9 research outputs found
Larry Jacobsen interview (audio)
No full textInterview with Larry Jacobsen, the principal of Adams Elementary School - Mr. Jacobsen shares his memories of the Adams Elementary Valentine Tea traditions (audio
Caribbean Report 04-06-1996
No full text1. Headlines (00:00-00:28)2. Dominica's Economic Citizenship Programme criticised its passport for sales as it runs into further criticism. Prime Minister Edison James, Opposition Leader Rosie Douglas, Grace Towne, Oriental Hotel Project and Anthony Martin, Critic of the Dominica Economic Citizenship Programme are interviewed (00:29-03:52)3. A failed grade for the OAS at its Panama Assembly. Larry Burns, Head of the Centre, Council on Hemispheric Studies and OAS spokesman Wesley Curtin are interviewed (03:53-08:35)4. Dominica's Opposition Leader Rosie Douglas is warning of the consequences of what he sees as racist politics in the Dominican Republic. Opposition Leader Rosie Douglas is interviewed (08:36-10:16)5. Despite a last minute appeal to the United Nations Human Rights Committee prison authorities in Guyana today executed condemned murderer Rodcliffe Ross. Colin Smith reports (10:17-11:46)6. A failed grade for the OAS at its Panama Assembly. Yvette Colllymore reports (11:47-12:57)7. How marijuana could give lows instead of highs. Author of a report on sexually transmitted diseases Dr Donald Simeon is interviewed and David Wood reports (12:58-14:24)8. Seconds after takeoff from French Guiana Europe's biggest and most expensive rocket was exploded by scientist (14:15:17
Sam Jones oral history interview
No full textPage numbers here indicate page numbers for "Read Online" interface. Page numbers listed on transcripts may differ.
Tape 1 Side 1...pp. 2-34
Tape 1 Side 2...pp. 35-69
Tape 2 Side 1...pp. 70-103
Tape 2 Side 2...pp. 103-111
Tape 3 Side 1...pp. 112-137
Tape 3 Side 2...pp. 137-167
Tape 4 ...pp. 168-192Sam Jones (1924-1981), an influential American jazz cellist, was also a double bass player and composer. After leading a bop band that featured Blue Mitchell, he also performed with Cannonball Adderley, Paul Williams, and Tiny Bradshaw in the 1940s. He moved to New York in the 1950s and played with leading bop musicians Kenny Dorham, Charlie Rouse, Julius Watkins, Stan Getz, Dizzy Gillespie, and Thelonious Monk. In 1960, he began recording under his own name, and went on to serve as the house bassist for numerous Riverside and Blue Note recordings, including sessions with Chet Baker, Bud Powell, Art Taylor, and Duke Ellington. Author of the jazz standard Del Sasser, Jones played, wrote compositions, and appeared on television with Adderley throughout the 1960s and continued touring worldwide in the 1970s
МОВЛЕННЄВА РЕАЛІЗАЦІЯ ЛОКАЛЬНОЇ СТРАТЕГІЇ СОЦІАЛЬНОЇ (МІЖОСОБИСТІСНОЇ) ІНТЕГРАЦІЇ У ТОК-ШОУ ЛАРРІ КІНГА
Full text linkThis article is devoted to the study of specific features of the speech implementation of the local strategy of social (interpersonal) integration. In Larry King talk show it is expressed by the usage of the tactics which help to attract the addressee into cooperation, assertion of group identity, appealing to common background knowledge and values, mutual expectation.The author clearly describes each of the tactics used within the researched strategy and outlines how they contribute to the course of the successful communication. The definition of the linguistic means that enable the implementation of one or another tactic in the studied talk show is also represented in this piece of work.The researcher concludes that the local strategy of social (interpersonal) integration in Larry King talk shows is aimed at demonstrating the unity of actions, thoughts, views, interests of the interviewer and the interviewee. Using the tactics that give both the addressee and the addresser an opportunity to organize the flow of their communication successfully, they achieve a positive result in the exchange of the necessary information. It should be also stated that correlation of these tactics in accordance with the global strategy of politeness is predetermined by a number of features of the talk show discоurse.У статті розглянуто мовленнєву реалізацію локальної стратегії соціальної (міжособистісної) інтеграції. У ток-шоу Ларрі Кінга вона відображається за допомогою наступних тактик ввічливої: залучення адресата до спільної діяльності, ствердження групової приналежності, апелювання до спільних фонових знань і цінностей, взаємної експектації. Авторка чітко характеризує кожну із тактик, котрі використовуються у межах розглянутої стратегії та вказує як саме вони сприяють перебігу вдалої комунікації. Не менш важливим є також окреслення палітри мовних засобів, що уможливлюють реалізацію тієї чи іншої тактики у межах досліджуваного ток-шоу
Service design : imperatives, processes and communication
Full text linkThis research was an investigation into the nature of new service design (NSD)
activity. The thesis researched literature on NSD and established limits of its
applicability. Also developed was NSD process and content theory outside such
limits.
The research was a multiple site case study. At the level of case-sites the study used
the interpretative approach called "explanation-building; " the development of
narratives that explained data using concepts from the literature review. The "crosscase"
analysis tested these theoretical concepts and allowed the emergence of new
empirical categories, and the development of new theoretical categories and
hypotheses.
Imperatives and stimuli for NSD were a mix of environmental pressure and pressure
to deploy resources. Demand-side pressure for variety and the propensity of the
resource-base to continually enhance capability mean that service organisations are
inevitably exposed to resource or market risk.
The organisational response should respect the nature and extent of risk exposure;
internal 'imbalances' between resource capability and market needs must be
redressed in the NSD response.
The applicability of "stage-gate" models of NSD is limited to those contexts where
the service is analogous to a manufactured good. In addition there are six other
contexts with corresponding process ideals.
Unless the outcome of the NSD process is holistic, implementation problems are the
result. Holistic NSDs include a strategic rationale, the proposed market offering,
process implications and structural or infrastructural resource implications.
The initial configuration of NSD communication devices is dependent on the nature
of the NSD process. If NSD is focussed on resource / process development then the
vernacular of NSD tends to be resource / process descriptions. If NSD addresses
exposure to market risk, then NSD constructs tend to be marketing devices. Thus
during the NSD process the NSD need not be holistic, by the end of the process it
should be
Is it democratisation? : the rule of law and political changes in Jordan since 1989
Full text linkEThOS - Electronic Theses Online ServiceGBUnited Kingdo
Caymanianness, history, culture, tradition, and globalisation : assessing the dynamic interplay between modern and traditional(ist) thought in the Cayman Islands
Full text linkThe research undertaken for this largely qualitative dissertation draws on newspaper articles, oral
histories, historical documentation, open-ended interviews, and to a lesser extent, questionnaires, in
the effort to ultimately confirm the extent to which the benefitting forces of globalization have
fractured any existing traditional-historical cultural body of knowledge and expression among the
Caymanian people. Indeed, by 2009 some Caymanians had long been verbally denouncing the social
and cultural ills of globalization – inclusive of multiculturalism – on their so-called traditional,
unassuming way of life, some of them clamoring for an extensive purge of the many foreign
nationals in “their” Cayman Islands. Yet, other Caymanians have become somewhat invested in the
idea of multicultural “oneness” ostensibly for the sake of peaceful coexistence, harmony and
prosperity as these work towards the promotion of a global, borderless cultural awareness.
This dissertation relies on theoretical frames centred both on the discrete natures of, and the
dualistic struggle between, these two opposing ideological-cultural forces. That this struggle is taking
place in the present age, I anticipate the ways in which more modern understandings, which are
potentially open to liberating subjectivities, must clash with “historical”, xenophobic and
nationalistic viewpoints, viewpoints which have constantly proven contradictory given their
adherents’ complacent acceptance of, and participation in, a localised economic prosperity
substantively dependent on foreign input. Thus in aggregate terms, this dissertation pinpoints the
various effects of an evolving scheme of values and counter-values on an ideologically torn
Caymanianness whose contradictory traditional half is especially fighting for its “cultural purity” in
an era where its ‘reinvented’ logic is being more and more regarded as anachronistic and somewhat
irrational
Ellis E. McCune oral history interview, "Development of the Hayward Campus", 1995
No full textMcCune was the former president of California State University, East Bay (Hayward)Transcripts and cassette tapes of oral history interviews with various individuals involved in the formation of the California State University system.CALIFORNIA STATE UNIVERSITY ARCHIVES
Oral History on the Origins of the CSU System, Phase II
ELLIS E. McCUNE
DEVELOPMENT OF THE HAYWARD CAMPUS, 1967-1990
Interview Conducted by
Lawrence B. de Graaf
May 5 and 6, 1995
Processed in cooperation with CSU Fullerton Oral History Program
1995
COPYRIGHT
This is a transcription of an interview conducted for the California State
University Archives under a grant from the Office of the Chancellor, CSU.
Scholars are welcome to utilize short excerpts from any of the transcriptions
without obtaining permission as long as proper credit is given to the
interviewee, interviewer, and the institution sponsoring the project. All uses
of this manuscript are covered by a legal agreement between the CSU
Archives and the interviewee. Therefore, scholars must obtain permission
from California State University Archives before making more extensive use
of the transcription and related materials.
None of these materials may be duplicated or reproduced by any party except
the California State University Archives. However, because it is the goal of
this project to preserve and make accessible significant documentation relevant
to the history of the State Colleges, copies of any unrestricted transcriptions
may be obtained at cost by writing to the CSU Systemwide Archivist at
California State University, Dominguez Hills, Carson, California 90747.
Copyright c 1996 by the Board of Trustees
of The California State University
PREFACE
The purpose of Phase II of the California State University Oral History
Project is to record and make available to researchers using the California
State University Archives the reminiscences of individuals who participated in
development of the CSU system.
Creation of the California State Colleges in 1961 united fifteen formerly
independent colleges into a single identifiable system, with its own Board of
Trustees and a Chancellor to serve as chief executive officer. Using a formula
that stressed systemwide planning in the allocation of resources and programs,
the California State Colleges sought to offer Californians quality higher
education at reasonable cost. Key to the success of the State Colleges was the
decision to implement a Master Plan adopted in 1960 that divided higher
education into three distinctly separate segments. The State Colleges were
mandated to emphasize undergraduate and master's level programs, while the
University of California campuses were to emphasize graduate education, and
the Community Colleges vocational training and college preparation.
The present California State University, starting from a base of fifteen
campuses and 95,000 students in 1961, has grown to where it provides a wide
variety of innovative programs to more than 320,000 students on 22 campuses.
It is the largest system of higher education in the United States and is known
as one of the strongest institutions of higher education in the country.
In September 1979, the Board of Trustees created the California State
University Historical Archives, to be housed on the Dominguez Hills campus.
Since its establishment, the Archives, as a systemwide project, has been
supported by the Chancellor's Office through the funding of a professional
archivist.
The Archives currently houses a collection of materials from a variety of
sources. These include the Chancellor's Office, the CSU Academic Senate,
and private individuals such as former Chancellor Glenn Dumke and former
Trustee Paul Spencer. Consequently, the Archives holds some personal
papers as well as official systemwide documents. As part of its collection
policy, the Archives also has a responsibility to gather individual recollections
and oral histories of the system.
Phase I of the CSU Oral History Project, conducted from 1986 to 1989, and
funded by the Chancellor's Office, covered the formation and early years of
CSU through 32 interviews with participants within and without the system.
These interviews, housed at the CSU Archives, have proven useful to research
in
into higher education in the 1950s and '60s. A major quality is their
standardized format, developed at the Oral History Program at CSU
Fullerton.
Phase II is an ongoing oral history project that is decentralized but
administered by the CSU Archives. Its intent is to assure that the
reminiscences of retiring chancellors, principal staff members, Academic
Senate chairs, Student Association presidents, trustees, and local campus
presidents be recorded as closely as possible to their retirement date and that
this be done routinely as a regularized process. Phase II also seeks
information on the growth of the CSU during two mid-decades, 1964-85.
The project has three long-range purposes. First, it will help to increase
interest in the history and accomplishments of the California State University.
Next, it will be a tool in aiding the acquisition of additional materials
concerning the System now in private hands. Finally, it will create needed
documentation for understanding the System's historical role in state and
national education; many issues it has confronted have become matters of
national concern, such as meeting the needs of a multicultural student body
and finding adequate resources in a time of scarcity. Oral history can provide
background information on these developments that is not available in
bulletins, brochures, and minutes.
Funding for the project is provided by the Office of the Chancellor, Dr. Barry
Munitz. We thank the interviewee for generously giving of his time. We also
acknowledge the pioneering work of the CSU Fullerton Oral History Program
in providing a model. Transcribing was performed by Garnette Long, who in
the process contributed many wise editorial suggestions.
Lawrence B. de Graaf Tim Gregory
Judson A. Grenier Acting CSU Archivist
Project Co-directors
MEMBERS, CSU ARCHIVES ADVISORY COMMITTEE
Betty J. Blackman
William D. Campbell
Lawrence B. de Graaf
Robert C. Detweiler
Donald R. Gerth
Harold Goldwhite
Tim Gregory
Judson A. Grenier
David E. Leveille
Gloria Lothrop
Barry Munitz
Lyn Olsson
John Pfau
Teena Stem
Helene Whitson
Samuel Wiley
IV
CALIFORNIA STATE UNIVERSITY ARCHIVES
ORAL HISTORY PROJECT ON THE
ORIGINS OF THE CSU SYSTEM
This is an interview of Dr. Ellis McCune, former president of Cal State
Hayward and interim Chancellor. It is occurring on May 5, 1995. The
interviewer is Lawrence de Graaf.
LD: Ellis, we usually begin these with a background. You were bom in
Texas?
EM: Yes, through no fault of my own, I was bom in Houston, Texas. Do
you want the date?
LD: Yes.
EM: July 17, 1921, which means I'm seventy-four this year. We left Texas
when I was a baby, I guess about a year and a half old, and went
through Iowa, a visit that I obviously don't remember, where my
father's parents lived, and then to Tacoma, Washington, where my
mother's parents lived. So my sister, who is two years and three
months younger than I, was bom in Tacoma, Washington, although I
had been bom in Houston, Texas. We then, when I was very small,
moved first to Glendale, and then to Culver City, both in Southern
California, and lived there until 1930,1 think it was, and at that time
the Depression had really set in. My father was a carpenter doing
contracting, and he was completely unable to find work. He became
convinced that if he went back to Houston, which in those days was
relatively well-off, he would do better. So the family sold the house
that we had and set off to Houston. My father left and went directly
to Houston.
My mother, my sister, and I took a coastal steamer, one of those old
coastal steamers that ran up and down California— I remember being
very seasick— up to Tacoma to pay what I guess was supposed to be
sort of a last visit to my grandparents. It turned out that my
grandparents and one uncle, my mother's youngest brother, decided to
go to Texas with us. So we got into two old cars, a 1927 or '28 Dodge,
and I forget what the other one was, and drove from Tacoma,
Washington, to Houston, Texas. And this was in December, as I recall,
December or January. That was quite a trip. I have very vivid
memories of that, the torrential rains in Arizona, slipping off the road
McCUNE 2
and so forth, the car breaking down on Mount Shasta with a broken
crankshaft, (chuckling) It was quite a trip.
Then we finally got back to Texas, and we lived in Houston. Well, let's
see, we got there, I guess, in— I don't remember now whether it was
1930 or 1931 that we got there. I think it may have been January or
February of 1931 when we actually arrived, and we lived in Houston
until 1942, at which time my parents came out to California and I
entered college in Texas.
LD: At Sam Houston?
EM: At what was then Sam Houston State Teachers College. It's now Sam
Houston State University, quite a different school. No, I'm sorry, that
was in 1940. In 1940 that happened, because in 1942 I enlisted in the
United States Air Force and I was in an Air Force band. (It was the
United States Army Air Force then.) I spent the war playing Sousa
marches, (laughter)
LD: Oh, my heavens! What instrument did you play?
EM: Well, I really played the bassoon but, you know, bassoons aren't very
good in marching bands. A marching band marched much of the time,
so I usually was . . . because I was tall, and I guess had a good sense
of rhythm, I got to play the bass drum or the cymbals or something like
that. I also took up the baritone sax and did some of that, not very
much. But I spent the war years in Texas, for the most part mostly in
Waco, two different air fields in Waco: Waco Army Air Field and
Blackland Army Air Field.
LD: Out of curiosity, what were the functions of a band during the war?
EM: Mostly the entertaining of troops and to play for formal ceremonies.
We played, as I remember, a retreat ceremony every day, lowering the
flag, and sometimes a morning ceremony. We had occasional formal
. . . what do they call, parades? Some visiting somebody or other
would show up and everybody would be out. We did a lot of just
incidental music for this, that, and the other thing. We'd load a jazz
band into the back of a truck and go up on the line where the aircraft
mechanics were slaving away, you know, and try to cheer them up.
Mostly morale boosting, that kind of thing. Played for some social
functions. It was not a difficult life, I'll tell you that, (laughter)
McCUNE 3
LD: Were you in for the duration of the war?
EM: I was in and I got out in 1946. I left Waco and went to Perrin Field,
which was up between Sherman and Dennison, Texas, for a period of
time in 1945, and then I went to work in an Army recruiting station in
Akron, Ohio, for six or eight months, I guess— well, I guess maybe a
little longer than that. I got there sometime in the fall of 1945 and was
there until May or June of 1946. I was discharged a t . . . what's the
old camp that was up near Marysville, Camp Beale in California, in
1946. I was sort of a first sergeant in the Army recruiting station.
That was an interesting set of experiences.
LD: It sounds like it.
EM: We were mostly trying to talk recent veterans into enlisting in the
reserves, which, in retrospect, was not a good thing to do because most
of the people who enlisted in the reserves wound up being called to
war in Korea. I imagine there were a few people who cursed us.
(laughter) I don't know what I left out along the way, but that will give
you sort of a thumbnail account.
LD: Well, that's very interesting, yes.
EM: And amongst other things, in high school I worked for my father in the
summertime when he had work and did everything from rough framing
to running cement mixers. I worked for a grocery company for a long
time. My father became very ill, and my sister was still in high school,
so I really supported my family for a couple of years working in the
grocery store. I remember my elation at being promoted to be first
checker and I made the astounding salary of 15 a month.
LD: Fifteen a month? (chuckling)
EM: And the reason I was able to go was that I was able to live in a
cooperative house at the college, where the room and board was
miraculously $15 a month, (chuckling) So, by doing some extra work,
working in the local theater and things like that to pick up change, I
managed to make enough money to stay in school. We lived pretty
simply in those days. Nobody had cars, of course. At any rate, that
was the first government program. The NYA job made it possible for
me to go to college to begin with— that and considerable sacrifice by
my mother and family. And then the GI Bill made it possible for me
to complete undergraduate and graduate degrees later. I'm a great
believer in government programs, (chuckling)
LD: Yes, I can see that. Now, at UCLA you went straight through a B.A.
and then right into a Ph.D.?
EM: That's right. I was going to get an M.A., but the department adopted
the policy that you didn't have to take an M.A., so I was well through
the M.A. process and decided that because I was getting older and
time was getting short, and by then I had a child, that I would skip the
M.A. and go directly on to the Ph.D.
LD: Any prominent scholars that you studied under at UCLA?
EM: Well, I don't know; UCLA did not have as distinguished a faculty then,
I think, as it probably had subsequent to that. The major influence on
me at UCLA was J. A. C. Grant, James Allen Clifford Grant, who was
McCUNE 7
a professor of public law, and it was through Grant that I took
constitutional law and legal history. He was an inspiring teacher and
a man of great vision. He was a pretty good scholar, too. He did a lot
of work, articles in legal journals and that kind of thing, on
constitutional issues. Tom Jenkins, the political theorist (now
deceased) who subsequently became an administrator, I think at Irvine,
UC Irvine, he was vice chancellor at Irvine, I believe, when Jack
Peltason was chancellor, the man who has gone on these days to be
President of UC. There were some new people who had come who
were pretty good, b u t . . . Oh, and Winston Crouch, the co-author of
the text on California government. Probably Grant, Crouch, and
Jenkins, and Russell Fitzgibbon, who was the Latin American person.
Politics was under the aegis of Charles Titus, who was an eccentric,
odd individual. I took a course in politics from him in which we read
Machiavelli's Prince and Discourses, and Gratian's Manual o f Worldly
Wisdom, and listened to a lot of opinions from Titus, but we didn't
learn much about politics, (chuckling) or at least not partisan politics
in the United States. There was another political theorist, Nixon,
Charles Nixon. I can't remember who else. Oh, Ivan Hinderaker
(later chancellor at UC Riverside) was there in those days. I was a
teaching assistant for Ivan, and also a teaching assistant for David
Farrelly. No, I was a reader for Farrelly. I was mostly a teaching
assistant for Hinderaker and for a strange fellow . . . Englebert? Yeah,
Ernest Englebert, who was in Public Administration. He wore a hat.
He was the only faculty member at UCLA with a hat. (chuckling)
That was a long time ago, Larry. I don't remember all those people
now, but the man who made the greatest impression on me— the
two— were Grant and Crouch. I think they most affected me.
LD: Did you have a particular field of specialty within poli sci?
EM: Yes, pub
A web-oriented framework for the development and deployment of academic facing administrative tools and services
No full textThe demand for higher education has increased dramatically in the last decade. At the same
time, institutions have faced continual pressure to reduce costs and increase quality of education,
while delivering that education to greater numbers of students. The introduction of
software systems such as virtual learning environments, online learning resources and centralised
student record systems has become routine in attempts to address these demands.
However, these approaches suffer from a variety of limitations:
They do not take all stakeholders’ needs into account.
They do not seek to reduce administrative overheads in academic processes.
They do not reflect institution-specific academic policies.
They do not integrate readily with other information systems.
They are not capable of adequately modelling the complex authorisation roles and
organisational structure of a real institution.
They are not well suited to rapidly changing policies and requirements.
Their implementation is not informed by sound software engineering practises or
data architecture design.
Crucially, as a consequence of these drawbacks such systems can increase administrative
workload for academic staff.
This thesis describes the research, development and deployment of a system which seeks
to address these limitations, the Module Management System (MMS). MMS is a collaborative
web application targeted at streamlining and minimising administrative tasks. MMS encapsulates a number of user-facing tools for tasks including coursework submission and
marking, tutorial attendance tracking, exam mark recording and final grade calculation.
These tools are supported by a framework which acts as a form of “university operating
system”. This framework provides a number of different services including an institution
abstraction layer, role-based views and privileges, security policy support integration with
external systems
