1,354,414 research outputs found
Peter Filkins
No full textSelected excerpts from the Oral History Project interview. The full transcript may be restricted. To request access please contact the Simon’s Rock College Archives. Natalie Harper, who you wouldn’t know and many don’t know, was a very, very dear friend of mine in the English department. She lived in the Pond House down here. We used to go to dinner at her house, my wife and I. I even went to visit her in Maryland after she retired just to go see her and take her to lunch. And a few months later, she died. She was frank and kind and a person who loved books and loved literature. She was a savvy reader and she wrote book reviews that were intelligent, thorough, and engaging. She had a subtle, wonderful sense of humor. I always knew I was going to teach, I knew I was going to teach at a college, I always knew I was going to publish poems. It’s not even out of ego or arrogance. I simply didn’t know what else to do. I just put my head down and did what I did. I always knew I was going to be a teacher. I read widely and across literatures, and when translation came into my life, German literature opened up for me in a way that I never could have predicted. [...] I’m a poet who became a translator who became a biographer who teaches Dante. I’ve just followed my passions, and I think Simon’s Rock has been a blessing in that way. It’s allowed me to do what I want to do. Not in the sense of whatever the hell I wanted to do, but if I really wanted to do something, Simon’s Rock allowed me to do that and to find a way to fold it into the curriculum and to make it interesting to my colleagues and the students. I always say that in fact I don’t work, I just do the things that I do. I’ve been here 28 years and we’re coming up on our 50th anniversary, so I’ve been here over half of the length of the entire college’s history, and then to have known people like Natalie Harper, Rene Biber, Ed Misch-- to have known them and to have known them very well, to hear all the old stories is extraordinary. Nobody gets to do that at Harvard, or even Bard or Williams. Hence that sense of, again, building something. Having a chance to really put your hands on the place and shape it and try to make it work and make it better and to see it grow. Just the growth I’ve seen in the college, whether it be buildings or the faculty or the evolution of the curriculum in the time I’ve been here is just extraordinary. Bernie asked me to do [the Poetry and Fiction series] my second year. Bernie firmly believed that’s what colleges do, have public readings. He said, “I’d like you to invite writers to come here,” and he gave me a small budget to do it. [...] I’m just not shy about reaching out to them. In the old days, I would get hold of someone’s telephone number. I didn’t care who it was, I would just call them up. And I seem to have a gift for talking people into doing this. I remember John Edgar Wideman. I went after him, I think, four or five times. Finally he agreed to come. We don’t pay a lot of money, you know, and these are quite prominent writers. He told me later that he put the phone down and turned to his wife and said, “I don’t know why, but I think I’m supposed to do this.” [laughs] I think somehow I’m able to talk people into coming here. After you have a lot of prominent people, you’re able to call people up and say, “We’ve had Seamus Heaney, William Kennedy, Annie Proulx, John Edgar Wideman,” and then their ears perk up and they think, “Oh, maybe I will go do this.” It’s fun. Look, these are often the first writers that our students have ever met, and to sit in the classroom, having read the book and talked about it, and then ask questions of the writer and have that conversation and hear the writer read and ask more questions-- that’s a tremendous opportunity for them. And to know that I can bring the highest caliber writers and know that they’re going to be charmed and interested and amazed by our students, is wonderful. No students ask, “Do you write longhand? Do you write on the computer?” They ask actually profound and serious questions, and it’s never gone badly in 27 years. We’ve never had a bad showing of students or the writer. We often talk about [Bernie’s tenure] as the golden era of Simon’s Rock. He had a really special touch, for he made everybody feel valued and he valued everybody. He cared passionately about education and he cared passionately about students as human beings. He had a lovely wife, Jane, who I was also very, very close to, and her passing was, quite frankly, tragic for the college. She was a person who would kind of pull everyone together. The best party on the planet was the Simon’s Rock Christmas party in those days. And I’m not talking wildness. It was just the warmest and the most joyous occasion you could go to. It went on for hours and hours because people simply wanted to be around Bernie and Jane. Jane used to decorate [the White House] beautifully. She loved Christmas, and throughout the year she always had the house immaculately decorated, very classy. They loved having people there. The shooting happened on December 14, 1992, which is right at the end of the semester. I was slated to teach my Idea of the Hero course in the spring. The first text we were going to read was Homer’s Iliad, which is, of course, about the Trojan War. It was the only time in my life I’ve ever thought-- maybe this is the wrong work, maybe I should take this off the syllabus. But then I thought, this is what I’ve been handed, forward we shall go. We spent three weeks talking about violence, rage, and anger, and ultimately how compassion has to be the thing that ends the rage and the violence of the war. We spent three weeks talking about the Iliad, but we never were talking about the Iliad. We were talking about the shooting, but we never mentioned the shooting once. There were fifteen kids in the class and I think all sixteen of us knew exactly what we were doing, but we never mentioned what we were doing. And that’s what literature does. You’re talking through books. What you’re doing is traveling through those books. It’s not what you’re reading, but how you’re reading it. And that, to me, is the essence of the Simon’s Rock education. It’s not the canon, and it’s not not the canon; it’s how you’re reading any of those works and how you’re engaging with them. I arranged for the entire freshman class to go to the opera! [...] I went up to his office and asked, “Bernie, which trustee really loves opera?” And it was Murray Liebowitz. And Murray paid for the whole thing, for the buses to go down, and he bought the tickets. [...] The next day, there was a review of the opera in the NY Times. They gave it a very good review and also said, “We don’t know what the New York City Opera is doing with its youth programs, but there were all these young people there and they knew the opera cold!” [laughing] I was pretty tickled by that. It was probably the first, maybe only, time that many of the students ever went to the opera, but go they did. And again, that’s Simon’s Rock. It lets you do something. [...] We’re small enough that if I connect this person with that person with that idea, I can make something happen. And I didn’t get anything out of it except the pleasure of being with students and seeing them have that experience. There’s something so pure about what we do at Simon’s Rock. It’s not the furnishings, it’s not the lovely dorms, it’s not the campus golf course, right? It’s the-- pureness of what happens in the classrooms. To be able to think that way, to say, “I can do this for a really pure reason,” and if we get lucky, it might have a real and positive effect on someone else’s life. I’ve seen it happen over and over and over again. Simon’s Rock is much bigger than little ol’ me, but it’s been a pleasure and a privilege to have some small part in what it has become and will grow to be.https://digitalcommons.bard.edu/sr-oral_hist/1009/thumbnail.jp
Filkins, N R (Neville Robert), NX50520
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/385022Surname: FILKINS. Given Name(s) or Initials: N R (NEVILLE ROBERT). Military Service Number or Last Known Location: NX50520. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 14460.230764
Item: [2016.0049.17315] "Filkins, N R (Neville Robert), NX50520
Filkins, C J (Colin Joseph), NX27250
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/385021Surname: FILKINS. Given Name(s) or Initials: C J (COLIN JOSEPH). Military Service Number or Last Known Location: NX27250. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 14464.230763
Item: [2016.0049.17314] "Filkins, C J (Colin Joseph), NX27250
Deaths Due to Child Abuse: A 6-Year Review of Cases in the Cook County Medical Examiner's Office
No full textCase files from the Cook County Medical Examiner's Office from 2007 to 2012 were reviewed to analyze homicides due to physical child abuse in children <3 years old. Fatal cases mostly involved younger subjects. Intracranial injuries were the leading cause of death, while death due to extracranial injuries was uncommon. Eyes were involved in most of the cases. Spinal cord was involved in about 1/3 of the cases, mostly in the thoracic area. In some cases, previous injuries were present. There were significant differences in the pattern of injuries between age groups. Subjects showing signs of impact to the head and subjects with no evidence of an impact showed no significant difference in internal injuries. The association of multiple injuries is highly suggestive of child abuse. In suspected child abuse, a postmortem examination including neuropathological, ophthalmological, and radiological information should be always evaluated, together with investigative reports and the medical history
Sudden Unexpected Deaths Due to Intracranial Meningioma: A Presentation of Six Fatal Cases and a Discussion of the Mechanisms of Death.
No full textAfter attending this presentation, attendees will have a better understanding of the importance of sudden death due to undiagnosed meningiomas in subjects in apparently good health found dead in the absence of known causes. This presentation will impact the forensic science community by highlighting the pathological theories that explain sudden deaths due to meningioma. Intracranial tumors usually produce clinical signs and symptoms due to a combination of local tissue compression and damage, edema, and the alteration and shift of intracranial structures. An individual may present with focal neurological signs and symptoms as a result of the particular location of the neoplasm or with generalized symptoms due to increased intracranial pressure that may include headache, nausea and vomiting, altered mental status, papilledema, and seizures. The severity of these clinical manifestations is often progressive and directly related to tumor growth. Death usually occurs after a variable period of time characterized by a declining clinical course. Occasionally, sudden death due to asymptomatic intracranial neoplasms may be encountered in forensic settings. Meningiomas arise from the dura mater and are composed of neoplastic meningothelial (arachnoidal cap) cells. Many meningiomas are found incidentally following neuroimaging for unrelated reasons. Family history studies suggest a role for inherited susceptibility for meningioma in addition to multiple genetic abnormalities involving different genes. Deaths due to meningiomas are routinely diagnosed in clinical practice because this neoplasm tends to present with the typical progression of neurological deficits. On the other hand, sudden unexpected death due to meningiomas are rarely described in the literature. Six fatal cases of previously undiagnosed intracranial meningiomas from the Cook County Medical Examiner’s Office from 1998 to 2014 are presented. Case 1: Meningioma of the cerebellopontine angle. Case 2: Meningioma of the middle cerebral fossa in the area of the left temporal lobe. Case 3: Suprasellar meningioma. Case 4: Meningioma of the basilar portion of the occipital bone. Case 5: Meningioma (based on clinical history — not specified). Case 6: Intraventricular meningioma. The most common explanation of the mechanism of sudden death due to intracranial neoplasms — despite their vast biological and morphological diversity — is a rapid increase in intracranial pressure produced by the mass effect of the neoplasm. Increased intracranial pressure may in turn lead to seizures, acute hydrocephalous, brain edema, hypothalamic dysfunction, herniation due to mass effect, and brainstem compression with death due to direct involvement of respiratory and cardiac centers. Other mechanisms of death include acute intracranial and intra-tumoral hemorrhage and benign neoplasms that grow in the vicinity of vital centers (such as the hypothalamus) disrupting thermoregulation or neural discharge in autonomic pathways leading to cardiac suppression or lethal arrhythmias. Forensic pathologists must keep in mind that sudden unexpected death caused by intracranial meningiomas, although extremely rare, may be encountered in the forensic setting. In cases of sudden death due to intracranial meningiomas or other intracranial neoplasms, consultation with a neuropathologist may be useful. Accurate diagnosis of the tumor may assist family members of the deceased by identifying any genetic or environmental risk factors and benefit public health by providing information about the natural evolution of untreated disease
Deaths Due to Child Abuse: A 5-Year Review of Cases in the Cook County Medical Examiner’s Office.
No full textAfter attending this presentation, attendees will have a better understanding of the incidence and the significance of the injuries observed in fatal child abuse cases. This presentation will impact the forensic science community by providing a review of the pattern of injuries in deaths due to child abuse. Deliberately inflicted pediatric injuries are a significant issue in forensic pathology, with special regard to head injuries. Often questions arise regarding the plausibility of possible mechanisms of injury. This study reviewed case files from the Cook County Medical Examiner’s Office from 2007 to 2012 to study the characteristics of homicides due to child abuse in children less than three years of age. The manner of death was determined to be homicide based on the autopsy findings and the investigation. The cases were divided into the following age ranges: 0-11 months (group A); 12-23 months (group B); and, 24-35 months (group C). Data regarding age; race; sex; facial injuries; scalp injuries; presence and types of skull fractures; suture diastasis; extradural, intradural, subdural, and subarachnoid hemorrhages; cerebral edema; intracranial pressure; intracerebral findings; retinal and optic nerve hemorrhages; spinal cord findings; and extracranial injuries were collected using an electronic spreadsheet. Clinical details and information concerning the traumatic mechanism, where available, were also considered. Fifty-one cases (25 females and 26 males) were identified. Most of the cases fell into the group A (26 cases; 51%), followed by group B (17 cases; 33%), and by group C (8 cases; 16%). Females were more numerous than males in group A (15 cases; 57%); in group B, males were more numerous (11 cases; 65%); in group C, children of both sexes were present in equal number. External signs of impact to the head, that is to the face and/or scalp, were present in 42 cases (82%). Most of the examples of impact to the head consisted of bruises and abrasions of the skin and/or lacerations of the oral mucosa. Skull fractures were reported in 9 cases (18%), and showed a predominately linear appearance. Diastasis of the sutures was reported in 14 cases (27%). As might be expected, most of these examples were found in the youngest age range. Epidural hemorrhage was found in 10 cases (20%). Subdural hemorrhage was seen in 42 cases (82%). Subdural hemorrhage represented the most common intracranial pathology encountered, apart from cerebral edema, which was found in each case. Subdural hemorrhage was described as remote or recent, and/or with a thin film or layer of blood or a larger collection of blood. Subarachnoid hemorrhages were present in 27 cases (53%). In 24 cases (47%), there were intracerebral findings, such as hemorrhages, contusions, herniations, and areas of infarction. In eight cases (16%), brain evaluation was affected by marked non-perfusion changes (so-called “respirator brain”). Retinal hemorrhages were a very common finding in head trauma (38 cases, 75%). Most were bilateral and sometimes involved multiple layers of the retina (preretinal, intraretinal, subretinal). Optic nerve hemorrhages were present in 37 cases (73%). Intravitreal hemorrhages and macular folds were rare. In 19 cases (37%) there were spinal cord injuries, such as hemorrhages, but no spinal fractures were observed. This study reveals that in the cases surveyed, the majority of children who sustained abusive injuries fell into the 0-11 months of age range. Head injuries were the leading cause of death. Signs of impact to the head defined by the presence of skull fractures and/or bruises/abrasions to the head, often together with intracranial injuries, were present in 73% of the cases (19 out of 26) in group A, 94% (16 out of 17) of the cases in group B, and 88% (7 out of 8) of the cases in group C. As expected, epidural hemorrhages were rare and spinal fractures were not observed at all. Death due to extracranial injuries was an uncommon finding and it occurred when internal organs were damaged. Among these, blunt force abdominal injuries were the most commonly encountered (10 cases; 19%). These findings agree with other researchers who have found that head injuries are the leading cause of death in children less than three years of age. Moreover, in the cases reviewed for this study, retinal hemorrhages seemed to be strictly associated with head injuries
Understanding the transition from high school to college for eight student writers
No full textThe purpose of this three-semester qualitative study was to better understand, from a student’s perspective, what it means to transition from high school to college as a writer. Drawing on student interviews, school-based and out-of-school writing, process logs, think-aloud protocols, and interviews with students’ family members and teachers, the study also sought to understand how and why students’ composing processes changed in the transition to college, the instructional contexts they found most and least helpful, and the contribution the transition made to students’ larger life narratives.
Taking a sociocultural view toward writing development, but also acknowledging the evidence of development residing within changes of written products and processes, the study found, first of all, that most of the participants were successful in their transition to college writing, despite the popular narrative that US high school students are underprepared (Arum & Roska, 2011; Tinberg & Nadeau, 2011). Their transition narratives varied significantly, however, because of a number of factors, including the different writing experiences they had in high school, their varying attitudes and beliefs about writing, the different college contexts they encountered, and the wide range of writing experiences in which they engaged there.
More specifically, students in the study reported varying (and sometimes contradictory) beliefs about the importance of becoming more independent in their transition to college. They widely agreed that the reading demands of college were new and overwhelming, and their responses to these demands were deeply interconnected with their writing processes; most commonly, students used writing tasks to decide what actually needed to be read. Another key source of development for some students was engaging for the first time with the new expectations of writing in disciplines other than English, despite having written in other content areas in high school.
The last pair of findings relates to students’ need to understand and negotiate new audiences for their writing in college. Students perceived a new degree of distance between themselves and their teacher-readers as they transitioned to college, and they reflected on how that distance affected (mostly negatively) their writing processes. Students also found themselves newly responsible to advocate for themselves about and through their writing. Equipped by school writing instruction that framed argument as presentation of evidence, they drew on other communicative experiences to craft writing that asserted their authority while also attempting to preserve the authority of the audience.
Taken as a whole, the findings for this study suggest, first, the need for high school teachers to consider the social facets of writing as legitimate and necessary areas of study and instruction for college preparation. Second, high school and college teachers can potentially better serve students by recognizing the ways in which their personal relationships serve as a resource for student writers. Last, high school and college teachers, as well as students, families, policymakers, researchers need to increase awareness and understanding of the ways in which sociocultural factors such as racial and cultural identity inform all aspects of the transition, particularly when students are moving from a high school that is, in fact, more diverse than the college or university context to which the transition occurs.Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2019-05-01The student, Scott Filkins, accepted the attached license on 2017-04-10 at 13:05.The student, Scott Filkins, submitted this Dissertation for approval on 2017-04-10 at 13:14.This Dissertation was approved for publication on 2017-04-14 at 10:31.DSpace SAF Submission Ingestion Package generated from Vireo submission #10678 on 2017-08-10 at 15:05:20Made available in DSpace on 2017-08-10T20:32:49Z (GMT). No. of bitstreams: 3
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Leadership and advanced nursing practice developments in the UK: from vision to outcome
No full textKeynote address delivered by the University of Cumbria's Deputy Vice Chancellor and Professor of Nursing, Professor Brian Webster-Henderson OBE, and University of Cumbria Honorary Fellow, Professor Jacqueline Filkins, who is a multi-lingual guest speaker and founder member of the European Nurse Directors Association. The keynote address explored the evolution of advanced nursing practice in the UK and its future direction and highlighted the University of Cumbria's pivotal role in shaping advanced practice nationally. The event comes at a significant time for healthcare in Germany, where advanced nursing practice is not yet widely recognised, and nurse education follows a different model than in the UK
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
No full text“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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