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Medium 9780253357205

8 War Stories

James H. Capshew Indiana University Press ePub

 

Most of you, therefore, can serve best through devoting extra effort to the matters at hand. Study a little more, use the library a little more, use the laboratory apparatus a little more – learn a little faster – in order that you may achieve more rapidly than you would in peace time the training and maturity which you will need for the tasks ahead.

Herman B Wells, 1941

 

In the late 1930s and early 1940s President Wells led significant changes in university policies and practices. The spirit of reform that suffused the new IU administration was coupled with a general unease about the war in Europe that had started in fall 1939 with the invasion of Poland by Nazi Germany. The campus had responded by ramping up the Reserve Officers Training Corps (ROTC) program in 1940.

Wells was settling comfortably into his role as a university president. The commonplace tasks of meeting the basic challenges of personnel, programs, and facilities had intrinsic interest to Wells because of his overriding concern about human relationships and the development of human potential. The job kept Wells constantly on the move through different social groups (students, faculty, trustees, legislators, and staff), in different venues (residence, office, campus, and statehouse), and for different purposes (campus planning, financial management, entertainment, and ceremony). Wells had honed his native instincts to sense the emotional needs of any group of which he was part, articulate and embody those concerns, and then imagine a way forward for the collectivity. He was able to exercise his large gift for interpersonal problem solving, whether one on one or with larger assemblies. A natural servant-leader, Wells found his deepest satisfaction in assisting others to meet their personal academic goals and thus enabling the progress of the university as a human institution.

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Medium 9781574414349

8. 9th Infantry Division

Lam Quang Thi University of North Texas Press ePub

8

9TH INFANTRY DIVISION

It was raining hard when I crossed into the 9th Infantry Division’s territory. It was the first storm of the monsoon season. The visibility was nil and the helicopter pilot lost his direction, so he requested my permission to land near a small watchtower somewhere north of the Bassac River. The chief of the Popular Forces unit that manned this small outpost was startled to see a full colonel dropping unexpectedly from the sky. I inquired about the VC activities in his area and asked him the direction to Can Tho, the IV Corps Headquarters. Then, I climbed back into my helicopter and headed for Can Tho in the middle of the unrelenting monsoon rain.

Maj. Gen. Dang Van Quang, the IV Corps commander, was jovial and courteous. General Quang was a clever officer, who survived the coups and counter-coups by timely siding with the winning parties. He was also reportedly one of the most corrupt officers in the Army. A heavy, corpulent man, Quang was surnamed “Quang Map” (or “Fat Quang”). Quang controlled all the district and province offices in IV Corps, which he sold to the highest bidders. A few months earlier, he had appointed Col. Nguyen Van Minh, his chief of staff and protégé, to the position of division commander of the 21st Division headquartered in Bac Lieu to replace Col. Nguyen Van Phuoc, one of my classmates at Dalat and a veteran of the Indochina War. The wife of the departing commander created quite a scandal when, during the official ceremony of transfer of command, she publicly stated that her husband was relieved of his command because he did not have 2 million piasters to pay Quang.

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Medium 9781855757271

CHAPTER TEN: Developmental crises in adult life

Delisle, Gilles Karnac Books ePub

The psychotherapist’s job is to find the roots of his client’s suffering by employing active presence, resonance, and empathic listening in order to tune in to a network of signals that lead him to identify the roots of unfinished business. Affective and interactive presence needs to be supported by knowledge and understanding of the developmental past.

But not all suffering can be put down to unfinished developmental business. Development is a life-long process. Sometimes, predictable developmental phases turn into crises without being exact reproductions of unfinished business. What follows is a consideration of development in adulthood and the crises that may occur.

Crises in adulthood are often life’s turning points, altering the direction and modulating the experiences of the rest of one’s life.

Developmental crises in adulthood are characteristically different from those of early development. Issues of attachment, self-esteem, and eroticism are common to everyone. Of course, not all of us have yet been through every typical adult crisis, but then, we have not finished living yet! Sometimes the client is older than the therapist and is going through crises that the therapist has not yet experienced. When we are working through early developmental issues, even if the therapist is younger than the client and there is a fundamental empathic understanding, there is less possibility of experiential and emotional mutuality. The therapist must, therefore, possess the right combination of relational qualities and information if he is to help the client.

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Medium 9781626568808

2. Viktor Frankl

Pattakos, Alex; Dundon, Elaine Berrett-Koehler Publishers ePub

I do not forget any good deed done to me, and I carry no grudge for a bad one.1 (V. Frankl)

Viktor E. Frankl was born in Vienna, Austria, on March 26, 1905. It was the day Beethoven died, and in Frankl’s autobiography he is quick to note this coincidence and reveal his sense of humor by sharing a comment made by one of his schoolmates: “One mishap comes seldom alone.”2 Frankl’s father, who had been forced to drop out of medical school for financial reasons, was a public servant who instilled in the young Viktor a firm sense of social justice. For thirty-five years Viktor’s father worked for the department of child protection and youth welfare. Viktor’s mother, with whom he was very close, helped him develop his emotional side—the feelings and human connectedness that would inform his work as deeply as did his rationality.

Frankl was the second of three children, and at an early age he was afflicted with perfectionism. “I do not even speak to myself for days,” he said, referring to his anger at himself for not always being perfect. His astonishing and precocious interests in learning about human motivations led him to write to the well-known Viennese psychiatrist and “father of psychoanalysis” Sigmund Freud, with whom he had a correspondence throughout his high school years. Unfortunately this correspondence was lost years later to the Gestapo, the secret-police organization in Nazi Germany and German-occupied Europe.

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Medium 9781942496199

Chapter 5: Iteration and Failing Fast to Learn

Gayle Allen Solution Tree Press ePub

Chapter 5

Iteration and Failing Fast to Learn

This chapter discusses the importance of iteration and failing fast as strategies for scaffolding learning with the three pillars of modern teaching. We will explore what types of activities result in people achieving their best work.

In their book, Art and Fear, David Bayles and Ted Orland (1993) share a story of a pottery class that gets to the heart of this issue. On the first day of the semester, the pottery teacher splits her class into two halves. To the students in the first half she says, “You will spend the semester studying pottery, planning, designing, and creating the perfect pot. At the end of the semester, there will be a competition to see whose pot is the best” (Scott, 2015). To students in the other half she says, “You will spend your semester making lots of pots. Your grade will be based on the number of completed pots you finish” (Scott, 2015). She adds that they’ll enter their best pot into the competition as well.

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Medium 9781567262469

Chapter 70 - Scapegoating

Management Concepts Press, Berrett-Koehler Publishers ePub

Scapegoating is singling out one person to take the blame. When projects go awry, it can be common for participants to want to blame someone. The project manager is often the most obvious scapegoat.

In project environments where communications are not effective and good team building is not in place, scapegoating can be common. It can manifest itself in several ways:

Team members blaming each other for tasks not completed

The project manager being blamed for any and all project problems

The project manager placing the blame for problems on project stakeholders.

The context of the problem and how the scapegoating is handled really determine the extent to which projects are affected. Many project managers complain about not having complete authority to run their projects (see no authority). Then, when problems arise, they feel that blame is placed unfairly on them. A similar analogy is a sports coach who does not have the latitude to make all the decisions for a team but is fired when the team performs poorly. Scapegoating is often an emotional and symbolic reaction to show that change is being implemented to improve the situation.

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Medium 9781628872606

10 PLANNING YOUR TRIP TO AUSTRALIA

Lee Mylne FrommerMedia ePub

10

Planning Your Trip to Australia

A little preparation is essential before you start your journey to Australia, especially if you plan to do any special-interest activities, such as diving the Great Barrier Reef or visiting the Aboriginal landmarks in the Red Centre. This chapter provides a variety of planning tools, including information on how to get there and on-the-ground resources.

Getting There

By Plane

Australia is a very long haul from just about anywhere except New Zealand. Sydney is a nearly 15-hour nonstop flight from Los Angeles, and even longer if you come via Honolulu, Hawaii. If you’re traveling from the East Coast of the U.S., add 51⁄2 hours. If you’re coming from the United States via Auckland, add transit time in New Zealand plus another 3 hours for the Auckland–Sydney leg.

If you are coming from the United Kingdom, brace yourself for a flight of 12 hours, more or less, from London to Asia, followed possibly by a long day in transit, because flights to Australia have a habit of arriving in Asia early in the morning and then not departing until around midnight, after which you still have a 8- to 9-hour flight to Australia.

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Medium 9781855752160

13. Engagement and Treatment

Williams, Arthur Hyatt Karnac Books ePub

The care for and therapy of a person on lifetime parole is difficult. It is late in the day. The deed has been perpetrated, probably many years previously. The man or woman on parole has been stirred up, calmed down, reassured, and worried, and one can reasonably expect to find some well-established defense. This defense is likely to be directed against psychic pain and to protect personal sovereignty over the self, that is, defense against intrusion into areas of privacy. Part of the defense derives from the suspicion or belief that information obtained will be used against its owner—not the same as, but similar to, “taken down in writing and used in evidence.”

The first task is to establish some rapport, empadiy, and— later—trust, and to sustain and consolidate it. In 1971 I wrote a paper titled “Risks to the Worker in Dealing with Disturbed Adolescents.” What I still agree with in that paper is the need for continuity of relationship with at least one person. I designated three categories: the “guarthan,” for example, prison warden, the “carers” of which all of us are representatives, and a “continuity person.” This person need not necessarily be highly trained, though high levels of training are no bar to the effective functioning of a continuity figure. Guarthans may fit into the role very effectively after the guarthanship phase is over. I have known quite a few wardens and prison medical officers who maintained a continuity role by means of letters and occasional meetings with a prisoner, including some on lifetime parole. The caring and continuity roles can be carried out by the same person and at the same time. To get to know the lifer while he is still in custody and then to see him when he is released on parole is a good continuity function because, after a number of years in prison, the lifer is usually at risk for a period after his release. One of my lifers immethately stole two tins of concentrated soup from a supermarket after his release, thus showing how he wanted to be in the soup again and get back to prison (which had been benign, at least as far as he was concerned). A few years later he went to live on a kibbutz, which in his mind constituted a benign open prison!

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Medium 9781626562462

Nine Mass Collaboration

Garan, Ron Berrett-Koehler Publishers ePub

Mass Collaboration

Our global society is producing data at an exponentially increasing rate. Data enables decision makers to determine the most effective ways to address their most critical challenges. Countries, cities, and communities that can identify key issues, determine where their most vulnerable citizens are located, and understand the needs they face are equipped to accurately determine how to best apply limited resources to achieve solutions. But data by itself is insufficient. We also need tools to analyze that data and to translate the analysis into more effective and targeted approaches that can dramatically improve society’s ability to meet our grand challenges.

Fortunately, along with the dramatic increase in our ability to produce data, there also have been recent developments in the power and ability of tools to analyze, make use of, and communicate the insights of that data worldwide. Among these developments is the use of crowdsourcing to process data in what is commonly known as a hackathon or codeathon. These mass collaborations are organized around various themes and were born out of a public–private initiative called Random Hacks of Kindness. Other ingenious mass collaboration tools include ReCAPTCHA and Duolingo, which tap the previously unutilized, distributed efforts of millions of people to perform massive tasks—often without users knowing they are taking part in a mass collaboration. These efforts share in common a desire to make use of massive data stores to create social and/or environmental good, and such data sets may come from anywhere, including NASA.

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Medium 9781855757684

CHAPTER SEVEN: The lost roots of the theory of group analysis: “interrelational individuals” or “persons”

Karnac Books ePub

Joshua Lavie

This chapter combines a micro-historical analysis of unpublished drafts of work by S. H. Foulkes—intended to be part of his “Theory Book” on group analysis—with my reading of published writings by Norbert Elias that are especially relevant to group analysis. (My reading is a “historical reading” taking into account both the cultural–historical climate that prevailed at the time Elias and Foulkes thought and acted, and a “micro-historical analysis” of documents which were discovered in the Archives.) I will focus on two lost roots of the theory of group analysis: one, Elias’s innovative conceptualization of the simultaneous and interdependent process of individualization and socialization; two, Foulkes’s attempts to conceptualize the mind as a multi-personal (or transpersonal) phenomenon. The main argument is that the theory of group analysis is based on the notion of interrelational individuals (in the plural) or persons (Hopper, 2003) rather than the reified “individual” as opposed to the nominalized “group”. It is proposed that Foulkes’s conceptualization of the individual mind as a multi-personal and transpersonal phenomenon is compatible with Stephen Mitchell’s much later work on “multiple selves”; in fact, several contributions from group analysis, such as those of Hopper (1977) and Pines (1986) in connection with the notion of the self as a group and the group as a self, might have contributed to the early development of relational psychoanalysis. It is also proposed that, for Foulkes, the social unconscious was a transper-sonal phenomenon, both forming and being formed by multi-relational persons (Weinberg, 2007).

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Medium 9780253019066

15 Depression, Dieselization, and Another War

Simon Cordery Indiana University Press ePub

The Great Depression prepared the railroad industry for another world war. The twin pains of unemployment and lost revenues forced railroads to reexamine their operations. Investment in building projects enhanced capacity, which, combined with new equipment, gave many companies the ability to respond quickly and positively to American entry into the war in 1941. Unlike World War I, the railroads performed admirably in the nation’s hour of need. The coordinated, responsible actions of railroad leaders and workers staved off a repeat of the dreaded government control exerted during the earlier conflict. Railroad workers again benefited from wartime wage increases and resented the resumption of postwar “normalcy.”

The collapse of share prices on October 24, 1929, was an unprecedented economic calamity, but it did not appear to be so at the time. Railway Age called it “a mild recession in business,” and the stock market leveled off after the initial plunge. Many financiers continued as before, assuming they could weather the storm. Samuel Insull, for example, saw in the misfortunes of others an opportunity to expand his Chicago-area interurban empire. But consumer buying declined, industrial output tumbled, and the demand for railroad transportation collapsed. Auto sales plummeted from 4.6 million units in 1929 to 1.3 million only four years later, and rail equipment suppliers likewise suffered. The American Locomotive Company (ALCO), which sold an annual average of six hundred locomotives during the 1920s, sold one in 1932.1 The financial sector contributed to the crash: investors had been encouraged to purchase shares on margin—borrowing against the presumed perpetual increase in the value of their holdings—but found themselves unable to repay their loans when the value of their stock tumbled.

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Medium 9780253342485

The Philosophical Foundations of Medieval Mysticism

Martin Heidegger Indiana University Press ePub

THE PHILOSOPHICAL FOUNDATIONS OF MEDIEVAL MYSTICISM

[Outlines and Sketches for a Lecture, Not Held, 1918–1919]

 

The Philosophical Foundations of Medieval Mysticism 1

The formulation is ambiguous. Phenomenological research into religious consciousness is the driving problem and method. This means: 1. (negatively) renunciation of constructive philosophy of religion, 2. (negatively) non-absorption in the purely historical as such, 3. tracing back to the genuinely clarified and genuinely originally seen phenomena to pure consciousness and its constitution. But herein lies the problem: gaining and understanding such phenomena in the first place out of the historical—this and its facticity in phenomenological primordial understanding.

In regard to this principal original tendency—and this is the only genuinely scientific one—the announced [project] involves a limitation in several respects, and indeed precisely when we become conscious of the ambiguities. First of all, turning to this, there arise:

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Medium 9780253001153

5. A Community in the Making

Elisa Joy White Indiana University Press ePub

The making of an African Diaspora community in Ireland involved, quite simply, the process of acting upon a group identity or several identities and the bringing forth of a presence within the larger representation of the nation. The experiences related in this chapter represent the further negotiation of status by this community through marriage and family, the desire to create a social environment that assists in the coping with racism and restrictions related to immigrant status, and the tensions implicit in divergent African Diaspora communities with different postcolonial histories, different reasons for migration, and different personal narratives. These stories also make clear the contrast between the perception that a migration to Ireland would present a positive opportunity to increase life chances and the harsh reality of public policies, social conditions, and inequalities that prohibit that realization.

Edward, a Nigerian immigrant with a pending asylum application prior to marriage, and Nora, a German immigrant with resident status working in the call center of a major computer corporation, were married on a Thursday morning at the marriage registry on Lower Canal Street in Dublin city center. Approximately twelve guests attended the ceremony, which took place in a small brightly lit auditorium resembling a combination conference theater and contemporary church. The guests included Nora’s mother and her mother’s partner (both traveled from Germany), a German friend from Nora’s workplace, Nigerian men with their partners (who were Irish, Dutch, Nigerian, and Chinese) and three small children of African and Irish parentage. Nora’s friend stood as her maid of honor and Edward’s best man was a close Nigerian friend whom he had known in Lagos before either of them considered making the journey to Ireland. Nora wore an elegant velvet dress and Edward a smart suit. All in attendance wore suits and dresses. There were no traditional sartorial expressions of either national background.

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Medium 9781574414424

1 Police Officer James R. Dodd (January 27, 1912)

Richard F. Selcer and Kevin S. Foster University of North Texas Press ePub

1

Police Officer James R. Dodd

(JANUARY 27, 1912)

“Fidelity, Bravery, and Unfailing Courtesy”

Officer James Dodd is the odd man out among Fort Worth’s fallen officers because he was the only one to die peacefully in his own bed. He was a victim not of bullets or natural disaster but of the killer microorganism that causes meningitis.

James R. Dodd, wearing the old-fashioned bobby-style helmet from the 1910 FWPD montage. Dodd was one of only two officers in this book who did not die violently. (Courtesy Fort Worth Public Library, Central Library, Genealogy, History and Archives Unit)

Meningitis is an infection of the brain usually caused by a virus or bacteria. The germs are commonly spread by sneezing, coughing, shaking hands, or any close contact with an already-infected person. The virus or bacteria attacks the brain through the membranes (meninges) surrounding it, eventually causing the brain to shut down. Death is quick but hardly painless. Meningitis is one of the great infectious killers of history—like polio, tuberculosis, and rheumatic fever—which come mysteriously, do their dirty work, then depart just as mysteriously. Bacterial meningitis is the most lethal form of the disease. Nowadays, it can be treated with antibiotics, but those were not available until the 1930s. In 1912, the only known treatment was Flexner serum, developed six years earlier by Dr. Simon Flexner at the Rockefeller Institute for Medical Research in New York City. In the event of an outbreak, the local health department ordered a supply of the serum from New York and doled it out to the community’s physicians and druggists. The success rate of serotherapy treatment was only about 50 percent. The only other public response was to quarantine the victim until he either died or recovered.1

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Medium 9781943874903

1 Minilesson Management

Angela B. Peery Solution Tree Press ePub

1

Minilesson Management

Obviously, you’re interested in what you can do to help your students embrace word learning and enlarge their vocabularies. This book can be a handy resource for you and for other professionals in the building who want to address students’ critical need for high levels of vocabulary knowledge. By addressing this critical need, you will be helping students move more clearly toward success in academia and in the world of work.

Vocabulary in a SNAP can fuel teacher inquiry and data collection. After using some of the minilessons, ask your students if they feel they’re learning more words. Ask them if they are excited about word learning. Analyze their speaking and writing for improved word choice. Along with trusted colleagues, determine which minilessons, instructional strategies, and digital tools work best, and continue refining vocabulary instruction at your school. This chapter lays out the research basis for the SNAP minilessons, highlights the flexibility and adaptability of this framework, clarifies the structure and components of the minilessons in depth, and explains the logistics of implementing the minilessons in your classroom.

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