Reading: Jay McInerney

In this audiovisual recording from March 20, 1986 as part of the 17th annual UND Writers Conference: “To Make a Prairie,” Jay McInerney reads excerpts from Ransom and Bright Lights, Big City

Panel: Imaginary Gardens

This audiovisual recording from March 21, 1986 as part of the 17th annual UND Writing Conference: “To Make a Prairie” features Jay McInerney, John Yount, and Robert Ward forming the panel “Imaginary Gardens.” The panelists discuss audience, ideal audience, high concept writing, discipline, their motivation, writing women characters, empathy, the influence of children and family on their writing, and literary influence

Panel: Real Toads

In this audiovisual recording from Thursday, March 20, 1986, as part of the 17th Annual UND Writers Conference: “To Make a Prairie,” Jay McInerney, John Yount, and Robert Ward participate in a panel called “Real Toads.” The panelists discuss autobiography in fiction, writing from experience, outlining versus freewriting, the importance for a writer to detach him or herself from autobiography, pursuit of original voice and the educational value of imitation, negative criticism, working with editors and publishers, sentimentality, and emotional connection to characters

Simultaneous depletion of tryptophan, tyrosine and phenylalanine as an experimental method to probe brain monoamine function in humans

Brain monoamines are important regulators of affective and cognitive processes and are involved in the aetiology of a number of psychiatric disorders. While methods to probe serotonin and catecholamine function are established, limited methods are available to probe monoamine function as a whole in humans. In the current study, we examined if simultaneous depletion of monoamine precursors can be used as a possible probe of monoamine function. Ten healthy subjects were tested under two treatment conditions; balanced control (B) condition and combined monoamine depletion (CMD) condition. Monoamine precursor depletion was associated with significant reductions in plasma-free tryptophan (46%), tyrosine (74%) and phenylalanine (78%). Greater reductions were achieved for ratios of each precursor to other large neutral amino acids (LNAA); tryptophan/LNAA (86%), tyrosine/LNAA (94%) and phenylalanine/LNAA (94%). Findings suggest that simultaneous depletion of monoamine precursors can achieve significant plasma monoamine depletion in the range expected to affect brain monoamine function

Is the Understanding Dementia Massive Open Online Course Accessible and Effective for Everyone? Native Versus Non-Native English Speakers

Most massive open online courses (MOOCs) are offered in English, including those offered by non-English speaking universities. The study investigated an identified English language dementia MOOC’s accessibility and effectiveness in improving the dementia knowledge of non-native English speaker participants. A total of 6,389 enrolees (age range 18–82 years; 88.4% female) from 67 countries was included in analyses. Dementia knowledge was measured by the Dementia Knowledge Assessment Scale (DKAS) before and after the MOOC completion. Rates of completion were also compared. Native English speakers (n = 5,320) were older, more likely to be female, less likely to be employed, and had lower educational attainment than non-native English speakers (n = 1025). Native English speakers were also more likely to care for or have cared for a family member or friend living with dementia than were non-native English speakers. Native English speakers had a significantly higher DKAS score both pre- (M = 33.0, SD = 9.3) and post-MOOC (M = 44.2, SD = 5.5) than did non-native English speakers (M = 31.7, SD = 9.1; and M = 40.7, SD = 7.7 for pre- and post-MOOC, respectively). Non-native English speakers with low pre-MOOC dementia knowledge scores gained significantly less dementia knowledge following course completion than did native English speakers (p <.001, adjusted for age and education). There was no significant difference between the two groups in their likelihood of completing the MOOC. Our findings suggest that non-native English speakers are motivated and able to complete the MOOC at similar rates to native English speakers, but the MOOC is a more effective educational intervention for native English speakers with low dementia knowledge

Performance measurement, modes of evaluation and the development of compromising accounts

In this paper we develop the concept of compromising accounts as a distinctive approach to the analysis of whether and how accounting can facilitate compromise amongst organizational actors. We take the existence of conflicting logics and values as the starting point for our analysis, and directly examine the ways in which the design and operation of accounts can be implicated in compromises between different modes of evaluation and when and how such compromises can be productive or unproductive. In doing so, we draw on Stark's (2009: 27) concept of 'organizing dissonance', where the coming together of multiple evaluative principles has the potential to produce a 'productive friction' that can help the organization to recombine ideas and perspectives in creative and constructive ways. In a field study of a non-government organization, we examine how debates and struggles over the design and operation of a performance measurement system affected the potential for productive debate and compromise between different modes of evaluation. Our study shows that there is much scope for future research to examine how accounts can create sites that bring together (or indeed push apart) organizational actors with different evaluative principles, and the ways in which this 'coming together' can be potentially productive and/or destructive