in fear and hope both to be found out as a fraud . "I convinced myself that if someone were to call me out I would be forced to change. My high school counselor did just that. "I realized that she knew how I was not living up to my greatness and . gave partial effort for appearance only. It was a powerful moment in my life, but one that still did not allow me to change." I think the most interesting finding about change was that there was so little of it for so long. The second theme about authenticity and freedom presented many desires for change. Thus, motivation for change was always present, yet change did not occur. I later wrote about a requested substitution of course requirements in my bachelor's program. Again, the data showed that I was not SELF-FULFILLMENT THROUGH EDUCATION 41 completely open to embracing change. "Part of me hoped that [my advisor] would deny the request, but part of me was ready to fight her if she did." One of the premises within the literature review focused on the shift education has taken in focusing on data and grades, not the student. In my mind, this was the new discourse on education. I would call this the discourse of educational prestige. It was my belief that the discourse of educational prestige is what prevented change and growth. I believed this was the oppressive force, which had prevented my self-fulfillment. There was a great power and a sense of defiance when I wrote that I applied to the master's program "to find myself personally, not professionally." I felt I was proving something to the world when I wrote in bitterness, "This time it is about me." I found out that the discourse of education still maintained a focus on the students' best interests. Through analysis of the data, I learned that the discourse of educational prestige was not a discourse, and it already had a name. Its name was mental illness. For me it came in the fonn of bi-polar and social anxiety disorders. One common finding about change was that I refused "to deviate from the path that I had planned earlier." Once I made a plan, I felt obliged to see that plan true to the end, even after it was clear that it was a bad plan. Mental illness was the invisible force, which silently shaped my narrative to oppose and resist change. Thus, when opportunities came to improve or change, I would not take them. "I felt that I did not deserve [to change] because I had made a mistake in not planning for those opportunities." This was a dominating thought. This was what held me back. It was this logic which made regret permanent. My narrative became a collection of unhappy experiences though the influence of mental illness, not the discourse. Despite that reality, I did change. I did make "it about me." I did "make a difference. A difference SELF-FULFILLMENT THROUGH EDUCATION 42 for me." All of those changes happened, but they did not happen because I overcame the discourse. The reason that my master's experience yielded more rewarding outcomes is not because I was more aware and more empowered to fight the discourse, but rather that I was more aware and more empowered to fight my mental illness. Before my master's degree I viewed education as a means to gain social approval and self-worth, which caused me to take classes and participate in extra-curricular activities "that would be impressive and [make] people love me." This is apparent in the two examples with the high school counselor and college advisor. Contrastingly, I entered the master's program believing that it "could help me deal with my emotional insecurities and other personal chaos." Directly stating my need for emotional support is what made this time around different. "I am here to be healed," I wrote. This does agree with the discourse. Education is power. This theme is also about redemption. I found in the end that redemption is not what was there. Even though, "My master's degree is all about redemption." When I imagined this moment in my story, I wrote, "I will see my own portrait of a man redeemed of errors and a man regained of his confidence and self-worth." I do not think that redemption has taken place. The words speak of redemption, but instead I found healing and forgiveness. "I just want to be at peace," I said. "I want to feel stable." The data showed those wishes were granted. The discourse would claim that these changes in my self-worth, self-esteem, and self-acceptance were socially constructed, that there was no individual force from my narrative, but I know it is different. I felt the battle against the discourse as I pushed SELF-FULFILLMENT THROUGH EDUCATION 43 myself to find a place in the world and in the teaching profession with mental illness. I felt the pressure of the discourse every time I added a bit more of myself to the project. The discourse does influence my life, but it is not the only power that exists in my life. I have my own power to fight the discourse in the times when my experiences no longer agree with the discourse. Conformity is not guaranteed. I do have a voice, and that's what this is. This is my narrative. It is I. Conclusions I found that discourse is not inherently evil. In fact, narratives may very well agree with discourse more often than they do not. Contradicting my expectations, the data did not support that discourse was the oppressive enemy I had villainized it to be at the commencement of this project, or at least not to the severity I assumed. I found, rather, that it was the mental illness that shaped and oppressed my narrative. However, though the discourse did not oppress my narrative directly, it hid from view my mental illness, which prevented me from growth. I was unable to face my mental illness because I was not fully aware of where or what it was. It is in this way that, for me, the discourse was oppressive and was an enemy. One clear example of the role mental illness played in my narrative comes from the paired themes of self-worth and authenticity. In that section I quoted the disappointment and shame that came with the reception of my bachelor's degree. The discursive practices regarding graduation are celebrating, rejoicing, and congratulating. Clearly my experience countered that discourse. I assumed that my nanative was countering that discourse. Reviewing the data I found a quote about how I would feel upon reception of my master's degree: "The acceptance of my degree will in a way be an acceptance of myself." Here, my narrative agreed with the discourse. In light SELF-FULFILLMENT THROUGH EDUCATION 44 of these contradictory experiences, I conclude that it was my mental illness that countered the discourse. Another example was shared under regret. It was the missed opportunity to study abroad in China. I regret not going because it would have been an awesome and rewarding experience, "but in my mind I did not have the time." "I tried to convince myself that I should go and get the experience but every time I thought about taking the trip I felt overwhelmed with all the pressure to get my degree as soon as possible." The discourse on education supports unique, personal, and expansive experiences. In other words, the discourse supported the trip. It was my mental illness that pressured me into living a narrative without a trip to China. Mental illness expects conformity. It shapes narratives and counters discourse. The reason I did not see mental illness in each of these examples is because mental illness has no place within the discourse. In some professions, mental illness is acceptable and even expected. These are often the arts. This is not the case in teaching; even art teachers are held to a different standard when it comes to mental illness than their non-teaching counterparts. I have written that it is the mental illness which counters the discourse. That mental illness is part of me. Mental illness and my narrative are linked. In that way, my narrative does counter the discourse. Because the discourse said mental illness in educators cannot exist, it was difficult to distinguish between the influences of the discourse and the influences of my mental illness. It was difficult for me to find my place in this profession. I knew that I had a mental illness and I knew that I wanted to be the stable, helpful, competent teacher that the discourse advertised teachers to be. I wanted the discourse. I agreed with the discourse. However, I also had a mental SELF-FULFILLMENT THROUGH EDUCATION 45 illness, which meant I could not fully embrace the discourse. This conflict was confusing for me as a student and later as a teacher. It caused me to feel "uneasy and [lack] confidence in myself . for being unable to decide within which arena I belonged." The discourse celebrates differences and individuality. I felt that mental illness was too diverse for celebration: " . Being different and unique is not easy," I explained, "This is especially true when it comes to intellect. It is extremely isolating." There was no room for mental illness, so there was no room for me-or for teachers like me, I suppose. With all of the findings about the oppression of mental illness, I return to the final theme of redemption. Redemption is about being saved. I found there was nothing from which I needed to be saved. The discourse informs us that mental illness is to be hidden and controlled. I believe this discursive influence caused me to feel that I needed redemption from my mental illness. The discourse was wrong. I still feel that there is a necessary battle with my mental illness, yet I also found that the acceptance of my mental illness opened the doors that led to self-fulfillment. Mental illness is not a sin, which requires redemption. Had I continued to hide my mental illness, I would not have gained access to the good in education-the good of the discourse. I now have far fewer regrets, and none that haunt me, because I ensured that I received both satisfaction and growth in my master's program. I found that enjoying life is not regrettable. I found that self­improvement is not regrettable. In the final analysis, as I looked upon my po1irait, I did not find a man redeemed of his errors, but I did find a man regained of his confidence and self-worth. Whether fighting or embracing my mental illness, the data showed that it is only when I accept its existence that I feel at peace. Itis an authentic way to live. I found that being the best is not as good as being the best me. SELF-FULFILLMENT THROUGH EDUCATION 46 Finding that mental illness is what caused much of my frustration and dissatisfaction in education advocates for more narrative research on mental illness in teachers including the narratives of teachers without mental illness. This recommendation echoes the observation in my literature review that there is little research in education from the perspective of the teacher, particularly in separation from instructional strategies and professional duties. Teachers are a major part of the educational system both in effort and in number. 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"DOLL STEPS" AS A BRAINSTORMING GAME TO IMPROVE THE SPEAKING SKILL IN PROCEDURE TEXT OF THE NINTH GRADERS OF SMPN I MOJOKERTO JOURNAL BY ELIASANTI AGUSTINA NIM. 102084007 ADVISOR Dra. THERESIA KUMALARINI, M.Pd. NIP. 19521014 197903 2 001 SURABAYA STATE UNIVERSITY FACULTY OF LANGUAGE AND ARTS ENGLISH EDUCATION DEPARTMENT ENGLISH STUDY PROGRAM 2014 "DOLL STEPS" AS A BRAINSTORMING GAME TO IMPROVE THE SPEAKING SKILL IN PROCEDURE TEXT OF THE NINTH GRADERS OF SMPN I MOJOKERTO Eliasanti Agustina English Study Program FBS Surabaya State University elia.englishedu2010@gmail.com Dra.Theresia Kumalarini, M.Pd. Lecturer of English Study Program FBS Surabaya State University kumala_rini52@yahoo.co.id ABSTRAK Pengajaran berbicara bahasa Inggris di banyak sekolah tidak memfasilitasi siswa untuk menjadi terampil. Akibatnya, keterampilan berbicara mereka masih kurang memuaskan. Dengan demikian, guru harus menggunakan cara yang tepat untuk mengajarkan keterampilan berbicara berdasarkan kebutuhan siswa. Di sini peneliti menyarankan guru untuk menerapkan permainan brainstorming bernama "DOLL STEPS" yang bertujuan untuk membantu siswa memiliki kesempatan yang sama untuk menjadi aktif dan kritis, membangun kebiasaan untuk berbicara menggunakann bahasa Inggris, berbagi dan mendapatkan pengetahuan, berbicara dengan fasih dan bebas , berkaitan dengan topik yang diberikan , siap dengan tugas inti dalam pelajaran berbicara, dan belajar untuk memperhatikan pembicara yang lain. Penelitian ini fokus pada berbicara teks prosedur. Penelitian kuantitatif eksperimental ini bertujuan untuk mengetahui bagaimana kemampuan berbicara siswa setelah penerapan "DOLL STEPS". Populasinya adalah siswa kelas Sembilan di SMPN 1 Mojokerto, sedangkan sampelnya adalah IX E sebagai kelompok eksperimen dan IX F sebagai kelompok kontrol. Untuk mendapatkan data, masing-masing kelompok diberi pre-test untuk menemukan kesetaraan kemampuan dan post-test untuk menemukan pencapaian yang berbeda. Peneliti menggunakan rumus t -test untuk menganalisa data. Hasil penelitian menunjukkan bahwa skor post-test dari kelompok eksperimen lebih tinggi daripada kelompok kontrol. Kesimpulannya, direkomendasikan kepada guru bahasa Inggris bahwa permainan "Doll Steps" dapat digunakan untuk mengajar keterampilan berbicara sehingga dapat mencapai target belajar bahasa Inggris . Keyword : "Doll Steps", Keterampilan Berbicara , Teks Prosedur ABSTRACT The teachings of speaking in many schools do not facilitate students to be skillfull in speaking. Consequently, their oral skill is still unsatisfactory. Thus, the teacher has to use an appropriate way to teach speaking based on the students' need. Here the researcher suggested the teacher to implement brainstorming game namely DOLL STEPS which aims to help students have the same chance to be active and critical, build a habit to speak English, share and get knowledge, speak in fluent and free way, be enganged with the topic given, be ready in the main speaking task, and learn to pay attention to other's talk. This study focuses on speaking procedure text.This experimental quantitative research aims to know how the students' speaking skill after the implementation of "DOLL STEPS" is. The population was the ninth graders of SMPN 1 Mojokerto, whose sample was IX E as the experimental group and IX F as the control group. To get the data, each group was given a pre-test to find their equality and post-test to find the different achievement. The researcher used t-test formula to analyze the data. The result of the study showed that the post-test scores of the experimental group were higher than those of the control group. Finally, it is recomended that English teachers use Doll Steps game in teaching speaking skill to meet the target of learning English. Keyword: Doll Steps, Speaking Skill, Procedure Texts INTRODUCTION English proficiency is a must in the era of communication and globalization. English is seriously learned by many people to have a good prospect in the communication and also to get more information of international world. It can be seen in Indonesia that English is learned by children from elementary school to students of higher education. Therefore, our government seriously provides the appropriate curriculum about this subject. English lesson in junior high school function as a tool of self-development of students in science, technology and art. After completing their studies, they are expected to grow and develop into individuals who are intelligent, skilled and personable also ready to take a role in national development. In line with the explanation above is Indonesian law number 20 year 2003 about National Education System Article 37 paragraph 1, one of them states that language study materials include a foreign language with consideration of foreign languages, especially English is an international language which is a very important utility in global society (2006 : 282). Hence, English language become the principle subject which determines student graduation. This is proven by the fact that English is the subjects that is always included in the national examination in accordance with the Regulation of the Minister of National Education Number 78 Year 2008 on National Examination for Secondary level in Article 6 states that the subjects tested in the examination include Indonesian, English, Mathematics, and Science. In the process of learning English, a teacher must be able to master the language pretty well. Moreover she must be able to master how to teach English properly and how to transfer knowledge and experience of the teacher to the learners. Thus, there has to be many efforts to do in order to create an interesting English learning that can motivate students to enhance learners' capacity in learning English. That is why, it is recommended that the teaching of English, should bring English atmosphere in it. Being a good teacher, she should be able to bring it in teaching and learning process, because if the atmosphere can not be brought into the process, the students will not get a clear purpose, why they have to learn the lesson and what is the importance of learning it for their daily lives. According to Depdiknas (2006:307), the teaching of English consists of four language skills, namely listening, speaking, reading and writing and other three components, pronunciation, vocabulary and grammar. Each skill has different purposes to help students master English. The uppermost important language skill in learning English is a skill in oral communication or generally called speaking. As declared by Aliakbar & Jamalvadi, speaking is crucial since it is the vehicle of social solidarity, social rank, the business world and as a medium for learning language. Learning objectives of speaking have been clearly stated in the English curriculum. The goal is students are able to communicate efficiently. "Learning speaking should improve the communication skills of learners to be able to express and learn to follow the appropriate social and cultural development" (Kayi, 2006: 1). Unfortunately the current condition shows that English Foreign Language (EFL) learners, in this term is Indonesian learners, are reluctant to speak English in the classroom. The problem is commonly found in EFL class. It is caused by some factors such as they do not have the confidence to do conversation in English, they are afraid of making mistakes and then laughed by their peers, they have limited vocabulary so that they know what to say in bahasa but not in English and many more. Sometimes the topic given is too high for them so they prefer to be silent. In addition, some students did not get a chance to speak in class because of the domination by particular learners. Consequently, students have fewer opportunities to learn from speaking than the more oral students. For sure it will affect to their ability and their score in speaking skill as well. Students who do not take charge in their learning are unable to take full advantage of learning opportunities. This is a problem that faces many Asian students who are generally more reserved than western students (Tsui , 1996). As teachers, we can try to overcome students' problem by using suitable warm-up activities, in this case called brainstorming game. Basically the use of brainstorming game in teaching and learning activities is not a must considering the effectiveness and time required. However, occasionally it is necessary to use the game to support the implementation of learning English. Brainstorming game can facilitate and create a strong positive effect on the atmosphere and also relaxed for students in doing classroom learning activities, considering that English is still a scourge for most students. That warm-up activity also helps students to have an overview about the main speaking task. In addition, the nature of game is fun so it can increase students' motivation and able to overcome shyness. Consequently, they will be able to express their ideas freely because through playing the game they may not consider that they are learning. Implementation of learning strategy in SMPN 1 Mojokerto strongly support the achievement of the speaking purpose itself. Learning strategy requires students to be independent, critical, and active in expressing their opinion. However at the presentation time most of the students do not focus in listening to the speaker. Sometimes they are busy with their own tasks even do not appreciate the presenter. Moreover, frequently there are learners who like to cut the talks of presenter with things that are not discussed. This affects condition of other students and causes confussion in the classroom. Teachers will be exhausted to remind them repeatedly. Dealing with the issues above, a teacher needs appropriate strategy and media which can control the class order and boost students' score in speaking English. There are some alternatives of speaking games that can be used in order to improve the students' speaking ability. One of the games that can be used is the Doll Steps game. This game is actually taken from the Chain Story ideas that are commonly used in the teaching of narrative text and also Talking Stick, but the writer gives a little modification in the content of the media itself, so that produces a new media that is Doll Steps game. As a result students will pay attention to the presenter when she is speaking. This teaching strategy can be used in teaching any texts. Based on Competence Based Curriculum Issued (KTSP) 2006, there are five genres that are introduced to Junior High school students. Those are procedure, descriptive, recount, narrative and report text. Those kinds of texts are expected to be mastered by the students well. Among those genres, a procedure text is easily understood by the students as it is commonly found in their environment. The text can be found on the sachet of instant foods and beverages also on the box of electronic machine. Additionally, procedure text is a genre which has to be mastered by students, especially the ninth graders as it is already stated in Standar Isi and Standar Kompetensi. In procedure text, students are told the way how something is achieved by doing sequence steps. The text includes set of suggestion on how to do something, how to operate something and how to get to a certain place or direction. To apply Doll Steps for procedure text, the speaker gives direction or step. All students will be treated fairly. They will get same chance to speak, so it is expected by applying this game, students will be able to speak English effortlessly and without hesitant. Doll Steps will be very advantageous for teaching speaking procedure text of the ninth graders in SMPN 1 Mojokerto. This study will discus the activities during the learning process using Doll Steps. The implementation here will be different from the concept in general as it will be modified by the music so that students feel comfortable. Researcher found a previous study on the use of brainstorming carried out in Oral Communication classes at a Japanese senior high school which was observed by Culen (1998) entitled, "Brainstorming Before Speaking Task". Brainstorming used was Information Gap. The evaluation of the study showed that an increase in speaking time and a more positive atmosphere are two benefits that brainstorming can bring to speaking class. Based on the background and the problems above, the research conducted to investigate how the students' speaking skill after the implementation of Doll Steps is. METHOD Concerning with the research question in the previous chapter, the writer used experimental quantitative research design. According to Ary, (1985) in Denik lejar (2012) Experimental design refers to the conceptual framework where the experiment is conducted. There were two groups involved in this study, experimental group (class IX E ) and control group (class IX F), which were randomly assigned. The two groups were given a pre-test to examine whether they were in the equal level or not. Then the experimental group was given a treatment by using Doll Steps in their teaching and learning process for several times. On the contrary, the control group was taught conventionally. At the end, both of the groups were given a post-test to measure the effectiveness of Doll Steps for teaching speaking procedure texts to Junior High school. The population used in this research was the ninth graders of SMP Negeri I Mojokerto. The researcher chose two classes randomly as the samples. In this research, the researcher chooses probability sampling, especially cluster random sampling. After getting two classes, the researcher randomly assigned which one was the experimental group and which was the control group. The two chosen classes should be equal, to avoid any unexpected effect. In this study, the sample was class IX E as the experimental group, and class IX F as the control group. Each of them consists of 26 students. This study used test as the instrument. The tests consisted of pre-test and post-test. The items used in the tests were exactly the same. The pre-test and post-test were administered to know whether the model of learning is successful or not. From the two tests, the researcher got scores of speaking tests as the data. Before the tests were administered, a tryout was conducted to analyze the reliability of the test be used for pre-test and post-test also to know the appropriate test items for the students' level. The try-out test was given to the students who were given neither pre-test nor post-test. The number of the test items was just 2 instructions in the form of oral test. The results showed that the test items had a high validity because all of the components of the test items were according to the standard competency (see table 1) and has been approved by the experts (lecture of UNESA and the English teacher of SMPN I Mojokerto). While to know the reliability, the researcher used interrater reliability method. It means, one test will be administered once, but it is scored by two people. If the result from those two people are same or almost the same, means the test are valid and can be used in collecting data. Therefore, for the results showed that the test items were in high validity and reliability. Table 1 Scale of Validity Test Item Standard Competency Validity How to send a picture through e-mail How to make a glass of iced lemon tea 4.2.1 Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk procedure Valid Valid When the students came in front of the class and produced a monologue related to the lesson given, their performance was analyzed and scored based on some aspects. They are pronunciation, grammar, fluency, vocabulary, organization and comprehension. Each aspect has its own point and description. The measurement adopted from Oller (Language Tests at School, 1979, pp. 320-323). A quantitative data analysis was conducted in this study. The scores of students' speaking tests were analyzed by using t-test­ formula because the result of the study was determined by the comparison of the post-test scores of the two groups. Moreover it is used to analyze the significant difference between the pre-test and post-test scores of the two groups. RESULT AND DISCUSSION Result The Implementation of Doll Steps in Teaching Speaking The research was done on December 9th up to 12th 2014. Furthermore, six meetings were needed to accomplish the research; try-out, pre-test, treatment 1, treatment 2, treatment 3, and post-test. It is held to find out the influence of using brainstorming game called "DOLL STEPS" to improve students' speaking skill in Procedure text. It was investigated through comparing the mean scores of the pre-test and post-test between the experimental and control group. Below is the statistics table of scores of both groups in pretest and posttest. Table 2 Scores of Pre-test for Experimental and Control Group Based on the calculation of the scores, it was found that the mean of the pretest scores of the experimental group was 70.2 and the control group was 65.4. From the table above, it can be seen that the Tvalue of pretest of the Experimental and control group with the level of significance of .05 and 58 (60) degree of freedom was 1.3 and the Ttable was 2,009. If the T table was higher than the Tvalue . it means that there is no significant difference between Experimental and Control group. Oller's speaking measurement considers that both of the groups belong to level 3. From those results, the researcher assumed that the members of the two groups had equal level of speaking ability before the treatments were given. Table 3 Scores of Post-test for Experimental and Control Group From the calculation, the Mean of Experimental group was 81.9 which belongs to level 3+ and the Mean of Control group was 66.8 which belongs to level 3. It was clearly seen that the scores of experimental group the Mean of experimental group was much higher than the Mean of control group. Moreover the level of experimental is one level above the control group. The scores also have a better improvement. It can be seen at the pretest, the mean of experimental group was 70.2 and belongs to level 3. It significantly increased at the post-test the mean of which 81.9 and belongs to level 3+. It is because the experimental group was given a treatment by using Doll Steps game. The game was able to help students to produce oral speaking text fluently. The significant difference of the post-test scores of experimental The T value of post-test scores of experimental and control groups with level significance .05 and 58 (60) degree of freedom was 8.9 and the T table was 2.009. From the table above, it can be seen that the result of T table was lower than the T value. Therefore, it shows that there was a significant difference between two groups. In other words, there was a significant improvement between those who were taught by using Doll Steps game. Discussion As stated in chapter II, Kattlen (2005:31) defines that speaking as an interactive process of constructing meaning involves producing, receiving and processing information. However, some teachers and pupils mean every sound which comes out of the mouth is called speaking activity. It is totally wrong since speaking is human daily activity in which human expresses the ideas through the oral words about his need, feelings and thought that he wants other people hear. It must use his oral words not the words from the texts, recorders or other people's words. In the second chapter, it can be seen that speaking is a productive skill not a receptive skill, so here the speaker must produce meaningful words not copying or imitating. Therefore, it is necessary that students not only be able to pronounce words correctly but also produce oral words fluently in order to improve the speaking skill of the students, in this case is in a procedure text. Then, the researcher favored Doll Steps game as an alternative way to ease students creates a procedure text orally. The oral words should create spontaneously which means that the words must be original words from the learners. Moreover from the contrasting scores of the post-test between two groups, it can be stated that Doll Steps game can be an effective game for teaching speaking procedure texts. The test items consisted of two instructions. In this section, the researcher tried to analyze the findings of the research which was conducted in SMP Negeri I Mojokerto. The first analysis was about the pre-test scores of the experimental and control groups. The result of the pre-test showed that there was no significant difference of both groups. It means that the two groups have equal ability. The second analysis was the post-test scores of Experimental and control groups. Table 3 shows that the mean of post-test scores for Experimental group was higher than that of the control group. Furthermore, the calculation of the t-test showed that there was a significant difference of post-test scores of Experimental and Control group. It seems that the treatments given to experimental group was successful. Table 3 describes clearly that Doll Steps game is effective for teaching speaking procedure texts. It is supported by the result showed that the scores between experimental and control were significantly different. It caused by the treatments given to experimental groups affected the students' speaking ability. The treatments were given three times. During the treatments, the researcher applied steps of Doll Steps game. At the first treatment, the researcher explained and modeled the steps of Doll Steps first. After the researcher explained the strategy and the material, the students were taught a procedure text by applying Doll Steps game. From several treatments, the researcher was sure that "Doll Steps" is effective as an alternative strategy for teaching speaking procedure texts for the ninth graders in SMP Negeri I Mojokerto. Applying Doll Steps allows the following benefits some of which are stated in the second chapter: It takes students to be a critical learner as they develop independence in practicing speaking. It allows students to practice freely. Here they may speak fearless as no one will cut or correct their says as long as it relates with topic given. All the students will be active speakers for they will get their turn to speak up. It engages students in speaking around the topic. It makes students learn to focus on what his friends' saying because in this game they should listen to the step mentioned by their friends to continue the next step. It scaffolds speaking with a variety of texts in all curriculum areas. It helps students to have a habit in speaking English. It makes students easy to produce the procedure text orally in the main activity since this game gives them chance to take and share knowledge with each other. It creates good English athmosphere in class which brings fun and purpossive learning activity. 10. Learners learn to appreciate one another. In conclusion, the calculation of the post-test from experimental and control groups using t-test showed that there was significant difference between them. Moreover the scores of Experimental group increased rapidly. It is statistically proved that Doll Steps game is effective for ninth graders in SMP Negeri I Mojokerto to improve their ability to speak the Procedure texts. CONCLUSION AND SUGGESTION Conclusion According to the findings in this research, in the previous chapter, it can be concluded that the post-test scores of the experimental group, who were taught by using Doll Steps game are higher than those of the control group who was taught as usual. It was proven by comparing the mean of post-test between the experimental (81.9) which is considered as level 3+ and control group (66.8) with just in level 3 which is clearly stated by the statistical computation between those two groups. Moreover, it was found that the t value of the t-test (8.9) was higher than the t table (2.00). The result of speaking ability of the experimental group students showed that most of them are very good in spoken procedure with the 3+ level. Some of them got excellent scores with the level 4 even 4+. It means that most of them were able to speak the language with suffecient structural accuracy and vocabulary to participate effectively in most formal and informal conversation on practical, social, and professional topics. Whereas some of them who got 4 and 4+ level were able to use the language fluently and accurately at all levels normally pertinent to professional needs (Oller:1979). Therefore, the research question of this study has been answered well. From the findings above, it can be stated that the Null hypothesis, which stated that there is no significant difference in the speaking ability of procedure texts between the students who are taught by using Doll Steps game and those who are not is rejected. On the other hand, the alternative hypothesis which stated there is a significant difference in the speaking ability of procedure texts between the students who are taught by using Doll Steps game and those who are not is confirmed. It can be assumed that teaching speaking procedure texts to ninth graders by using Doll Steps game helps the students to create a procedure text orally in a fluent way and reach a higher achievement. If the teacher implements the Doll Steps game to teach speaking of procedure texts, the students will be able to produce oral procedure text not only easily but also well structured and fluently because from the Doll Steps game they will become confident and critical learners, use their previous knowledge for the speaking task, feel free and confident through the game. Through their friends' sentences they will gain new knowledge such as new vocabulary and how to arrange a good procedure text, so that they can produce the oral text well. In conclusion, it can be said that Doll Steps game is one of the effective teaching speaking games that can be used to teach speaking production of procedure text in the classroom. Suggestion Based on the result of the study, the researcher recommends some advices which are essential. The suggestion may be beneficial for the English teachers and other researchers who conduct a study on speaking skill. For the English teacher Nowadays, when the teaching and learning process is no longer teacher centered but student centered, so the teachers should have some criterion namely: Creative teacher Creative means teachers can do variation in teaching process such as adapting and creating new technique, media, strategy or even game. Good facilitator It means that as a facilitator, teachers should be able to explore students' ability, for instance courage them to solve their learning problem, produce much ideas, give same chance to each students, and give supportive feedback. Selective teacher Teacher should selective in choosing the media, technique, strategy and game used to teach. The things must be appropriate to the curriculum, need, proficiency, and age of the students so that the learning process can meet the target. From all the characteristics above, students will be excited in practicing English orally Linked to the 2006 curriculum, the objective is to make learners able to express the text orally to be used for communication purpose (BSNP, 2006:24). Accordingly, the teacher should use suitable way, one which is giving Doll Steps game. Doll Steps game can give benefits and be implemented as an appropriate game for the students to produce oral procedure texts. For the other researchers Relating to the successful usage of brainstorming game called "DOLL STEPS" to boost speaking score of the ninth graders of SMPN 1 Mojokerto, other researchers who are interested in investigating speaking skill are recommended that they look further on other related aspects of this study. Furthermore, it is suggested to develop this study by exploring the use of this game for other kinds of genre, skills, and level of the students REFERENCES Ary, D., Jacobs, L. C., Sorensen, C. K., & Razavieh, A. (2010).Introduction to Research in Education (8th Ed). USA: Wadsworth engage Learning. Bartz, A. E. (2001). Basic Statistical Concept i Education and the Behavioral Science. Moorhead, Minesota: Concordia College. Brown, H. D. (2004). Language Assessment Principle ad Classroom Practices. San Francisco: Pearson Education. Cullen, B. (1998). Brainstorming Before Speaking Tasks. The Internet TESL Journal , VOL IV No. 7. Harmer, J. The Practice of English LAnguage TEaching (3rd edition ed.). Cambridge, UK: Longman. Hayriye, K. (2006). Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal , VOLl XII No. 11. Houston, H. (2006). A Brainstorming Activity for ESL/EFL Students. The Internet TESL Journal , Vol. XII, No. 12. Liu, T.-Y., & Chu, Y.-L. (2010). Using Ubiquitous Games in an English Listening and Speaking Course : Impact on LEarning Outcomes and Motivation. ELSEVIER , 1. Manshouri, F. (2008). Second Language Acquisition Research : Theory - Construction ad testinng. Newcastle, UK: Cambridge Scholars Publishing. Nunn, F., & Nunn, R. (2005). Guiding ESL Students Towards Independent Speech Making. The Internet TESL Journal , Vol. XI, No. 2. Oller, John. W. (1979). Laguage Tests at School : A Pragmatic Approach. Boston, Massachusetts, USA: Longman.

The College Mefcuty. VOL. IV. GETTYSBURG, PA., FEBRUARY, 1897. No. 10. THE COLLEGE MEftClPRY, Published each month during the college year by the Students of Pennsylvania (Gettysburg) College. STAFF. Editor: ROBBIN B. WOLF, '97. Associate Editors : LEWIS C. MANGES, '97. ED. W. MEISEN H ELDER, '98. SAMUEL J. MILLER '97. CHARLES T. LARK '98. JOHN W. OTT, '97. CHARLES H. TILP, '98. E. L. KOLLER, '98. Alumni Association Editor: REV. D. FRANK GARLAND, A. M., Tanetown, Md. Business Manager: HARRY R, SMITH, '97. Assistant Business Manager: JOHN E. MEISENHELDER, '97. -"","./One volume (ten months). . . . $1.(10 lijl'ms • t Single copies, . . .15 Payable in advance. All Students are requested to hand us matter lor publication. The Alumni and ex-membera ot the College will favor us by sending Information concerning their whereabouts or any Items they may think would be Interesting for publication. All subscriptions and business matters should be addressed to the business manager. Matter intended for publication should be addressed to the Editor. Address, THE COLLEGE MERCUBY, Gettysburg, Pa. CONTENTS. EDITORIAL, --- 142 COLLEGE SPIRIT, - - 145 AN OYSTER ROAST, 146 COLLEGE L-OCALS, -. 14S ALUMNI NOTES, 150 LITERAL TRANSLATION OF THE IX ODE OF HORACE, - 152 OUR BABY, --- 152 ATHLETIC NOTES, --.•'■ 152 TOWN AND SEMINARY NOTES, 153 LITERARY SOCIETIES, 154 FRATERNITY NOTES, 154 EXCHANGES, 155 EDITORIAL-WE were delayed about two weeks in get-ting- out this issue of the MERCURY by the printers, who have been working night and day on the Spring election tickets THE plan proposed, in our last issue, for getting alumni news from all over the country has met with such encouraging response that it will be given a trial. The names and ad-dresses of those who have promised to help us are: Dr. Charles Baum, 630 North Broad St., Philadelphia; Rev. J. J. Young, D. D., 79 Christopher St., New York City, N. Y.; Rev. L. M. Kuhns, 2539 Pierce St., Omaha, Neb.; Mr. W. J. Gies, 2 Hillhouse Ave., New Haven, Conn.; Rev. J. Elmer Bittle, Turtle Creek, Allegheny county, Pa.; Rev. George Beiswanger, 1722 North Fulton St., Baltimore, Md.; Rev. Albert Bell, 117 East Maple St., York, Pa., and Rev. E. J. Metzler. Altoona, Pa. Several others written to, have riot yet replied. These wide awake gentlemen, loyal' sous of Alma Mater, take a lively interest in all that pertains to the history and work of the College, and the readers of the MERCURY may hereafter expect to find a newsy and lengthy column of Alumni personals. Their fellow Alumni living in their respective regions can forward items either to them or to this office. It is to be hoped that this evidence of interest in the Alumni will be reciprocated by an increasing interest of the Alumni in the MERCURY, and we suggest that one way of do-ing this would be for each subscriber to get his neighboring Alumni to send in their subscrip-tions. * * * THE "Board of Trustees" held their regu-lar semi-annual meeting on the 16th ult., H3 THE COLLEGE MERCURY. about eighteen of the members being present. Their most important action related to the date of Commencement. This has been changed from the next to the last Thursday in June, to the first Thursday in June. Several reasons lead to this. The General Synod meets the second week in June and a number of the "Board" and Faculty are delegates to the Synod. It has been learned through ex-perience that the boys don't do very good work in warm weather. The attractions out of doors seem to outweigh the attractions of-fered by the sciences. After the first of June, base-ball and tennis generally command more time and energy than study. The plan, how-ever, has some disadvantages, since College and Seminary Commencements will come on the same day of the same week. The winter term will close Nov. 26th and will open the next morning. A short recess will be given at Easter, from Thursday even-ing till Tuesday morning, thus giving the boys the privilege of celebrating the Resurrection Festival at their homes. * *- * WE were gratified at the hearty response of the boysr who are not members of the ''Staff," to the notice on the bulletin board. The pub-lication of one or two of the articles had to be deferred for lack of space. A similar notice will be put up each month, and it is to be hoped that the response will be equally prompt. * * WE desire to call attention ^o Prof. Kling-er's correction ot a mistake made in our last issue, and take this means of assuring him that the mistake was altogether unintentional and published without due consideration or inquiry. THERE is a certain feature in some of our neighboring institutions, which, if added, might be of great benefit to our Alma Mater. We refer to lectures, not only by the Profes-sors, but also by others. There are quite a number of cultivated Alumni in the neighbor-ing towns and cities who no doubt would con-sent to deliver a lecture to the student body on some educational topic. These would serve to broaden the minds of the students and would be highly appreciated. One or two lectures ,in the Y. M. C. A. course constitute all that we hear outside the class-room. The Stuck-enberg course of lectures was a step in the right direction. Let us have some others. * * * THE boys have decided to give an entertain-ment on the night of the 22nd. The subject has not yet been announced. The proceeds will be devoted to the interests of the Athletic Association. These plays are quite common at some other colleges and this proposed step shows that the Gettysburg boys mean to rank with the best. The young ladies of Irving- College have been quite successful in ther ef-forts and the boys can always do as well as the ladies. Let the coming play be made so inter-esting that it will be an inducement to con-tinue in that line and thus have the.monotony of the college course somewhat relieved. * LET it not be forgotten that the time for the "Inter-Collegiate State Oratorical Contest" is approaching. It will be held at Muhlenberg, on the 12th of March. Gettysburg is entitled to one contestant. In order to make a selection of this one, there will have to be a preliminary contest. Let there be a lot of applicants, so that the man who represents Gettysburg shall truly represent her. Let us be determined to win the prize this year. We have never yet won it and now it is our turn. It would be well for the literary societies to attend to this matter promptly. * * * SOME exception has been taken, especially by "The Yale Gettysburg Club" to some statements in our last issue in the essay on "College Literary Societies." Among others THE COLLEGE MERCURY. 144 was the statement that "Harvard always beats Yale in literary contests.'' As an explanation we would say that the essay was written some time ago and only given for publication be-cause the editor had been disappointed in sev-eral promised articles. .It was handed in on the spur of the moment and without revision. Since the writing of the essay Yale has had some signal literary victories over Harvard and Princeton, so that the words "always beats" were a little too strong and likely to create some misapprehension as to the undoubted high literary standing of Yale. * ., * "J. A. H." suggested in a previous number of the MERCURY, that there would be a larger number of Alumni in attendance Commence-ment week, if instead of the regular Alumni meeting, there would be an Alumni dinner. The suggestion seemed to meet with general approv-al, but, so far as we know, no action has been taken to accomplish this. With a little pre-sumption, we beg to offer an amendment to his suggestion, which is to substitute an Alumni dinner for the President's reception. This latter has been one of the most attractive features of Commencement week, but it has not been ap-preciated by the Alumni. One great advan-tage of the President's reception is that it affords a means of entertainment for the visit-ing young ladies, who would no doubt be ex-cluded from an Alumni dinner. But they have confessedly been so much abused of late that we think the change would be welcomed. On the other hand, an Alumni dinner would be for the Alumni and only those would attend it whose interest in the College would make the meeting very entertaining to all. We claim no originality for the above pro-posal, and it certainly is worthy of the consid-eration of the proper authorities. PHILIP MELANCTHON.—The year 1897 will be memorable as the four hundreth anniver-sary of the birth of Philip Melancthon, the scholar of Germany. All over the land of his birth, throughout the Luther-lands of Europe, and in America, and doubtless also in Eng-land, there will be "Melancthoncelebrations". Great preparations are being made for the event and the result will be a better apprecia-tion of the man and his services in the cause of literature and in the advancement of the kingdom of God in the Reformation. Some of the ablest men of our own church will deliver addresses, many of which wili find their way into permamnent form in magazine articles, and Melancthon literature will be deservedly increased. A glance over Poole's Index will be sufficient to convince one of the crying need of such literature in the English. The "Life of Melancthon" will also issue from three dif-ferent firms by as many writers in the near future. One of these is now on the market from the Pilger Co., of Reading, another will follow in early summer from the Lutheran Publication house in Philadelphia, and another in '98 from Putnam & Sons, of New York. Doubtless others besides Lutherans will join in doing honor to the memory of this great scholar, whom Luther denominated as "incon-ceivably learned". There is no doubt to be entertained of the superiority of his intellect, but his unbounded success as a writer, his prodigious learning, his purity of diction, his scholarly attainments must be attributed to this in addition, viz, that that he was an untiring toiler. Union of talent and application made him a scholar. He was a student—he studied. He determined when he went to the University of Wittenberg that "youth should study as well as frequent the university". His zeal in this "particular never abated to the end of his life. His great desire was to furnish young men with the motives and means for study. To this end he made abridgements of the various branches of philo-sophy, and reduced almost every art and science into a form which was of invaluable assistance to the student. For many years his Logic, Ethics, Treatise on the Soul, and Physics were used in all the Lutheran schools. He applied himself so earnestly to study that if II * '45 THE COLLEGE MERCURY. his friends were alarmed for his health and the elector wrote him, kindly admonishing him to be careful of his health. He studied medicine, theology, jurisprudence, and mathematics, besides his thorough mastery of languages. His success must be attributed very largely to the fact that he knew how "to toil terribly". His life has in it a lesson for the easy-going, careless student of today whose highest ambi-tion is "to get through" college, whose last thought is of acquiring an education. G, ILLITERACY OF BOYS.—In an article in the Educational Review by E. L. Godkin, on the "Illiteracy of Boys," the position is taken maintaining that our public schools give tbo little attention to English in the preparation of boys for College, and that private schools are little in advance of public schools in this par-ticular. The author says, "I meet everyday with men whom we call educated who do not seem to care how they speak or write. Their speech is full of solecisms, their letters and notes are unpunctuated scrawls and in their pronunciation the vowel sounds are summarily "got rid of." The colleges of America have in the past placed far too little stress on prepara-tion in English for admission. It was not un-til 1874 that Harvard required "any sort of Engish qualification" for entrance. One of the reasons alleged for faulty English is that in America education counts for little, socially, while in England bad grammar is supposed to indicate mean origin. Carelessness in speech is said to be growing. Many of the newspa-pers are given to slang and the language of the street, with a view to popularity. From the cradle to the college the home is a sharer in the blame for this illiteracy. Parents are too much given to "baby talk," thus cultivating a habit of carelessness in themselves and in their children. Too little attention to the matter of chaste English is given in the conversation at table and about the hearth-stone of the home. On the street children will unlearn in an hour the lessons of a week. Even publishers of books are guilty of sending forth millions of pages of trashy literature couched in wretched English. A higher standard for admission to college in English is needed and more atten-tion to the study of English in all our public schools is imperative. In our own institution the work heaped on the Professor of English literature is enough for three departments at least. Not less Latin or Greek but more Eng-lish in the classical course is the crying need of the hour in the educational work of the col-lege. G. To THE EDITOR OF THE MERCURY : I desire to correct a misapprehension of the aim of the "Philosophical Society" and of my relation to it. The society is not a "class," but simply a body of Seminary and College students, who come together fortnightly for the purpose of discussing some of the funda-mental processes of thinking, and also to talk over some of the problems of the day. I am not the "teacher" in any sense of the word, but a member holding the office of Vice President. The society was not organized by me, but is the outcome of the interest in scholarship excited in the student body by Dr. Stuckenberg's lectures. When asked by the students to become a member of such a body, I gladly consented, with the distinct understanding that I was to go in as ' 'one of the boys." I am ready at any time to organize a "class" in any subject belonging to my department, and to "teach" it with all my heart, but to trespass upon another depart-ment is neither my intention nor my right. OSCAR GODFREY KLINGER. COLLEaE SPIRIT. What is meant by college spirit? It means the love a student has for his college. It means j the interest he exhibits in her standing with other institutions, her government, her athlet- \ ics, her morals and her welfare in general. A student possessed with true love for his college will not permit her rating to be lowered, but W^i THE COLLEGE MERCURY. 146 would rather seek to elevate it; and in so do-ing see that no unscrupulous methods are em-ployed. He will defend his college from the assaults of those who unjustly attack her, as a true soldier defends his country, and would stand by his colors as firmly as a color-bearer does in battle. Further, he will assist his superiors, I mean his professors, b}' obeying them, for if he pays little attention to their counsels "he is but cutting off his nose to spite his face." There are many students who be lieve that their professors take no interest in their welfare, a belief in which I think they are very much mistaken. By what methods can a student elevate the standing of his college? One method has al-ready been given; to this may be added that he do his work faithfully and honestly, for what a student is after he is graduated will be mostly attributed to his college. For it does not ad-mit of a doubt that, all other things being equal, the alumnus of an institution who is seen by the public leading his fellows in professional, business or other pursuits will have that honor credited to the training he received at college, and thus people will be led to believe that his college is a college worthy to educate their sons. In the race for college honors, for there are some who work merely to obtain that end, a spirit worthy of honor is in that student who obtains the crown on his own merits, but words of condemnation too great cannot be spoken of that student who works merely for honor and, in addition, uses dishonest means. No true college spirit here. As an example of false college spirit there is a student in a Theo-logical Seminary who, while he was in college, was a plodder, but where he is now he can ob-tain no mark or honors and has stopped his plodding. Is this true college spirit ? Far from it. Further, in the government of an institution a true college spirit may be shown. Those who are in charge of the government do not always know what men in the march to success are the gamblers, the drunkards, and the van-dals. Those students who believe in pure government as an essential to the success of a college ought to show their loyalty and have ousted from the army these men. Surely, is not college love, loyalt}' and spirit very defi-cient here ? Next to divine law comes the moral law and such students as are immoral should not be among our number. There can be no doubt that in athletic con-tests the spirit of a college is shown as promi-nently as anywhere else. How great is the rejoicing over a victory and the brooding over defeat. The men who constitute our athletic teams should be men of true spirit, for the}7, to a certain degree, make a college what it is. So that those who are deficient in their studies, void of respect, loose in morals, should not be permitted to represent the college. College spirit has two sides, good and evil, and will make an everlasting impression upon the young man, for from the seed college spirit is reaped a habit, from a habit a character, a character a destiny. Shall it be good or evil ? M. AN OYSTER ROAST. So calm and quiet was the night. Not a sound was heard along historic Seminary Ridge except the monotonous puff, puff, puff of the engine in the steam-plant back of the Seminary buildings. The light of the mid- December moon, filtering through the naked trees, seemed to change the puffs of steam, which escaped with lazy precision and punctu-ated the silence of the night, into halos of wreath-like brilliancy. Towards the buildings which crest the hill and are inhabited by the youthful saints—for whose pretty brows the ephemeral halos were probably intended—were hurrying many gay and well-groomed couples; college widows, of established age and dignity-; society queens, of numerous ill-starred conquests; vivacious debu-tantes, of unknown possibilities; each piloted by a theological social lion. The long expected night had arrived; the I■ H7 THE COLLEGE NEERCURY. society event of the season was about to be given by these promiscuous scions of unclassi-fied genealogical trees. A whole barrel of choice oysters had been purchased. For the sake of novelty and economy, the engine house served as a reception-room, cloak-room and banquet hall. The coal dust and smutty soot flakes had been carefully removed from the j floor and walls; tri-colored bunting and multi-colored lanterns had been borrowed for the oc-casion and draped semi-artistically about the walls and girders; a long table covered with immaculate linen and illuminated by hand-some banquet lamps, also borrowed, extended the length of the room. Mr. Jones, the en-gineer, was the chefiox the occasion, but inci-dentally fed the furnaces with coal and kept his eyes on the barrel of "blue-points which had been placed right outside the door which was left conveniently ajar. It was a peculiarly novel scene, after all had assembled; "The mild eyed, ,melancholy lotus ' eaters'' never dreamed of anything quite like it. Occasionally some of the volatile products j of highly heated bituminized coal escaped from the furnaces and mixed with the prevalent aeriform matter of different origin but pro-duced no effect upon the assemblage other than a sudden ebullition ofjocosity. Anything which under ordinary circumstances would produce discomfort seemed to cause volleys of second-hand wit to ricochet impetuously along the line of hungry guests who were now, awaiting the first course of "raws." Meanwhile "Hans," "Judy," "Dick," "Pete" and "Billee," a quintettee of jolly col-lege boys, had mysteriously met in front of the old, wide-winged, Doric edifice on the college campus. After a short parley they retired into the shadow of "Gym" but quickly returned bearing something between them. As they darted stealthily from shadow to shadow, the little brown stone cherubs high up in the tower of Recitation Hall, looked down and smiled as they recognized a little, old, red wheelbarrow ill concealed among the five. They had seen such sights before. When "Hans" had led his party safely to the edge of the Seminary grove, where they say, the spectre soldiers stand in battle line on somber July nights, he placed his men on guard and started out to reconnoiter. The barrel was soon located; a signal from the captain quickly brought his four muscular companions to the coal-bin from which they silently removed the barrel. Be-fore leaving "Hans" returned to look upon the victims. While peeping through the dust covered windows he heard some belated guests approaching and lightly stepped into the shadow. "Doctor, do you smell the oysters ?'' he heard a theological professor's wife ask her husband as they approached the door, and he replied, "yes, don't they smell delicious?" and "Hans" muttered sotto voce, as he went back to his companions, "Well, I guess nit." The "robbery was soon detected and con-sternation seized upon the banqueters. Carl Browne Coxey looked like a cross between a frightened poodle and a Circassian freak, as he pushed his hands wildly through his hair, and with frightful facial contortions, said, "I'll give twenty dollars for the apprehension of the purloiners of our ostreoid bivalves." Freddie Balm, in his unseemly haste to obtain the re-ward, dashed from the building, climbed a treacherous tree to look into a darkened room, fell and broke the government fence. John Evangelical Hindall dropped his padded shoulders, blinked his eyes and said, "ei,ei,ei." Rev. Mephistopheles Crowmore, who came from the far, far west, croaked dolefully about "snakes in the grass," and "Pud" Shower, appreciating the joke, but forgetting his sur-roundings, fiercely danced the Choochie- Choochie. J. H. Arms sent to town for a few oysters and a photographer so that he might have his picture taken while in the act of eat-ing one of the "succulents" and thus prove that he had enough, anywa}'. While these incidents were occurring, Mr. Jones was flashing his dark lantern up and down the grove, and its intermittent light was observed by five young fellows, satiated with laughter and oysters, who were leaving a hid- THE COLLEGE MERCURY. den nook in Reynold's grove, and moving toward the College. Each one carried with him a fine, large oyster shell, which now adorns his room, only some fair hand has since then painted upon it an old, red wheelbarrow, with this inscription below: '■The best laid schemes of mice an' m-.-n, Gang aft a' glee." COLLEGE LOCALS. EDMUND W. MEISENHKLDER and E L. ROLLER, Editors. number have weeklies ? Pay up your back subscriptions ! This is the only way to keep the MERCURY moving. Dr. B.—"Now Mr. N. where was the Flaminian road." Mr. N., '98.—"Between Rome and Ar-menia." Hurrah ! At last we will get a new yell. It is a long felt want. Now all we need are the fellows to give it, and they are always plenty. Mr. D.—"Hamilton died by committing a duel." Probably we do speak too often about sup-porting the Spectium, but we ask 5'our for-bearance. Let each lower classman ask him-self if he is doing as much for the present Spectrum as he wants the '98 men to do for him. There is no reason, except it be our-selves, why we should not produce an annual which shall equal the annual of any other col-lege. Other colleges have no difficulty as re-gards literary material, why should we ? Surely we think we are equal in this respect to the college men of other institutions. What do you think ? Dr. S.—"What does arboreal mean ?" "Guv." '99.—"Wild. It is used when we want to designate wild animals." Already some of our boys have been out practicing base ball. It is a good idea. We expect to see the finest base ball team our col-lege has ever had. Begin work early and get on the first team. There is always room at the top. Dr. S.—"What purpose does the tail of the monkey serve." Mr. C, '98—"Apprehension. Nobody knows who stole the Sem. oysters. If you find out, report to Harmes or Cox. "That oyster supper cost us all the way twelve dollars." Mr. D., '99.—"Professor, what was that ex-ercise law ?" Prof. H.—"I suppose you mean the excise law." B., 1900 has been the first unfortunate to go through the ice. No serious results have fol-lowed. Do you think that the MERCURY can be run on wind ? No we must have money. Would 3'ou like to see the MERCURY fail, when all other colleges have monthlies and a good Mr. L., dead?" (in Greek,) "Prof, is a corpse The first one of the entertainments arranged by the Y. M. C. A., took place on Friday evening, Jan. 15th. The concert was given by the Mozart Symphony Club and was a'fine one. This concert has been the best, which we have had the opportunity of enjoying, for a long time. We have had some poor ones and we were in prime condition to appreciate a good company. Herr Hoch was the favorite of the evening and acquitted himself nobly, and much to the delight of the audience. The conduct of the student body was admir-able and was so thought by the company them-selves, who left very well pleased with their treatment. There is but one criticism to make, namely, the concert was not sufficiently well attended. Turn out and patronize the other entertainments. Some treats are in store for you. Remember, we want to see a Y. M. C. A. hall grace the campus not many years hence. One of the '99 men gives promise of making a man as noble as George Washington, inas-much as he cannot tell a lie. The following story about S., will corroberate this statement. Proctor.—"S., was that you who blew that horn?" S. '99.—"No, sir!" Proctor.—"Didn't you blow that horn ?" S—"No, sir !" Proctor.—"See here now S., don't tell me a lie, didn't vou blow that horn?" S.—"Yes, sir." Several surprising statements have already been made by some of the Juniors in Logic. F., 98 says—"An animal that swims is a a fish. Man swims. Therefore a man is a fish." "Earney" A., 97, has a ver>^ refined musi-i 1 ■ l 149 THE COLLEGE MERCURY. cal taste ; but still he thinks the young (?) lady with the Mozart Symphony Club "should have sung United States." S., '98, (In Juvenal)—translates "cum tu dcponis amiclus turgidus" as follows: "when you lay aside your dirty clothes." The Preps wonder how A. B. B. V. O., gets excused from chapel and church on Sunday. Sound sleep is a very necessary thing. E., 97, reading in papers the account of the fire at Wanamaker's Dept. store, spreads the news that "John Wanamaker's Depot store was burned." S., 1900 usually does his sleeping in French class and becomes very indignant when Dr. M. disturbs his sound slumbers by calling on him to recite "Tom" N., (class of 1919) has developed wonderful propensities for spelling—his latest spelling for dog is "D-O-Voni !" The lecture by Judge Alfred Ellison on "Kings and Queens or Earth's True Royalty," was well attended and enjoyed, despite the condition of the chapel. The lecture abound-ed in humorous anecdotes, and the lecturer recited quite a number of his own poems dur-ing the course of his talk. Again has King Death come into our midst and deprived us of Mr. H. Dee Peters, of the class of 1902. He was the step-son of Rev. D. T. Koser, of Arendtsville. He left school about the middle of December and died two weeks later from hemorrhages of the lungs, being only twenty years old. He was a young man of ability and firm Christian character and gave promise of brilliant success in college and in life. His sister, who accompanied him to and from school every morning and even-ing, must now come alone. While he was here for only one term-, and not very well known, yet his death should be an example to us, who are behind. We too, may be taken away, we know not how soon, and therefore should al-ways be ready, as he was, and not be afraid to meet our Judge. The MERCURY extends sincere sympathy to the friends and family of the deceased. [The above was inadvertently omitted from our last issue.] The Easter vacation has been shortened to five days, and the college year will end the last week in May, and Commencement will oc-cur the first week in June. This change meets the approval of the boys generally. The Photographers, Tipton and Mumper, have been seen quite frequently this term on the campus and in the buildings taking views for the Spectrum. One view, that of the whole campus, a combination of four different plates, is an especially fine piece of workmanship. This is the "dull term" of the year—noth-ing to break the monotony but the course of lectures and concerts given by the Y. M. C. A. Everyone should take advantage of them. K., '97, says that "The Gospels include Acts, Romans and Epistles to the Hebrews. Dr. H.—Mr. S., '99, How many men were in Saul's army when he went out against the Philistines ? Mr. S. (getting the signal mixed,)—30,000. Dr. H.—Did you say 3000? Mr. S.—Yes, sir. Dr. H. (who heard the prompting)—Sound must increase as it travels from the back part of the room to my desk. Mr. C, '99, remarked as he left Dr. M.'s room that the next time he visited the dutch locality of Recitation Hall he would wear his shield so as to be protected from the flying missiles which occasionally pervade that local-ity. Mr. S., '99, (on returning from a call at 11.30 P. M., decides on practicing an exercise in elocution). Taking a full breath he slowly but loudly repeats, Now—I—am—alone. Mr. C, '99, (from under the covers in an adjoining room). If you don't break that off you won't be very long. Jerry of'98 and Willie of '99, two of the crack shots on the campus, ^recently exhibited some fine marksmanship by'chasing an (idea) over the athletic field. They mistook a bundle of charred paper which was tossed about by the wind for a chicken hawk and several shots were fired before the mistake was seen. The following officers have been elected by the Seniors, for class day exercises: Master of Ceremonies, Henry W. Bikle, Gettysburg; Ivy Oration, George W. Englar, Linwood, Md.; Ivy Poem, ,J. William Ott, Rocky Ridge, Md.; Class History, J. Hay Kain, York, Pa.; Class Poem, Fred. W. Fri-day, Jefferson, Md.; Class Roll, Clifton G. White, Manheim, Pa.; Faculty Roll, White Hutton, Chambersburg, Pa.; Presentation Ora-tion, Robbin B. Wolf, Gettysburg, Pa.; Man-tle Presentation, Frank S. Leisenring, Cham- THK COLLEGE MERCURY. !50 bersburg, Pa.; Tricks, John E. Meisenhelder, Hanover, Pa.; Love Cup, Charles B. Erb, Boyertown, Pa.; Our Absent Ones, Arthur B. Coble, Lykens, Pa.; Class Prophecy, William E. Wheeler, Baltimore, Md.; Conferring of Decrees, Samuel W. Miller, Edgemont, Md. ALUiviNi- '37. In looking up the members of the vari-ous classes, the Alumni Department of the '98 Spectrum has ascertained that Thomas Means, Esq., who was supposed to be the oldest living graduate, died in Centreville, Ind., March 5th, 1894. '39. Rev. W. F. Eyster, D. D., of Crete, Neb., the surviving member of '39, is now the oldest living graduate. '41. Rev. Nathan H. Conwell, of Philadel-phia, died last summer. His death was not generally known. '42. Rev. M. Sheeleigh, D. D., read a poem at the Melanchtou Memorial Services, which were held in St. Matthews church, Philadel-phia, Feb. 16, 1897. '43. Rev. W. M. Paxton.D. D. LL. D., pro-fessor of Homiletics, in Princeton Seminar}-, preached the sermon at the installation of Rev. D. W. Woods, Jr., pastor of the Presbyterian church, Friday evening, Jan. 29. '45. Rev. Wm. Uhl died recently at Los Angeles, Cal., after having spent a long and eventful life. '46. At the recent meeting of the Board of Trustees, Rev. W. M. Baum, D. D., and Rev. L. E. Albert, D. D., were appointed a com-mittee to present the matter of providing a new dormitory, to the church at large. '52. The address of Geo. H. Spang, Esq., is changed from Bedford to Hollidaysburg. '59. Rev. J. G. Goettman, D. D., Trinity church, Pittsburg, is seeking rest and heakh in the Somerset county mountains '60. Rev. L. Groh, pastor of St. Mark's Lutheran church, Omaha, was presented by his parishioners with a handsome mantle clock. At the last communion there were seven accessions. '63. Prof. E. J. Wolf, D. D., will deliver the address at the Melanchthon celebration, under the auspices of the New York Luther League. '68. Rev. L. M. Heilman, D. D., of Harris-burg, has been suffering with bronchial trou-ble for the past few months. He spent some time in Colorado, but finding that the climate did not agree with him, has now gone to Florida. We hope that he will find relief in that sunny clime. '70. Rev. A. G. Fastnacht is editor of the York Lutheran, and Rev. W. S. Freas, D. D., '73, is business manager. Rev. Fastnacht re-cently celebrated his twentieth anniversary as pastor of one of York's churches. '77. Rev. S. Stall, D. D., editor of the Lutheran Observe), is one of the associate edi-tors of the Open Church, a quarterly magazine of applied Christianity. To the last number he has contributed a valuable article on 1' Methods of Church Work.'' '73. Rev. Dr. Freas made one of the ad-dresses at the dedication of Trinity United Evangelical church, of York, on Sunday after-noon, January 24th. '73. Rev. E. H. Leisenring preached his seventh anniversar}* sermon January 3rd. There are three young men at college from his congregation. '74. Rev, C. M. Stock, of Hanover, was elected Secretary of the Board of Trustees at. its recent meeting. '76. The Pittsburg Times of Jan. 2nd, says : "A remarkable action was taken by the Coun-cil of the First English Lutheran church, of which Rev. Wm. A. Shipman, a minister of much ability and great popularity, is pastor. Upon his solicitation an open court was estab-lished in which all literary, socialistic and soci-ological questions shall be discussed with open doors and free speech to all denominations.'' '77. The good people of Grace church, Win-chester, Va., celebrated, in a royal manner, the birthday of their pastor, Rev. W. L. Sea-brook. Both he and his family received many beautiful presents. '77. Harry M. Claybaugh, Attorney-Gen-eral for the State of Maryland, has been se-lected .as a member of the reception committee for the Inaugural Ball. '77 Rev. H. B. Wile, of Carlise, addressed the students in Brua Chapel, Sunday after-noon, Jan. 31st, the Day of Prayer for Col-leges. He also preached in Christ church in the evening to a large congregation. He is a THE COLLEGE MERCURY. very eloquent speaker and is very popular among the students. '78. Rev. Albert Bell, of St. Luke's church, York, is instructing a class in vocal music in his church. '79. Rev. Luther Kuhlmau, of Frederick, Md., filled the pulpit of Dr. Hamma, at Al-toona, Pa., recently, during the Doctor's ab-sence in Washington. '80. Rev. Geo. S. Bowers, pastor of St. Mark's Lutheran church, Hagerstowu, was re-cently presented with a large hall rack and a fine Smyrna rug besides many other useful things, by the members of his congregation. '80. Rev. L. N. Fleck, Stoyestown, Pa., was remembered by one of his Sunday Schools with a purse of money, and by another with the gift of a fine overcoat. The next conven-tion of the Allegheny Synod will be held in his church at Stoyestown. '81. Rev. S. J. Taylor, of Berlin, Pa., read a paper on "The New Birth" before the Min-isters' Club of Meyersdale, Berlin and Salis-bury at the regular monthly meeting, Feb. 1st. '83. Rev. L. M. Kuhns, of Washington, D. C, was recently in Akroii, O., preaching for pastors Keller and Lesher. '83. Rev. F. H. Crissman, ofthe Brushtown Avenue church, has been on the sick list but is now convalescent. '83. Rev. W. W. Anstadt was installed as pastor of Zion's Lutheran church, Hollidays-burg, on Sunday evening, January 17th. Rev. P. G. Bell, of Altoona, and Rev. W. A. Shipman, '76, of Johnstown, conducted the installation services. '84. Rev. L- M. Zimmerman, pastor of Christ Lutheran church, Baltimore, had a very severe attack of La Grippe recently. '86. Rev. Luther DeYoe, ofHarrisburg, Pa., is resting a little while at Atlantic City. He ministers to a very large congregation, and has been over-taxed-. He hopes very soon to be in his pulpit again. '86. The new church building at White-marsh, Pa., Rev. J. Eugene Dietterich, pastor, was dedicated on Sunday, February 7th. '88. On the 29th of Dec. Rev. S. D. Daugh-erty and his wife gave a reception to the young people of his church, in honor of the College and University students of the congregation, who were home for the holiday vacation. '88. Rev. J. M. Francis, of Columbia City, Indiana, is now writing his sermons on a new Universal "Hammond" typewriter, the gift of a few of his friends. '88. Rev. D. Frank Garland, of Taneytowu, Md., has been engaged by the Lutheran Pub-lication Society to write a "Life of Melanc-thon." The book will contain about 145 pages and is intended to serve as a hand-book. It will be published some time during the present year. '90. Rev. E. E. Blint recently held a two weeks' service in his church at Littlestown. The meetings were interesting and instructive. Rev. Blint is doing a most excellent work in his field. '90. Rev. W. J. Bucher, of New Bethle-hem, has been called to Clarion, Pa'., and will accept. '90. Rev. Noah E. Yeiser, of India, writes for the back numbers of the MERCURY and sends in his subscription for another year. Though thousands of miles away, he has not forgotten his Alma Mater. The MERCURY extends best wishes for his success in bis no-ble work. '91. Rev. Stanley Billheimer, of West Wash-ington, had his salary increased recently. Plis congregation is small, but appreciative, and owns a very valuable property. '92. E. H. Herman is in deserved promi-nence in the councils ofthe Republinan party of Maryland. '92. Rev. H. E. Berke}-, who was very in-fluential in the establishment of the new paper, The York County Lutheran, has been elected as its editor. '92. Rev. Jesse W. Ball, of Los Angeles, Cal., in a recent issue of The Littheran World writes of the polyglot character of his congre-gation, in which he has representatives of Norway, Sweeden, Denmark, Holland, an American Indian and a converted Jew. '93. Rev. Andrew J. Rudisill, of New Bloomfield, recently visited his parents near Gettysburg, and also looked up his friends at College and Seminar)'. '93. Rev. and Mrs. G. M. Diffenderfer, of Newport, visited friends in Gettysburg last month. '93. Rev. Marion J. Kline was installed pas-tor ofthe Bethlehem Lutheran church. Harris- THE, COLLEGE MERCURY. ■52 burg, Jan. 24. Rev. Dr. Huber, '55, deliv-ered the charge to the pastor, and Rev. Dr. Gilbert, '57, Harrisburg, to the people. '93. The address of Rev. Eugene E. Neu-dewitz is changed from 228 W. 10th St., New York, to 85 Wayne St., Jersey City, N. J. '95 Dr. M. L. Boyer is practicing medicine at 1309 N. 29th St., Phila., where he has a splendid practice. '95. EL L. M. Hoffman, (Yale '97) one of Yale's most prominent athletes, won another first prize at the recent exhibition in the Yale Gymnasium, for superior work on "the long horse." The prize awarded him is a very handsome gold cup, appropriately inscribed, and is the fifth trophy of the kind already won by Mr. Hoffman. The prizes previously won, were a "first" on "the side horse," "two firsts" in "tumbling," and a "second" on "the long horse." '96. W. H. Mengeslatelj' visited the College and Seminary for several days. He intends to enter the Seminary next Fall. LITERAL TRANSLATION OF THE IX ODE OF HORACE. You see Soracte deep with snow, And the trees with heavy weight bent low, And river chilled with stinging frost; Rut cheerful be what e'er the cost. Bring out the good old Sabine wine, And happy be while yet in prime, Leave else to gods who rule supreme, Whose power stills the winds most keen, The aged ash trees are unmoved, The cypress tree, the same doth prove. Ask not what chance may bring to thee. It may be sorrow, may he glee. While you are yet quite young in years, Have pleasure with the dearest dears Until old age his steps advance. Indulge at times in merry dance. Stroll on the campus and side-walks, And with the young have pleasant talks. If you in games were won't to play, Speak if light laugh did her betray. Steal golden ring from dimpled hand. She may resist, but not with stand. C. S. It., Professor—What is the difference between idealism and realism ? 'Varsity Girl—Idealism is when you con-template matrimony. Professor—Yes ; and realism? 'Varsity Girl—You get that afterward.— Philadelphia Review. OUE BABY. I heard a sweet sound soft and low, Come drifting 'mougst the trees, While on the Campus I stood frying each note to seize. I quickly urged myself to where I heard the sweet sound fall, And found out to my great surprise, It was in Phrena Hall. I stopped outside the door a while, Then quietly went in And pretty soon, just as before, I heard the sound again. The babe which made the sound I heard, Was not named John or Hannah, But merely bore this pretty name : "Our Babv"—Grand Piano. ATHLETICS. CHARI.ES T. LARK, Editor. Capt. Burns, '01, with his usual push and determination, has been getting our base-ball material together and unless appearances are very deceitful, the "orange and blue" will be represented on the diamond this spring by a finer team than she has had for some years. Our men are training hard and regular prac-tice in the "cage" and bowling alleys, is adhered to, from which there can be but good results. The problem of the pitcher is the most serious one which confronts a college team, and it very often happens that, through weak-ness in this respect, man}'otherwise fine teams fail to make the showing they should. We are indeed exceptionally fortunate in having so many applicants for this position, a number of whom have considerable reputation for their ability in this line, among which number are: Burns, '01; Dale, '00; Gladfelter, '00: Roehn, '99; Culler, '98. As most of the above mentioned men are in the lower classes we may feel sure of having good men in the box for some years to come. White, '97, who has had considerable ex-perience on his class team, will, in all proba-bility, occupy the position behind the bat, made vacant hy Tate, '96. Stifel, '00, has been elected by the Athletic Association to the managership of the Track Team of which Krb, '97, has been chosen cap-tain, and systematic practice is indulged in. The team already contains a number of ath- '53 THE COLLEGE MERCURY. letes of no mean ability and, as the new men are rapidly falling into line, we may confi-dently expect to be represented on the track by a lot of men who would be a credit to any institution. Our base-ball season will be considerably shortened, owing to the fact that College will close three weeks earlier than it did in former years, Commencement being on June 3rd. Manager Armstrong has already arranged for a number of games and has but a few more dates open. He is working hard to get a game with U. P. as we are quite desirous of crossing bats with the University. TOWN /\ND SEIVJINARY NOTES. s. J. MILLER, Editor. TOWN. A fire alarm system is being agitated in Get-tysburg, to be used in connection with the telephone. A large gong would be so placed that by touching a button at the exchange the alarm would be given indicating the location of the fire. The Lutheran Observer gives the following account of the battle-field parks at Chicka-mauga and Gettysburg. The Government has spent a much larger sum of money at the for-mer place than at the latter. Of the 3874 acres to be acquired at Gettysburg, the Government has 845 acres of which 521 acres were donated by the Gettysburg Battle-field Association. It has, on the other hand, bought 5568 acres at Chickamauga out of the 8000, within the limits prescribed by the Act. The Government has expended $758,876.20 at Chickamauga and only $251,219.46 at Gettysburg. The County Sunday School Convention will be held in this place, Feb. 23. It will likely j be held in the Presbyterian church. Rev. T. P. Ege, last Wednesday a week, at-tended the winter session of the Archdeaconry of the Episcopal church, convened in Harris- ! burg, and took part in the discussion, the sub-ject of which was the church's attitude toward the social element. A bill appropriating $50,000 for a statue of President Lincoln at Gettysburg, was passed by the U. S. Senate. About twenty-members of the Bar and Bench of Adams county attended the annual Bar supper on the evening of the 19th tilt. The occasion was an extremely pleasant one. 1 Speech-making was a very interesting feature of the evening. Judge Swope was toast-mas-ter and the following responses were made : "Some Words of Advice from the Nestor of Our Bar," Hon. D. McConaughy; "The Bench of Adams County," Wm. McSherry, Jr., Esq.; "The Bar of Adams County," C. S. Duncan, Esq.; "The Diligent Practitioner," Hon. G. J. Benner; "Our Law Makers," W. C. Sheely' Esq.; "Lawyers' Wives and Law-yers' Sweethearts," Judge Swope and Hon. G. J. Benner; "Legal Ethics," John B. McPher-son, Esq ; "Reminiscences of Our Last Bar Supper," Edw. A. Weaver, Esq.; "The Press and Its Mission," C. E. Stahley, Esq., "Rem-iniscences of Philadelphia Bar," J. L. Kendle-hart, Esq.; "Permanency of Our Annual Sup-per," Wm. P. Quimby, Esq.; "Cordiality of Bench and Bar," Judge Beales. A Farmers' Institute was held in Gettys-burg, Friday and Saturday, Feb. 12th and 13th, under the auspices of the Department of Agriculture of Pennsylvania. Day of Prayer for Colleges was observed Sunday, Jan. 31st, in Christ Lutheran church in the morning and in Brua Chapel in the af-ternoon. The morning services were con-ducted by the pastor. Rev. Herbert Alleman, and in the afternoon, under the direction of the College Y. M C. A., by Rev. Wile, of Carlisle, Pa., his theme being "Godliness." On Friday evening, January 29th, the re-cently elected pastor of the Presbyterian church, Rev. D. W. Woods, Jr., was installed. The exercises were very interesting and im-pressive and were largely attended. Rev. W. S. VanCleve presided and Rev. Wm. M. Pax-ton, D. D., LL. D., Prof, ot Homiletics in the Theological Department of Princeton Univers-ity, delivered the installation sermon. Rev. Dr. J. A. Crawford, of Chambersburg, deliv-ered the charge to the pastor, and Rev. Dr. S. A. Martin, President of Wilson College, the charge to the Congregation. SEMINARY. The Missionary Study Class has completed the course on Missionary Biography and has taken up for this term, "Missions and Apostles of Medieval Europe." Rev. Cross preached at Stone church, Sun-day, Jan. 17th. Revs. Nicholas and Ibach were out preach-ing on 31st ult. TH1C COLLEGE MERCURY. T54 Rev. Arthur Bredeubek, of the Senior class, was unanimously elected pastor of the Luth-eran church, at Thurmont, Md. Messers. Berger and Fulper made Home Missionary addresses at Flohr's church, on Jan. 31st. LITERARY SOCIETIES. JOHN W. OTT, Editor. PHRENA. The following officers were installed on Fri-day evening, Jan. 29th, 1897: Pres., Stockslager; V. Pres., Tholan; Rec. Sec, Bikle, Jr.; Chap., Woods; Mon., Miller; Critics, Bikle, Sr., Duck, Clare, Woods; Asst. Lib., Miller. The following special program was rendered by our '00 men on Friday evening, Feb. 5th. Piano Duet Gates and Frey Declamation .Bechtol Declamation - Young Essay Miss Frey Vocal Selection Quartette Declamation Hickman Essay Brandt Declamation Gilbert Declamation Hammacker Piano Duet Gates and Clare Essay .' Hurst Debate. Resolved, That despotism is the best form of government for an ignorant people. AFF. NEG. Miller, Frey, Ernest, Hummer, Weigle Clare. Vdcal Selection Quartette PHILO. Noticeable interest was taken in the first program of the term, and especially on the part of the new men. Koller and Sieber, '00, were initiated into the society on Jan. 22c!, '97. Preparations are being made for a special program to be rendered this mouth. Philo's interest in the "Amateur Theatrical" was evinced at the last meeting by the appoint-ment of a committee to consider the advisa-bility of getting up a dramatic entertainment. A complete catalogue of Yale has been for-warded to the society, for the reading room, by W. J. G., '93, on behalf of the Gettysburg Club of Yale. FRATERNITY NOTES. PHI KAPPA PSI. M. W. Weidman, M. D., '61, has been elected President of the Pennsylvania State Medical Board. Harry M. Clabaugh, '77, Attorney-General of the State of Maryland, was appointed a member of the Inaugural Ball Reception Com-mittee. S. D. Schmucker, Esq., '61, of Baltimore, and W. E. Parsons, D. D., '67, of Washing-ton, D. C, attended the recent meeting of the Board of Trustees of the College. M. C. Horiue, D. D:, '62, recently dedi-cated the new Bethany Evangelical Lutheran church, Reading. Rev. S. A. Martin, D. D., President of Wil-son College, Chambersburg, Pa., was present at the installation services of Rev. D. W. Woods, Jr., as pastor of the Presbyterian church, Gettysburg. W. R. Reitzell, '96, is studying law at Cor-nell Universit}'. PHI GAMMA DELTA. Bro. C. W. Fairbanks, Theta Deuteron, was elected by the legislature of Indiana to succeed Hon. D. W. Voorhees as Senator from that State. Bro. H. B. Wile, '77, delivered the address to the students in Brua Chapel on the 31st, ult, the Day of Prayer for Colleges, and preached in the College church in the evening. Bros. E. G. Miller. '85; D. F. Garland, '88, and L. E. DeYoe, '89, visited friends in town last month. Bros. H. L. Stahler, '82, and L. Y. Smith, '90, Sigma Deuteron, spent several days with the Chapter a short time ago. Bro. Shaar spent last Sunday with his par-ents at Steelton. SIGMA CHI. Rev. C. M. Stock, '74, was elected Secre-tary of the Board of Trustees of Pennsylvania College at a recent meeting held in Gettys-burg. Rosensteel visited the Chapter at Dickinson several weeks ago. Newton Fredericks, who left college a short 155 THE COLLEGE MERCURY. time ago, intends to enter the Lawrenceville Preparatory School at Lawrenceville, N. J. Wm. H. H. Bixler ex-'98 is taking a course in dentistry at Louisville, Ky. Garnet Gehr, '91, was elected attorney for the Commissioners of Franklin county. W. W. Good, ex-'99, has entered Troy Business College. Charles Humrichouse, ex-'97, has been made junior partner in his father's wholesale coffee and sugar house in Baltimore. PHI DELTA THETA. M. J. Killian, Va., Alpha, recently filled the pulpit of Trinity Lutheran church, Chambers-burg, Pa. D. Julian Forney has just recovered from a slight illness. Kain was elected historian of the Senior class, in place of Ott, resigned. A charter has been granted to the Case School of Applied Science, Cleveland, Ohio. The annual chapter letters, now coming in, show marked progress in all of the sixty-nine. The Fraternity is preparing to celebrate the birthday of its oldest surviving founder—Rev. Robert Morrison, Miami, '49. ALPHA TAU OMEGA. William H. Menges, '96, spent Sunday, Jan. 30th, with the Chapter. Chas. B. Erb, '97, has been elected Captain of the College Track Team. Paul W. Roller, '94, recently preached in the College church. Paul W. Kuhns, '89, of Omaha, Neb., was married a few days ago. Maurice R. Zullinger, '98, is at the Johns Hopkins Hospital, having an operation per-formed for his disease. John W. Cable, ex-'97, is a student at F. and M. College. Joe S. Hay, ex '95, is in attendance at Bellevue Hospital, New York. Chas. S. Emmert, ex-'97, recently gave a German to his Hagerstown friends. estate now amounting to nearly $3,000,000 to colleges named in his will. This will be distributed equally to the fol-lowing institutions, after the legal expenses are deducted: Amherst, Boudoin, Dartmouth, Williams, Yale, Columbia, Hamilton, Lafay-ette, Lincoln, Maryville, Marietta, Adelbert, Wabash, Park, Wesleyan, Universities of Ro-chester, Cornell, Virginia, Hampton, and the Union Theological Seminaries.—Ex. In all the Universities of France there exists no college periodical, no glee clubs, 110 frater-nities, no athletics, no commencements. The requirements of Johns Hopkins Univer-sity have been so high that but 784 of 2,976 students have obtained degrees.—Ex. Princeton has made application to establish a chapter of the Phi Beta Kappa Society there. The request will probably be granted. The student who refuses to subscribe for a College paper and then reads it over the shoulder of his neighbor, is short enough to tie his shoe-strings to his necktie.—Ex. Music hath charms to soothe the savage breast. That is the reason they put a brass band around a dog's neck. Write for the MERCURY ! To increase its readers' knowledge : Subscribe for the MERCURY ! For the sake of the College : Encourage the MERCURY 1 In the work it is to do ! Support the MERCURY ! The whole year through. "Give me a kiss, my darling do," He said when he gazed in her eyes so blue. "I won't," she said, "you lazy elf, , - Screw up your lips and help yourself."—Ex. He hugged the fair Miss Lemon, And squeezed her very tight, She angry grew and drawing back Hit him with all her might. He sues her for striking him; ■ In court she him thus taunts, "Who could expect to squeeze a Lemon Unless a punch he wants?" —Princeton Tiger. EXCHANGES. FURNITURE. Cabinet Making, PICTURE FRAMES. Mr. Fayerweather has willed his residuary Baltimore street, Gettysburg, Pa. ADVERTISEMENTS. BASE ISisitors to J3 /A _J J_J £ettl/si>urSr College, . . SUPPLIES, . . cBpalcliqcj Loag ue Ball, jWiits, Mas^s, otQ. Managers should send for samples and special rates. Every requisite for TENNIS, GOLF, CRICKET, TRACK AND FIEI-D. GYMNASIUM EQUIPMENTS AND OUTFITS, COMPLETE CATALOGUE SPRING AND SUMMER SPORTS FREE. "This Name the Guarantee." A. Q. Spalding: & Bros., NEW YORK, PHILADELPHIA, CHICAGO. iioa CHESTNUT STREET, PHILADELPHIA *llJright's £ngraving jfcouse VflAS become the recognized leader in unique styles of *?& COLLEGE and FRATERNITY EN-GRAVINGS and STATIONERY, College and Class-Day Invitations, engraved and printed from steel plates; Programmes, Menus, Wedding and Reception Invitations, Announcements, etc., etc. Examine prices aud styles before ordering elsewhere. '50 Visiting Cards from New Engraved Plate for $1,00. ERNEST A. WRIGHT, 1108 Chestnut Street, PHILADELPHIA Hon. W. J. Bryan's Book All who ure interested in furthering the snle of flow. W. J. Bryan's vrw bonk sl.oultl correspond Immediately wit), the publishers. The work will contain . . . AN ACCOUNT OF HIS CAMPAIGN TOUR. HIS BIOGRAPHY, TCrnD'BYHISWIFB HIS V0S1 IMrORTADT SPStCHIS 'HI RIS1JI,TS OF THE CAUPAIGli OF \m. t REV IE* OF THE POLITICAL SITUA'lIOiN. • •OACCNTS WAMT^D © • • Mi myan tins an-nounced his intention of devoting: one-half of all roy ItH'S to furthering the cause of bimetallism. Tii^rH are already indications of an enormous sale. Address W. B. COlNKtY COMPANY, Publishers 341-351 Dearborn St.CHICAGO Settysburg, tPenn*a, -WILL FIX!) THE-Cumberland Valley R. R. running in a South-westerly direction from Harrisbnrg, Pa., through Carlisle. Cfiambcrshurg, Hagerstmvn tin 1 Martinsburg to Winchester, Via., a direct and available *£ route from the North, East and vyesl to Gettysburg, Pa., via. Harrisbnrg and Carlisle. Through tickets via. this route on sale at all P. R. R. offices, and baggage checked through to destination. Also, a popular route to the South via. Carlisle. Ask for your tickets via. I. F. BOYD, Superintendent. id Valley Railroad and Carlisle. Pa. II. A. RIDDLE, lien. Passenger Agent. FPU. H. MlNNlCH, onfeetionervj, OYSTERS Manufacturer, Wholesale and Retail hni/r,- in NEXT DOOF^ TO 5 Suits from $121 to Lowest Maes. 5 p° PAIR'S0 E' f Pants from S4.DD to $121, (^Centre ?«>quare.^ COLLEGE OF PHYSICIANS 1 SURGEONS, -^-BALTIIVIOFIE, IV|D.-^ ^mmsm ?>i^^Y&zgmm3&Q%t&- KM The College of Physicians and Surgeons of Balti-more, Maryland, is a well-equipped school. Four ses-sions are required for graduation. For full informa-tion send for the annual catalogue, or write to THOMAS OPIE, M. D., Dean, Cor. Calvert and Saratoga Sts. Established 1876.- eSfPBNBOSB MYMSJ JEWELER, Gettysburg Souvenir Spoons, College Souvenir Spoons, No. 10 Baltimore Street, GETTYSBURG, PENN'A. J# A. TAWNEY Is ready to furnish clubs and boarding houses BREAD, ROLLS, &0., at short notice and reasonable rates. Cor.Washington and Middle Sts., Gettysburg. sy 6i£o. 1