187 research outputs found

    Experiment at Nebraska The First Two Years of a Cluster College

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    In November 1968 the Board of Regents of the University of Nebraska was asked to react to a document coming from a faculty-student committee charged with examining the feasibility of establishing an innovating college on the Lincoln campus. It attempted to spell out the need for such innovation, and it offered a plan for fulfilling the need that it delineated. This is that document: 1 Within the past generation a new kind of student, a new kind of faculty, and a new kind of university have developed. To meet the challenges which these changes present and to provide for an educational and national future whose nature is unforseeable, many persons have concluded that there is a need for experiments in university curriculum and organization. The purpose of such endeavors should be a graduate who is sharply aware of himself, his society, and his world, able and desirous of continuing his liberal and professional education beyond the classroom. The New Students Students who come to the University are different from those who came twenty years ago.! A larger number of high school graduates choose to enroll than before and, of those who come, a larger number graduate. Though the numbers are greater, their quality is not inferior often. Television and other instruments of mass communication have provided them with astonishing funds of miscellaneous information, some of it inaccurate, much of it irrelevant, and part of it useful. In addition, many have traveled widely. The new students come to us with new formal preparation. High school science programs have been set up by distinguished scientists, the new math has become widespread-and public school English has undergone elaborate revision. In the future, advanced placement programs promise to change drastically the relation of entering students to the University. Perhaps more important, the temper of the undergraduates seems to be changing. The students have learned to react quickly to situations far from home ground, and echoes of Vietnam and Berkeley can be heard in Lincoln. In some universities the students have not hesitated to bite the hand that presumes to feed them, and generally students are becoming increasingly critical of their courses, professors, and colleges. They complain that universities have made them numbers on IBM cards, anonymous to teachers and advisers, and a gray mass to their administrators. They resent a lack of individual attention. For the past two years-at least responsible students through their official channels (e.g. ASUN [Associated Students of University of Nebraska]) have undertaken to scrutinize university programs. It is significant that the disgruntled students are not the weakest. The most critical are often the brightest, the most committed socially, and the most responsible morally. The best seem to be the most critical

    Robert McAlmon: Expatriate Publisher and Writer

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    Though Robert MeAlmon has never received critical or popular acclaim, he deserves attention. An important expatriate in Paris in the Twenties, he was a writer, a publisher and a friend of the great and near-great who lived and worked there. He drank, talked, quarrelled with all of them; and we can understand them better for knowledge of him. McAlmon wrote a great deal, two short novels, four volumes of stories, four volumes of poems and a long autobiography. If these books do not earn him a place among the foremost novelists and poets of his time, they ought not be forgotten. His own publishing house, the Contact Publishing Company, brought out seven of his volumes; and it also brought out books by English and American exiles who became more famous than he. He published important work by Ernest Hemingway, Gertrude Stein, H. D., William Carlos Williams, Marsden Hartley, Robert M. Coates, Ezra Pound and others. Because of his activities as a publisher, as a writer and as a member of the Paris circle, he should be included in accounts of the literary activities of the Twenties. MeAlmon and the books he wrote and published are part of what Gertrude Stein called the lost generation. He belonged, as Malcolm Cowley says, to a period of confused transition from values already fixed to values that had to be created. l Other expatriates in Europe at that time did not remain lost. Ernest Hemingway became a bestseller; F. Scott Fitzgerald has been turned into the official chronicler of his time; E. E. Cummings lectures at Harvard; Samuel Putnam translates Cervantes and Rabelais to great acclaim; Malcolm Cowley is a prominent critic and man of letters. The wanderings of many of the exiles ended. But McAlmon\u27s search for certainty continued. He traveled over much of Europe and America, hunting for an escape from ennui, taking what pleasures came his way. All his life he lived with judgments suspended. Unable to embrace the religiosity of Eliot, the socialism of the early Dos Passos, the mysticism of the later Huxley, unsatisfied in Paris, Istambul, Mexico, he was constantly on the move; he was at home no place. Like Thomas Wolfe, MCAlmon found that he could not go home again. Putting down no roots, he continually harked back to his native prairies. Because he wrote of his memories of Dakota, Ford Madox Ford could say that he represents-though geography is not our strongest point-that West-Middle-West-by-West of which we have been taught to and do expect so much. 2 Later he wrote of other countries, and new experiences, of Egypt and Turkey, of Berlin, and of Mexico. But always, whatever his subject matter, there remained something of the wide-eyed preacher\u27s kid in his stories, even in those which dealt with the most abandoned lives of a disturbed postwar era. In almost all of them there is a freshness and a lack of contrivance. If his writing has a kind of slapdash that perfectionists can not countenance, it has its attractiveness, too. Mr. McAlmon differs from all other serious poets of this age in being apparently quite without literary environment or background of any kind, Basil Bunting wrote in 1931. It may be that this virgin mindedness specially fits him to be the poet of America, the land without culture. Certainly what I know of his work has an air of authenticity while being foreign to the essentially European culture of Pound and Eliot. If MCAlmon is not a great or accomplished poet or novelist he is at least a conscious pioneer of the American nationalism which has hitherto been prophesied but never effectively practiced. When all has been said, and much more will have to be said, there is a certain residue of permanent interest in McAlmon\u27s fiction. If his village rascals are not Huck Finns (whose are?), their stories are told by a real man, a man of courage and astounding candor. He has an attitude, a point of view. If the world\u27s going to hell, he said in his memoirs, I\u27m going with it and not in the back ranks either. So much can suspicion assail one\u27s mind about the spiritual, the reverent, and the religious. My mind is not scientific and it is tainted with much bias, but such as it is it roots for giving materialism and science its day or chance. His tone of fierce no-funny-business colors all his books

    Robert McAlmon: Expatriate Publisher and Writer

    Get PDF
    Though Robert MeAlmon has never received critical or popular acclaim, he deserves attention. An important expatriate in Paris in the Twenties, he was a writer, a publisher and a friend of the great and near-great who lived and worked there. He drank, talked, quarrelled with all of them; and we can understand them better for knowledge of him. McAlmon wrote a great deal, two short novels, four volumes of stories, four volumes of poems and a long autobiography. If these books do not earn him a place among the foremost novelists and poets of his time, they ought not be forgotten. His own publishing house, the Contact Publishing Company, brought out seven of his volumes; and it also brought out books by English and American exiles who became more famous than he. He published important work by Ernest Hemingway, Gertrude Stein, H. D., William Carlos Williams, Marsden Hartley, Robert M. Coates, Ezra Pound and others. Because of his activities as a publisher, as a writer and as a member of the Paris circle, he should be included in accounts of the literary activities of the Twenties. MeAlmon and the books he wrote and published are part of what Gertrude Stein called the lost generation. He belonged, as Malcolm Cowley says, to a period of confused transition from values already fixed to values that had to be created. l Other expatriates in Europe at that time did not remain lost. Ernest Hemingway became a bestseller; F. Scott Fitzgerald has been turned into the official chronicler of his time; E. E. Cummings lectures at Harvard; Samuel Putnam translates Cervantes and Rabelais to great acclaim; Malcolm Cowley is a prominent critic and man of letters. The wanderings of many of the exiles ended. But McAlmon\u27s search for certainty continued. He traveled over much of Europe and America, hunting for an escape from ennui, taking what pleasures came his way. All his life he lived with judgments suspended. Unable to embrace the religiosity of Eliot, the socialism of the early Dos Passos, the mysticism of the later Huxley, unsatisfied in Paris, Istambul, Mexico, he was constantly on the move; he was at home no place. Like Thomas Wolfe, MCAlmon found that he could not go home again. Putting down no roots, he continually harked back to his native prairies. Because he wrote of his memories of Dakota, Ford Madox Ford could say that he represents-though geography is not our strongest point-that West-Middle-West-by-West of which we have been taught to and do expect so much. 2 Later he wrote of other countries, and new experiences, of Egypt and Turkey, of Berlin, and of Mexico. But always, whatever his subject matter, there remained something of the wide-eyed preacher\u27s kid in his stories, even in those which dealt with the most abandoned lives of a disturbed postwar era. In almost all of them there is a freshness and a lack of contrivance. If his writing has a kind of slapdash that perfectionists can not countenance, it has its attractiveness, too. Mr. McAlmon differs from all other serious poets of this age in being apparently quite without literary environment or background of any kind, Basil Bunting wrote in 1931. It may be that this virgin mindedness specially fits him to be the poet of America, the land without culture. Certainly what I know of his work has an air of authenticity while being foreign to the essentially European culture of Pound and Eliot. If MCAlmon is not a great or accomplished poet or novelist he is at least a conscious pioneer of the American nationalism which has hitherto been prophesied but never effectively practiced. When all has been said, and much more will have to be said, there is a certain residue of permanent interest in McAlmon\u27s fiction. If his village rascals are not Huck Finns (whose are?), their stories are told by a real man, a man of courage and astounding candor. He has an attitude, a point of view. If the world\u27s going to hell, he said in his memoirs, I\u27m going with it and not in the back ranks either. So much can suspicion assail one\u27s mind about the spiritual, the reverent, and the religious. My mind is not scientific and it is tainted with much bias, but such as it is it roots for giving materialism and science its day or chance. His tone of fierce no-funny-business colors all his books

    Experiment at Nebraska The First Two Years of a Cluster College

    Get PDF
    In November 1968 the Board of Regents of the University of Nebraska was asked to react to a document coming from a faculty-student committee charged with examining the feasibility of establishing an innovating college on the Lincoln campus. It attempted to spell out the need for such innovation, and it offered a plan for fulfilling the need that it delineated. This is that document: 1 Within the past generation a new kind of student, a new kind of faculty, and a new kind of university have developed. To meet the challenges which these changes present and to provide for an educational and national future whose nature is unforseeable, many persons have concluded that there is a need for experiments in university curriculum and organization. The purpose of such endeavors should be a graduate who is sharply aware of himself, his society, and his world, able and desirous of continuing his liberal and professional education beyond the classroom. The New Students Students who come to the University are different from those who came twenty years ago.! A larger number of high school graduates choose to enroll than before and, of those who come, a larger number graduate. Though the numbers are greater, their quality is not inferior often. Television and other instruments of mass communication have provided them with astonishing funds of miscellaneous information, some of it inaccurate, much of it irrelevant, and part of it useful. In addition, many have traveled widely. The new students come to us with new formal preparation. High school science programs have been set up by distinguished scientists, the new math has become widespread-and public school English has undergone elaborate revision. In the future, advanced placement programs promise to change drastically the relation of entering students to the University. Perhaps more important, the temper of the undergraduates seems to be changing. The students have learned to react quickly to situations far from home ground, and echoes of Vietnam and Berkeley can be heard in Lincoln. In some universities the students have not hesitated to bite the hand that presumes to feed them, and generally students are becoming increasingly critical of their courses, professors, and colleges. They complain that universities have made them numbers on IBM cards, anonymous to teachers and advisers, and a gray mass to their administrators. They resent a lack of individual attention. For the past two years-at least responsible students through their official channels (e.g. ASUN [Associated Students of University of Nebraska]) have undertaken to scrutinize university programs. It is significant that the disgruntled students are not the weakest. The most critical are often the brightest, the most committed socially, and the most responsible morally. The best seem to be the most critical

    Evaluation of a 'virtual' approach to commissioning health research

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    BACKGROUND: The objective of this study was to evaluate the implementation of a 'virtual' (computer-mediated) approach to health research commissioning. This had been introduced experimentally in a DOH programme – the 'Health of Londoners Programme' – in order to assess whether is could enhance the accessibility, transparency and effectiveness of commissioning health research. The study described here was commissioned to evaluate this novel approach, addressing these key questions. METHODS: A naturalistic-experimental approach was combined with principles of action research. The different commissioning groups within the programme were randomly allocated to either the traditional face-to-face mode or the novel 'virtual' mode. Mainly qualitative data were gathered including observation of all (virtual and face-to-face) commissioning meetings; semi-structured interviews with a purposive sample of participants (n = 32/66); structured questionnaires and interviews with lead researchers of early commissioned projects. All members of the commissioning groups were invited to participate in collaborative enquiry groups which participated actively in the analysis process. RESULTS: The virtual process functioned as intended, reaching timely and relatively transparent decisions that participants had confidence in. Despite the potential for greater access using a virtual approach, few differences were found in practice. Key advantages included physical access, a more flexible and extended time period for discussion, reflection and information gathering and a more transparent decision-making process. Key challenges were the reduction of social cues available in a computer-mediated medium that require novel ways of ensuring appropriate dialogue, feedback and interaction. However, in both modes, the process was influenced by a range of factors and was not technology driven. CONCLUSION: There is potential for using computer-mediated communication within the research commissioning process. This may enhance access, effectiveness and transparency of decision-making but further development is needed for this to be fully realised, including attention to process as well as the computer-mediated medium
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