9 research outputs found
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
Gay men and suicidality : an exploration of the significant biographical experiences fore-grounded during childhood, adolescence and early adulthood of some gay men who have engaged in suicidality
Get PDFInternational epidemiological studies note that gay men are 4 times more likely to report a serious suicide attempt than their heterosexual counterparts. Data on completed suicides, usually derived from mortality statistics, misrepresent the rate of suicides amongst homosexual populations. However, an increasing number of studies comparing representative samples of gay, lesbian and bisexual youths with heterosexual controls, report increased rates of mental health problems and subsequent suicide among the homosexual population. Whilst current healthcare policy in England is concerned with suicides among young people, the importance of research findings relating to gay people and their mental health needs are often not acknowledged. Additionally, addressing the problem through a public health agenda, the juxtaposition of trying to reduce the rate of suicide among young gay men in a social climate of heterosexism often compounds the negative mental health consequences for this group of people. This thesis explores possible psychosocial experiences that might have contributed to the suicidality of four gay men. A qualitative approach, using single case studies, was used to gain an in-depth understanding of the individual's experience. This methodology was psychoanalytically informed, and used free association narrative interviewing as a means of data collection. Initial data analysis involved interpretation of the Gestalt of each of the case studies. Subsequent analysis explored the shared experiences that are to be found in each of the individual narratives. Thematically, these are described as 'knowing and not knowing', 'the centrality of the father-son relationship' 'the loneliness of 'outsiderness', 'leading a double life' and 'crime and punishment'. The exploration of the significance of the life, experiences these themes illustrated revealed why some gay men might not only experience long term mental health problems but also engage in suicidality. Individually and collectively the analyses provide important insights for health professionals becoming more attuned to specific aspects of a gay man's story and thus, as a consequence, providing sensitive mental health care, at a primary, secondary and tertiary level, to those who have a gay sexual orientation
Robert Kully oral history interview, California State University Archives; Oral History Project on the Origins of The California State University System, Phase II, 1998
No full textTranscripts 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
ROBERT KULLY
CSU ACADEMIC SENATE AND BOARD OF TRUSTEES
Interview Conducted by
Judson A. Grenier
April 7,1998
Processed in cooperation with CSU Fullerton Oral History Program
2002
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 © 2002 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 into
iii
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. Charles
Reed. 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 Suzanne Walter, who in
the process contributed many wise editorial suggestions. Mahnaz Ghaznavi
has been responsible for the publication coordination process.
Lawrence B. de Graaf Karen Jean Hunt
Judson A. Grenier CSU Archivist
Project Co-directors
MEMBERS, CSU ARCHIVES ADVISORY COMMITTEE
Christopher Castañeda
Robert Cherny
Lawrence B. de Graaf
Lori Erdman
Kristie French
Donald R. Gerth
Judson A. Grenier
Gloria Lothrop
James E. Lyons
Robert Marshall
Ellis McCune
Sandra Parham
Ralph R. Pesqueira
Michael Reagan
Charles Reed
IV
CALIFORNIA STATE UNIVERSITY ARCHIVES
ORAL HISTORY PROJECT ON THE
ORIGINS OF THE CSU SYSTEM
This interview of Dr. Robert Kully took place at the office of the California State
University Emeritus and Retired Faculty Association, of which he is executive director,
on the California State University, Northridge campus, on April 7, 1998. Topics include
Dr. Kully’s rise to the chair of the CSU Academic Senate, three years service in that role,
and appointment to the CSU Board of Trustees. Interviewer is Judson Grenier, professor
emeritus of history.
JG: We usually begin with some basic biographical information. Could you tell me a
little bit about where you were bom and reared?
RK: Well, I don’t think there’s anybody that I know who doesn’t know that I’m from
Nebraska.
JG: There is no place like that.
RK: There is no place like Nebraska, and even though I’ve been living in California
for over forty years, when I go back to visit family, people say, “Where are you
going?” I say, “I’m going back home.” And I think that’s tme of most
Nebraskans, and probably a lot of Iowans and Kansans as well. I don’t know
about people from Minnesota. I was bom in a town called Hastings, Nebraska.
At that time it was a small town of about twenty, twenty-five thousand. I went to
high school there during World War II, and before I graduated from high school I
had already been through my physical for military service, classifie d 1 A. I don’t
think I was sworn into the Army yet. We generally had the graduation at that
high school on Friday night, but the superintendent and the principal recognized
that many of us from that class were leaving the following Monday for the Army.
They wanted to give us at least a few days after we graduated, so they moved the
graduation to a Tuesday night. And the following Monday we were on the train,
and the next day we were sworn into the Army. So there wasn’t much time
between graduating from high school to do anything.
JG: When did you graduate, exactly?
RK: I graduated from high school in 1945, and three years ago went back for my high
school fiftieth reunion. It was a fairly good-sized crowd and we had a very nice
time. Enjoyed it.
KULLY 2
JG: What did your folks do for a living?
RK: My father had a business. He was in the metal business. He collected metals and
furs. The fur business was a big business in those days.
JG: It gets cold there.
RK: He died when I was fifteen. I had three brothers, one of whom was in a clothing
business in Grand Island, so he was out of the family business. That town is
about twenty-five miles away and was very close. He was my oldest brother.
The brother next to him decided in 1941 that he and some of his closest friends,
some of whom were in the National Guard, would volunteer—that was nine
months before the war started—and they’d get their one year of service over.
Well, of course, four years and nine months later, they were discharged. He was
overseas in the north Pacific. Then the brother next to me tried to keep the
business going. It was just difficult for him to do so, and just a little over a year
my father died, they sold the business, closed it down, and he and his wife
and daughter moved to California. So, in what had been a rather comfortable life
for me at the age of fourteen, with three brothers, two of whom were married and
with children, and a mother and a father and a business, a year later there was no
business, two of the brothers were gone, one was still in Grand Island, and I at
that time was a sophomore in high school. So, for three years, my mother and I
survived, and then I went in the Army.
JG: How long were you in the Army?
RK: About two years. A little less than two years.
JG: Where were you sent?
RK. Oh, I was stateside. I finished my basic training, and just as I was finishing my
basic training, the war ended, but they kept us in the military. We finished our
basic training and then they sent us to specialized areas. I ended up in the
mountain and winter warfare troops, training in Colorado Springs, climbing
mountains. Unfortunately, I was injured while climbing, and they wanted to give
me a medical discharge. I wouldn’t take it, I didn’t want it, so they kept me
around and put me in an office job. But I still climbed when I could. Then they
took us up for ski training, and I really wanted to do that, but my legs were such
that they sent me home immediately. So I got discharged almost toward the end
of the year in 1946.
JG: And you entered Hastings College the following January?
RK: Yes. In January I went to Hastings College. I finished in about three and a half
years because I went a couple of summers. I was going under the GI Bill;
KULLY 3
otherwise I could never have afforded Hastings College. I was very tempted to go
to University of Nebraska. I really wanted to go, but my mother was alone, and
she’d been alone for a long time, and I thought I would just stay in my hometown.
JG: It was a fairly small student body, wasn’t it?
RK: Well, while I was there a lot of the GIs were returning so it was just bursting at
the seams. I still recall that there was an article or headline in the local newspaper
that the Board of Trustees was threatening to resign en masse because the
president had suggested that they take the enrollment up to eight hundred. The
Trustees did not want, as they said, to turn Hastings College, which was a small
liberal arts college as it was intended to be, and still is—they did not want to turn
it into this big educational machine. Of course that was true all over the country,
where the schools were starting to expand. I don’t remember exactly what the
enrollment was, but last year for the first time, Hastings College took in over a
thousand students, and that was a major change. So in almost fifty years, they
increased enrollment by two hundred.
JG: That was, at least nominally, a Presbyterian college, wasn’t it?
RK Right. It is a Presbyterian college. They still had chapel and they still have fairly
close connections with the Presbyterian church. The students could be expelled
for drinking. There was no smoking, as I recall, on campus. But with GIs coming
back, they just had no choice. It was a matter of either expelling a third of the
student body, or permitting smoking in selected areas. Of course there was no
drinking on campus or at campus events. I don’t know what it’s like now, but
obviously most of the GIs belonged to the Veterans of Foreign Wars or the
American Legion and would go there on Saturday nights and drink and dance.
JG: Did you belong to any student organizations or fraternities?
RK: They did not have national fraternities. They had local fraternities, and everybody
who wanted to be in a fraternity was taken into a fraternity. You put down your
first and second choices, and you were in one of those fraternities. Fraternities
could select their first choices, but they had to take people who did not get into a
fraternity. I was very active in debate and participated in the forensics program
the three years I was there. My debate colleague our senior year, who had been a
Navy officer and was married and had a child, or two children, was the president
of the Associated Students, or student body.
JG: Now, after you graduated, you then were a teacher for two years?
RK: I taught high school for two years.
JG: How was that?
KULLY 4
RK: My basic preparation when I started in college was in prelaw, and my
undergraduate major, really, was in economics and business administration. But
then I was taking debate, and I really liked the debate coach and the speech
teachers, so I got more and more into debate and into speech. One day I went to
see my advisor, who was head of the economics area. He looked at all the speech
courses and fewer and fewer business courses on my schedule, and he said, “Well,
how come you just don’t major in speech?” And I thought, that’s not a bad idea!
So I stood up, picked up my papers, walked over to the speech department. But
by that time I practically had a major in economics and business administration,
and then I also got a second major in speech. In the meantime, I also got a
credential. At that time, and I think it’s probably still true, the core curriculum,
the general education program, was half of your education. It was two full years,
and it included traditional liberal arts and sciences, so that getting a major... was
only twenty-four semester units. The idea was not to produce professionals.
There were pre-med and pre-law and there was education, but the assumption was
that it was strictly a liberal arts college.
JG: So, armed with these many talents, you went to a town called York, right?
RK: I went to a small community called York, Nebraska, a town of about ten
thousand. A nice town, nice students, nice parents.. .everybody knew everybody.
But even in a small high school they had their cliques, and you had the rich kids
and then the not so rich kids, and you had the athletes, the boys’ group, and then
you had the outside group. But it was much closer there. No one really was
absolutely excluded from groups, because it wasn’t very large. I forget what the
enrollment was. But it was a nice school building. They had the mixture of some
young faculty and very old faculty. I think the students at that school got a very
good education. I was more familiar with the English faculty... No, that’s not
really true. I was familiar with everybody, but the people that I knew who taught
the sciences, who taught art, who taught English were very good, and I think the
students worked very hard.
JG: Those two years gave you certainly sympathy toward the kinds of things that high
school teachers have to face.
RK: Well, yes and no. Trying to compare the high school between 1950 and 1952 in a
fairly nice small farming community about fifty miles almost straight west of
Lincoln—Lincoln was the big city, and Omaha was a metropolis, of course—to
today’s school, especially inner-city urban schools, you just didn’t have the kind
of problems there. The talk of the school for years was that some student, who
was kind of a bully and roughneck, challenged a teacher. They stepped out the
door and the student took a swing at him, and the teacher did not hit the student
but took the student under control. That was the big event for years after that. So
it really was quite a different school.
KULLY 5
JG: What then turned your attention to [University of] Oregon?
RK: I had decided to get a credential when I was in college, because I got calls from
both the local high school, where I had debated as a high school student, and at
the local Catholic school, because the Catholic school in town wanted to start a
debate program. So I assisted, just because I enjoyed it, the high school debate
coach, because I knew him and he was my old coach. Then I worked with the
priest from the local Catholic high school. I enjoyed both of them very much, and
I got to be really quite good friends with the priest. That’s when I decided I
would get a credential. And my real question was: Did I really want to go into
law school, or did I want to stay in teaching? After two years at the high school,
my family, especially my mother, encouraged me to make a decision to either go
to law school, or if I was going to stay in teaching, not to stay in high school
teaching.
I decided I wanted to stay in teaching, and so I wrote to the University of
Oregon...I knew some faculty names there. Also, I went to the University of
Nebraska for an interview. I just didn’t feel comfortable with the people that I
met there. But the letters and the encouragement I got from Oregon were very
strong, and I’d never been to Oregon. It had a nice ring to it. I had a friend that
had gone there—not in communication or speech, in another area—and really
liked it. So they offered me a teaching assistantship to help coach the debate
team, and I decided to go there. I went the first summer, and the following
summer I finished my master’s. So I was there a year and two summers. They
did not have a Ph.D. in speech at that time, but you could get an Ed.D. in speech
communications.
I was really dragging my feet finishing the thesis. My advisor, Robert
Clark, who was then a speech professor, quite well-know nationally, and also the
associate dean of the college that the department was in, knew I was doing it. I
loved being in Oregon, I loved the school, I enjoyed the area around there very
much, it was beautiful. A lady I was seeing had been runner-up to Miss Oregon
the year before she came to Oregon, and I had a lot of friends there. There was a
fraternity that a lot of my friends belonged to, Sigma Alpha Mu. It was at that
time a predominately Jewish fraternity, and so I was just going to live in the
house. I mean I was just going to live with them, but they said, “Why don’t you
join?” So I did, and immediately got a houseful of, quote, “brothers.” So I had a
lot of friends, and really did enjoy it. At the national convention of the Speech
Communication Association, which is held in December, my advisor, quite
without my knowledge or permission, talked to a number of his friends about my
going on for a Ph.D. When he came back he told me, “Here are your choices.
You write to each of them and we’ll see what you get.” The choices were Iowa,
Illinois, and Washington University, which had very good programs, and one or
two others—four or five schools. So I wrote them, and I got assistantships offers
from all of them. The schools that had the strongest speech programs in the
KULLY 6
country at that time were Iowa and Illinois, and the response I got from Illinois
was much more supportive than from Iowa, so I went to Illinois.
JG: You did your master’s thesis on George Norris.
RK: Yes.
JG: You analyzed his rhetoric and his style.
RK: Yeah, at a very specific time. That had to do with the League of Nations.
JG: Right. So George Norris was, or course, another Nebraska senator.
RK: Oh yes, that was one of the reasons I got interested in it. Someone else had done
a master’s thesis on him, but in a completely different area, and I didn’t think it
was very good, almost a puff piece. Norris’s opposition to the League of Nations
had always interested me, even when I was in high school. I can remember
Norris coming to Hastings and speaking when he was running for reelection. I
was very young, but I still remembered it. And he was very popular. You know,
he switched parties, became an Independent later. I think I was in college when
he was defeated, and that was just a shock to a lot of people. But he’d been in
Congress a long time. At Oregon, speech was my major field, but I took a minor
in political science and studied with some really outstanding people. I don’t know
if you know the name William Appleman Williams.
JG: Oh, sure.
RK: He was an historian rather than a political scientist, but I worked with him, took
courses from him, and he was at that time working in some areas of importance to
me. He was beyond working on Russian-American relations. He was interested
in the League of Nations period and collecting a lot of information. He invited
me to go through all the papers that he collected in his office.
JG: Oh, that was very lucky.
RK: So, all of this together, the political science background and the speech
background, being a Nebraskan, having heard Norris, and having the opportunity
to be able to write directly to people still living, many from Hastings, who had
been ver
Identity commitment in the context of psychosis: a grounded theory study
Get PDFIn the context of psychosis, persons encounter problems in self-experience and in the ‘social predicament’ posed by psychiatric diagnosis and unwanted identities. This means they are concerned with self-viability: with how to ‘get
along with themselves’. The aim of this study was to develop a grounded theory of how persons deal with this concern of self-viability. Using the ‘classical version’ of grounded theory methodology, data were collected through interviews with eighteen persons with experience of psychosis and psychiatric treatment as well as through examination of eleven autobiographies authored by persons who also had first-hand experience of psychosis. Data were collected and analysed according to established grounded theory research procedures of open and selective coding, memo-writing, and theoretical sampling.
The essential theoretical discovery associated with this study is that identity commitment is fundamental to how persons deal with their concern for selfviability in the context of psychosis. This refers to a pattern of self-relation in which persons commit to and are committed by their self-conceptions. There are three modes of identity commitment. The first is keeping true (to) selfconceptions in which persons keep true to, and reproduce truths of, themselves. The second is struggling through with Me’s where persons endeavour to sustain or retrieve identities that are threatened or lost. And the third mode of identity commitment is engaging to identities that incorporates finding things in common with new identities and implication in binding self-attachments.
These patterns of truth-keeping, struggle and engagement can inform distinctive understandings of a range of issues in the context of psychosis. Resistance to psychiatric identification, entrapment by unwanted identities, ‘downward’ and ‘upward’ acceptance are particular examples of issues that identity commitment can elucidate. Furthermore, this concept merits further inquiry in the
substantive area of psychosis as well as wider fields
‘Cool’ but ‘nerve-wracking’? An exploration of language learners’ motivational perspectives on speaking in an English secondary school. 2 volumes
No full textThis study has explored the motivational problem of speaking among language learners in an English secondary school. It set out from the premise that learners’ speaking is an important aspect of language learning but it is beset by a series of motivational difficulties, including lack of knowledge of oral progress, lack of awareness of how to improve, lack of confidence in speaking and an inability to say what they want to say. There has been little research into motivation in specific language skills among learners in UK schools despite evidence that speaking is associated with low levels of achievement. This study has sought to shed some light on this difficult aspect of language learning from the students’ perspectives.The study was conducted in a large, mixed comprehensive school in South East England in 2006-2007 and involved qualitative case studies of classes of students aged 11 to 14. Information was elicited by means of questionnaires, diaries and interviews. Performance data on students was also obtained from teachers (pseudonyms are used throughout when referring to the school, the teachers and the students). Although the study is small-scale, a series of key themes emerged from the data, which could help to inform developments in language teaching, research and policy. The findings of the study suggest that speaking is affected by a series of complex individual and social motivational variables that are not well understood but are, nonetheless, a source of tension for some learners
The Nature of the Relationships between Social Networks, Interpersonal Trust, Management Support, and Knowledge Sharing
No full textPurpose – Past research has shown that, by implementing knowledge sharing, an organisation can maintain its long-term competitive advantage. Hence, this research will explore the nature of the relationships between social networks, interpersonal trust, management support, and knowledge sharing.
Methodology/approach – In order to achieve the above purpose, semi-structured interviews were used to gather qualitative data. Interviewee participants included top and middle managers and frontline employees. The total number of participants included in the research was 25, equally representing five companies. The core business of all the companies was large-scale manufacturing. A grounded theory approach was used to analyse the data, augmented by the computer-assisted qualitative data analysis software, Nvivo.
Findings – The results reveal that social networks facilitate knowledge sharing in diverse ways. These ways are: the use of multiple communication styles, brainstorming and problem solving, learning and teaching, training, employee rotation, and consultation. In addition, the data from the interviews suggests that, through various factors, the level of interpersonal trust, influences the extent to which employees are willing to share knowledge. These factors are organisational, relational, and individual factors. Furthermore, this study shows that both middle and top managers can play significant roles in facilitating knowledge sharing between employees. These roles are: encouragement of participation in decision-making, provision of recognition, breaking down of barriers, building up of teams, providing training or assigning others to do training, encouragement of training, communication, learning, putting knowledge into practice in the form of processes, and movement of employees.
Research contributions – Six models were developed from the qualitative analysis of the field data. The brainstorming and problem solving model identifies various steps for brainstorming and problem solving which influence social networks and knowledge sharing. The model of learning and teaching explains how social networks can be built based on the receivers’ levels of knowledge, namely, the novice, competent, expert, and proficient levels. The model of factors influencing social networks and knowledge sharing illustrates various factors. These are: using multiple communication strategies, brainstorming and problem solving, learning and teaching, training, employee rotation, and consultation. The model of factors influencing interpersonal trust describes three factors for achieving such trust: organisational, relational, and individual factors. This model also elaborates on three factors that negatively influence interpersonal trust. These are division between departments, team conflict, and a sense of vulnerability.
The model of the role of management teams in encouraging participation in decision-making elaborates on levels of decision-making among employees and the way in which knowledge flows between top and middle management and frontline employees. The integrative model deciphers the relationships between social networks, interpersonal trust, management support, openness, and knowledge sharing. In addition, the relationships between each area of emphasis and knowledge sharing are included in the model. Based on this model, a survey questionnaire was developed.
These models provide new insights into the relationships between social networks, interpersonal trust, management support, and knowledge sharing. By applying these models to appropriate field situations, both practitioners and academics may be able to improve current practices relating to how knowledge is shared and evolves within organisations
[WFAA News Clips and B-roll, ca. March 16-19, 1970]
No full text0:00 - Brief shot of a black and white photograph of a man (Silent). 0:06 - (March 16, 1970) The body of Viola Welch (Mrs. Everett E. Welch), a murder victim discovered by her husband, is removed from her home at 4146 Opal Avenue in the Lisbon area of Oak Cliff by Dudley M. Hughes ambulance attendants; footage includes a quick shot of a Dallas police car parked at the scene (Silent). 0:38, 3:58 - A man discusses two Fort Worth floodway projects: the West Fork Floodway Project and the Clear Fork Floodway Project, which concern forks of the Trinity River which meet in downtown Fort Worth; these two projects will control flooding problems which have ravaged parts of Fort Worth, carrying the water through the city to a point east of Riverside Drive; silent footage shows these Trinity River tributaries from various angles. 1:32 - A man presents a report in a council chamber to a small group of men seated in the audience, some of whom are seen taking notes (Silent). 2:40, 5:03 - A man says that neither churches nor God is dead, but that there are several people who are in a crisis of faith and a crisis of morale, and that the church is challenged to meet their concerns; he also says that the aim of Christian unity in our times is to give the church cohesion and unity to become more effective in witness and service in the world; also, silent footage of the interviewee and interviewer; Carl Mayo reporting. 3:28 - (March 16, 1970) Two separate bomb threats were called in to Dallas police with anonymous callers saying bombs were in the United Bankers Life building at 3200 Maple Avenue and in the new Federal Building in downtown Dallas (currently under construction); Dallas police investigate both buildings but find nothing; construction workers in hard hats look on; these bomb threats were the latest in a string of 7 such threats in 4 days (Silent). 4:57 - (March 16, 1970) Brief close-up of 18-year-old Felipe Orta who has been charged with the November, 1969 murder of highway patrolman Travis Locker in Waxahachie; an Ellis County judge has just transferred the trial to Dallas County after the failure to seat an impartial jury in Waxahachie (Silent). 5:22 - (March 17, 1970) The Dallas Community Action (DCA) board meets at the Samuell-Grand Recreation Center to consider whether to accept the executive board’s decision to comply “in principle” with the city-county investigation committee’s recommendation to give the city and county more control on staffing and administration issues at the War on Poverty office (the board ultimately rejected the recommendation); board president Charles Galvin is seen listening as Bennett Miller, acting director of the War on Poverty agency, speaks at a microphone; members of the public are seen voicing their concerns on the issue; Dallas Councilman Jesse Price is seen sitting in the audience (Silent). 6:58 - (March 17, 1970) John C. Montgomery, special assistant to the Secretary of the Department of Health, Education, and Welfare (HEW), talks about the working poor, family-assistance programs, and welfare reform, all of which are under consideration by the U.S. House Ways and Means Committee; also, silent footage of the press conference; Montgomery is in Dallas to attend a meeting at the Adolphus Hotel of welfare administrators from five states; Tommy Ayres reporting. 9;26 - Brief shot of a hockey match (Silent). 9:31 - Dr. Marvin Bell (on the right), a Dallas pathologist, has donated over $20,000 worth of medical equipment to the Baptist General Convention of Texas (BGCT) to be used in their River Ministry along the Rio Grande; with Dr. Bell is Dr. Milford O. Rouse, former president of the American Medical Association (AMA); the men are seen standing outside the Baptist Building (604 N. Akard and 703 N. Ervay) in downtown Dallas, home of the Texas Baptist Convention (Silent). 10:09 - A town hall meeting (Silent). 10:20 - Elmin K. Howell, coordinator of the River Ministry sponsored by the Baptist General Convention of Texas, explains that the River Ministry has been formed to send medical personnel, aid, and equipment to areas along the Rio Grande (including the remote Big Bend area in Far West Texas) to serve Mexican-American communities on the Texas side of the US-Mexico border. 11:39 - (March 17, 1970) Demonstration of a bulletproof vest conducted at the firing range of the Fort Worth Police Academy; a man is seen aiming at and shooting a dummy wearing a vest and cap; observing are a crowd of reporters and law enforcement personnel, including members of the Fort Worth Police Department traffic division and Tarrant County Sheriff’s Department, with close-ups of their shoulder patches; also seen is a display of various protective equipment, including lightweight fiberglass body armor and bulletproof clipboards (which double as shields for traffic officers); the vests and clipboards (and other equipment) is manufactured by Skyline Industries, Inc. of Fort Worth. 13:05, 15:33, 19:46 - (March 18, 1970) Henry G. Wrigge, Dallas postmaster, talks about the current postal strike in New York, which has resulted in an embargo of outgoing mail from Dallas (and other cities) to New York; Wrigge says this unprecedented action by postal employees is against the law and he feels sure that striking employees will be punished; he is asked about a possible sympathy strike in Houston and whether there might be a similar action in Dallas; Wrigge says that if Houston workers do go on strike, it will mean that outgoing mail to Houston will also be embargoed; he says that striking is unlawful among the ranks of U.S. Postal Service employees – that they sign a pledge that they will not strike, with penalties ranging from fines, to loss of job, to imprisonment; he goes on to describe the parameters of the New York embargo. 14:39 - A town hall meeting (Silent). 15:06, 18:00 - (March 18, 1970) An interview with film critic Judith Crist on young people and movies – how the intelligence of young people is underestimated by Hollywood, which results in genre pictures like “bikini beach movies,” “motorcycle movies,” and “activist movies” which she feels are not at all representative of the typical young person; Crist is in Fort Worth to lecture on “Movie Censorship” at Tarrant County Junior College (Silent). 15:28 - Brief shot of an unidentified man (Silent). 16:34 - C. M. Schanche, FAA's deputy assistant chief of the Southwest region, and another man discuss aircraft flight safety, including extending runways, creating runway “corridors,” and designing “terminal control areas” at Love Field airport in Dallas. 19:14 - (March 18, 1970) A large ornamental capstone in the shape of a princess phone receiver is hoisted to the top of the Southwestern Bell Telephone Co.’s long-distance building at Bryan and Haskell in Dallas, celebrating the end of construction which added 13 floors to the building originally built in 1928 (Silent). 20:31 - (March 18, 1970) Dallas Councilman Jesse Price says that the decision by the Dallas Community Action (DCA) group to decline to accept all of the city-county conditions regarding the War on Poverty office is “suicide” for the DCA; Price encourages Dallasites to continue sending in petitions to oust War on Poverty employees Ruth Jefferson and Ed Polk. 21:03 - (March 18, 1970) The body of 71-year-old Bennie Moore is removed from his home at 1121 E. Annie in Fort Worth, the victim of a shooting and robbery (Silent). 21:10 - (March 19, 1970) Dallas Superintendent Dr. Nolan Estes responds to a report by the Dallas Crime Commission which shows that 18-19 percent of Hillcrest High School students use drugs; he says that the drug abuse problem at Hillcrest does not appear to be any worse than several other high schools in the Dallas school district. 21:43 - (March 19, 1970) An investigation of child abuse of residents at the Dallas County Children's Emergency Shelter off Harry Hines Boulevard finds that children have been regularly beaten and threatened and that supervisors who have attempted to report the case to the state welfare office have been dismissed or transferred and that their photographic evidence of children with bruises has been confiscated; interviewed are child welfare caseworker John Perry, who describes the abuse, and attorney Josh Taylor, who helped write the state’s child abuse laws and represents shelter supervisors; Tommy Ayres reporting. 25:16 - (March 19, 1970) An anti-draft demonstration in downtown Dallas is held at Ferris Plaza (Young and Houston streets); James E. Bristol, national coordinator for the National Council to Repeal the Draft and a Lutheran pastor, speaks to a small crowd of protesters), some holding antiwar signs; the group walks to and enters the Wholesale Merchants Building (912 Commerce) which houses the Dallas Selective Service office – one of the marchers is Stoney Burns, publisher of the counterculture newspaper Dallas Notes, several copies of which he carries; one young man, Dean DuMont, burns his draft card as the encouraging crowd chants “Peace now!”; a woman is asked whether this draft protest has had any effect on regular activity at the draft board offices – she says “business is going on as usual”; shots show the Hotel Dallas (formerly the Jefferson Hotel), Union Station, and the Dallas Morning News building; Dallas was one of several Texas cities participating in the day’s anti-draft protests. 27:23 - (March 19, 1970) Dallas County commissioners want to withdraw county support from the War on Poverty committee, but as they do not have a full court in session, Commissioner Mel Price makes a motion to withdraw support, buy waiting for a final ruling when all five commissioners are present; City Councilman Jesse Price, it is reported, was present at the Commissioners meeting and is said to have encouraged Dallas residents to look at the kind of people who are involved with both the War on Poverty and SNCC (Student Nonviolent Coordinating Committee). Teel Salaun reporting. 28:47 - Dallas police investigate at the Highland Hills Food Store (3500 Simpson Stuart Rd.), owned by Grady Summerall (Silent). 29:09 - (March 19, 1970) Dallas school board candidate Don Mathes says that he sees little difference in the Committee for Good Schools (CGS) and the League for Educational Advancement in Dallas (LEAD), citizen groups which endorse political candidates and work to change school policy; Mathes has just been endorsed by a new group, Parents Aligned for Local Schools (PALS). 29:50 - Alex Haley, author of “The Autobiography of Malcolm X,” discusses the history and heritage of African Americans in the United States; he says that slavery has robbed black people of their history, culture, and sense of self: “As horrible as was the physical side of slavery, the psychic part of it even was worse in terms of its legacies”; Haley – who was in the midst of writing his book “Roots” – was in the Dallas area to appear at North Texas State University (NTSU) in Denton to present the lecture “What the Negro Must Do For Himself” Jerry Taff reporting
Weighting and valuing quality-adjusted life-years using stated preference methods: Preliminary results from the social value of a QALY project
Get PDFObjectives: To identify characteristics of beneficiaries of health care over which relative weights should be derived and to estimate relative weights to be attached to health gains according to characteristics of recipients of these gains (relativities study); and to assess the feasibility of estimating a willingness-topay (WTP)-based value of a quality-adjusted life-year (QALY) (valuation study). Design: Two interview-based surveys were administered - one (for the relativities study) to a nationally representative sample of the population in England and the other (for the valuation study) to a smaller convenience sample. Setting: The two surveys were administered by the National Centre for Social Research (NatCen) in respondents' homes. Participants: 587 members of the public were interviewed for the relativities study and 409 for the valuation study. Methods: In the relativities study, in-depth qualitative work and considerations of policy relevance resulted in the identification of age and severity of illness as relevant characteristics. Scenarios reflecting these, along with additional components reflecting gains in QALYs, were presented to respondents in a series of pairwise choices using two types of question: discrete choice and matching. These questions were part of a longer questionnaire (including attitudinal and sociodemographic questions), which was administered face to face using a computer-assisted personal interview. In the valuation study, respondents were asked about their WTP to avoid/prevent different durations of headache or stomach illness and to value these states on a scale (death = 0; full health = 1) using standard gamble (SG) questions. Results: Discrete choice results showed that age and severity variables did not have a strong impact on respondents' choices over and above the health (QALY) gains presented. In contrast, matching showed age and severity impacts to be strong: depending on method of aggregation, gains to some groups were weighted three to four times more highly than gains to others. Results from the WTP and SG questions were combined in different ways to arrive at values of a QALY. These vary from values which are in the vicinity of the current National Institute for Health and Clinical Excellence (NICE) threshold to extremely high values. Conclusions: With respect to relative weights, more research is required to explore methodological differences with respect to age and severity weighting. On valuation, there are particular issues concerning the extent to which 'noise' and 'error' in people's responses might generate extreme and unreliable figures. Methods of aggregation and measures of central tendency were issues in both weighting and valuation procedures and require further exploration
Splitting hairs : a sociological approach to educational knowledge
No full textBibliography: p. 189-214.This thesis represents a series of investigations into the sociological study of symbolic forms. It seeks to address the question as to whether, in the informational or knowledge society of late modernity, all symbolic forms are necessarily isomorphic, or whether they will correspond with the new form of the division of labour and will therefore differ in form and social distribution. The symbolic forms examined here are those integrally involved in the production and reproduction of educational knowledge, that is, the curriculum, pedagogy, and educational research for policy. In each of the chapters of the thesis a debate is staged between the former and the latter position, and each chapter attempts to show that the former position, in order to make the argument, collapses certain distinctions which I argue are not only essential to make, but more importantly, whose collapse will have unfortunate and sometimes pernicious effects especially for learners of the working class. This thesis is thus a series of explorations into the need for certain distinctions, into the nature of symbolic distinction; that is, into the nature and need of the boundary
