Innovation in family firms is still a controversial issue within the academic community and poses some unique challenges for family business owners and managers. This special issue on innovation in family firms results from the cooperation of both academic and business guest editors, in a pioneering initiative that is not usual in academic journals. Indeed, a key feature of this Special Issue has been the collaboration with two family business leaders, who have been involved in the editorial process together with the academics. The two business editors that we involved are Antonio Gallardo, Vicepresident of Almirall and former director of FBN-Family Business Network, and Ignacio Osborne, CEO of the Osborne Group and Chairman of the Spanish Family Firm Institute. In order to introduce the six papers that make up this special issue on innovation in family firms, we as academic editors are pleased to include some comments from the business editors that emerged during our interactions with the aim to make a step forward toward bridging the gap between research and practice on family business innovation, acknowledging the different perspectives and approaches adopted by academics and practitioners. As the business editor Mr. Osborne points: "Innovation issues in family firms are nowadays more important than ever, due to the rapid developments that are occurring in the business world and its corresponding technologies". Despite being a topic analyzed by a number of authors over time (Feranita, Kotlar and De Massis, 2017; Aparicio, Iturralde and Sánchez-Famoso, 2020 in this issue; Chrisman, Chua, De Massis, Frattini and Wright, 2015), the study of innovation in family business still requires a greater volume of research to provide answers to the needs of family businesses. The distinctive nature of family firms results in a complex influence on the innovation process (De Massis, Frattini and Lichtenthaler, 2013), which is reflected in mixed research findings. For instance, the conclusions of the published research offer sometimes contradictory results, since family businesses can be considered innovative (Aronoff, 1998; Craig and Moores, 2006) or conservative (Sharma, Chrisman, y Chua, 1997; Zahra, Hayton y Salvato, 2004; Gómez-Mejía et al., 2007), with several studies that can support whatever of the two options. Family businesses present a number of characteristics that, a priori, seem to favor innovation, such as long-term orientation (Tagiuri and Davis, 1996; Ward and Aronoff, 1994), the desire for continuity through the following generations (Miroshnychenko et al., 2020; Gallo, 1995), patient capital (De Massis, Audretsch, Uhlaner and Kammerlander, 2018; Sirmon and Hitt, 2003), and the long tenure of their main leaders (Lorenzo, 2020). The replacement of the prior generation by the next generation implies the access of younger people to the leadership of the company, who also often present a greater level of qualification (De Massis et al., 2008; Cabrera-Suárez, 2011). Young and qualified leaders would provide a new momentum to the firm, by means of the renewal of the firm (Núñez-Cacho and Lorenzo, 2020). Likewise, the successors receive an important legacy by means of the values of the family business (Erdogan et al., 2020), such as effort, perseverance, austerity, excellence, long-term orientation and entrepreneurial spirit, as basic foundations of their way of understanding business activity (Bermejo, 2008). Accordingly, the new generation managers could be in the best conditions to reinvent the company, since they know the business from within and they also provide the new vision of a person with a working life ahead. Another factor that favors the renewal impulse of the next generation is the familial support to carry out a prolonged tenure over time, which will not be as conditioned by short-term results as in other types of companies, by the so-called patient capital (Sirmon and Hitt, 2003) of the family business (Lorenzo, 2020). But, even if these ideal conditions are met in a specific family firm, it is not guaranteed that the company realizes the innovation it needs. Therefore, it is needed to shed more light about the determinants and conditions for innovation. The editors of this special issue selected a number of papers to reflect the state-of-the-art on this topic, indicating some of the most promising research lines on innovation. According to the business editor Mr. Gallardo, "A very important aspect emerging from this special issue is that the papers published in it reveal that external contributions to the internal know-how of the family and the business are often vital to help produce the changes needed by a family firm for innovation to take place". Innovation in the family business has been a phenomenon of great interest to researchers, especially in the last decade. This is highlighted in the article that opens this special issue by presenting a complete bibliometric review of the literature on innovation in family businesses. Generally, researchers have noted that the influence of the family is the factor that makes this type of businesses different from the other ones (Habbershon and Williams, 1999; Lorenzo and Núñez-Cacho, 2012). However, in order to conclude that this is really true, it is necessary to identify the nature of these differences and determine how and why they affect the innovative behavior of the family business. The paper Innovation on family businesses: A holistic bibliometric(Aparicio, Iturralde and Sánchez-Famoso, 2020) offers an overview of the research field through an analysis of 207 articles that were published between 1994 and 2017. The authors complement other recent reviews such as those by Feranita, Kotlar and De Massis (2017) and Calabrò, Vecchiarini, Gast, Campopiano, De Massis and Kraus (2019), and reflect about the take-off of research on innovation that takes place since 2009. In the study two differentiated periods are highlighted: An initial one that covers the years 1994 to 2009, and one of expansion from 2010 to 2017. In addition, they identify the most influential journals, the most referenced articles, the most productive scholars -namely, De Massis, Frattini, Craig, Chrisman, Fang, Kotlar and Nordqvist appear as the most productive and referenced ones- and the main lines of research developed, providing a clear and synthetic map of innovation research in family businesses today. This paper approaches innovation from a more theoretical perspective, and also presents the lines of research that are currently being developed. These lines include the internal factors of the family business and its influence on innovation, as well as external factors, among others advances in research in the subject. The paper An Analysis of Open Innovation Determinants: The Case Study of Singapore based Family owned Enterprises, by Koh, Kong and Timperio (2020, this issue) analyzes the drivers of open innovation by studying cases of family businesses in Singapore. The authors highlight the external determinants and catalysts of innovation projects, such as family and business culture, access to external funds, government support for initiatives, market dynamics and partnership between companies. In addition to these six external determinants, there are two other factors that have a great influence on open innovation. First, family capital, which is the main source of financing for innovative initiatives. Second, a strong external network, supported by Singapore's legal and regulatory framework that fosters innovation, promotes the development of an enabling business environment so that the spirit of innovation can truly thrive. Most of the surveyed companies' managers mentioned process innovation as the most critical aspect, and also organizational innovation. Process innovation is considered superior by the companies included in the sample due to their capabilities to drive product innovation, marketing and organizational structure (and people). Organizational innovation is also considered of utmost importance, due to the need to adopt technologies such as digitalization, robotics or automation, which require an adequate organizational structure. Some ideas from the surveyed managers highlight these statements, like: "The correct processes create the necessary conditions to shape the products, as well as the marketing and organization structures," as well as "Having cutting-edge processes underway is a key differentiator." This study also reflects the need to establish new financing mechanisms adapted to the peculiarities of innovation processes. External capital injection and stimulus policies are necessary, although not sufficient, since they must be combined with the determinants of the internal functioning of family businesses. The relevance of the external network is also highlighted in the paper Collaborative innovation in the family SME: conceptualization, goals, and success factors, by Arzubiaga, Maseda, Uribarri and Palma Ruiz (2020, this issue), which analyzes the strategy of collaborative innovation that seeks the creation of knowledge, new product designs and Improving the efficiency of the production process. Among the conditions of collaborative innovation, four groups stand out: The composition of the management team (in terms of family members percentage and number of generations involved in management), abilities (cognitive factors, absorption capacity and trajectory in innovation), attitudes, and legacy preservation, (referring to socio-emotional wealth and internal behavior). These factors of small and medium family businesses play a crucial role in the successful design and implementation of collaborative innovation. The main contributions of this paper can be summarized in the need for establish solid bases to deepen in the future the study of collaborative innovation. Moreover, a second contribution refers to the identification of the distinguishing characteristics of family SMEs. Arzubiaga, Maseda, Uribarri and Palma Ruiz (2020, this issue) also propose the analysis of the possible moderating effects of firm size and the sector to refine the impact of the variables in this model, looking to achieve excellence in collaborative innovation. As business reviewer, Mr. Osbornehave highlighted collaborative innovation as one of the relevant issues in order to reinforce the role of innovation in their companies. Absorptive capacity is another aspect of great interest to researchers. There are numerous factors that condition it, some of them are features of the family character that make the behavior of family businesses paradoxical (Kotlar et al. 2020). The paper titled A mediating model of innovative capacity between absorptive capacity and family business performanceby Hernández-Perlines, Ariza-Montes and Araya-Castillo (2020, this issue) addresses the issue about absorptive capacity. Absorptive capacity is related to the identification, assimilation and exploitation of new knowledge by the company. Those family businesses that have these capabilities improve their performance. In addition, this effect is enhanced by the innovative capacity of the company, which acts as a mediator between absorption capacity and the company's performance, reinforcing this relationship. Thus, family business managers should focus their efforts on providing their organizations with the necessary skills to absorb and exploit knowledge. This will be easier if the company has developed innovative capabilities. In this sense, the business editor Mr. Gallardo points that: "There is also the possibility of establishing an advisory council with external collaborators that serves as a contrast to the company's board, in which oftentimes the weight of the family is too decisive." The last two papers in this special issue address the role of family involvement in relation to innovation. Does too much love hinder innovation? Family involvement and firms' innovativeness in family-owned Small Medium Enterprises (SMEs), by Filippo Ferrari (2020, this issue) reflects on the role of family cohesion and its flexibility in the process of innovation, drawing upon the Olson Circumplex model (Olson, 2000) which is applied in a sample of Italian family businesses. The study indicates that unbalanced families show the lowest levels of innovation, although family cohesion and flexibility do not show a significant correlation with the overall level of organizational innovation. Flexibility shows a positive correlation with the process and behavioral innovation, which can be explained by the demand for new forms and organizational routines to deal with process innovation. Here the author suggests some human resources practices that promote flexibility, such as labor rotation (Ortega, 2001), or the development of a horizontal internal career (Ichniowsky et al. 1996, 1997, 1999). Families that lack cohesion show a negative correlation with strategic innovation and process innovation. Ferrari (2020, this issue) considers as disconnected family systems those in which family members are not cohesive and have little family loyalty. On the other hand, innovation in processes is encouraged with new ideas through contributions in terms of new ways of doing things. According to the authors, the Olson Circumplex model (Olson, 2000) offers a framework that can diagnose the extent to which family systems are balanced and how the effects of balanced or unbalanced family dynamics can affect the family business (Daspit et al. 2018). Business reviewers were especially interested on the conclusions of this paper, and also pointed that it would be necessary more research on that kind of negative influences stemmed from lack of cohesion within the business family. Entrepreneurial orientation and product innovation: The moderating role of family involvement in management, by Fredyma, Ruiz Palomo and Diéguez (2020, this issue) addresses a classic concept closely linked to the study of innovation such as entrepreneurial orientation. The relationships between this variable and product innovation, incremental innovation and radical innovation are examined. The influence of family performance on the company is also analyzed. In their conclusions, Fredyma, Ruiz Palomo and Diéguez (2020, this issue) point out that family involvement weakens the positive effect of entrepreneurial orientation in product innovation, especially in case of radical innovation. Therefore, the family business must be aware of these weaknesses to correct them, professionalizing with non-family managers and including their participation in innovation decisions. This conclusion is stressed by both business editors, Mr. Osborne and Mr. Gallardo, who point out that: "Having a network of external collaborators, some of them generalists and others specialized in specific problems, is nowadays practically indispensable." Finally, the academic editors sincerely appreciate the contributions of two prominent Spanish businessmen, who have contributed to enrich this special issue with a business perspective, which helps to overcome the division that is sometimes perceived between the academic world and the business one. Both Antonio Gallardo and Ignacio Osborne represent the entrepreneurial vision that they have been able to maintain in their families and in their companies for generations. We all know how challenging it is for a family business to be entrepreneurial across generations (e.g., De Massis, Eddleston and Rovelli, 2020). Last but now least, we want to express our gratitude to the editor of the European Journal of Family Business, Professor Vanesa Guzmán for her collaboration and contributions. The Osborne Group, founded in 1772, is one of the oldest family businesses in Europe. The group evolved from the original business of raising and exporting wines from Jerez to a wider food and beverage group which includes quality wines from various Spanish designations of origin, premium spirits, and products derived from Iberian pork, with a growing international acceptance, entering markets as demanding as China. Ignacio Osborne, a member of the sixth family generation, is the current president of the company since 2017, after 21 years as CEO. The company has been especially innovative in marketing, creating the symbol of the bull in the 50s, which has become a symbol that identifies the Spanish, transcending its initial origin as a reference for the winery. Almirall is a pharmaceutical company founded in 1943. It is currently run by the second generation, which are giving way to the third. Although innovation is an essential requirement to compete in pharmaceutics, Almirall has managed to develop some well-known products in Spain, as Almax and Cleboril, becoming one of most innovative companies in the industry. Antonio Gallardo is honorary vice president of his company, which he chaired for 26 years. In addition, he was also president of the Family Council and the Family Office, as well as a member of the Executive Committee of the Family Business Network and vice president of the Family Business Institute.
Purpose Tourism is one of the fastest growing global industries and plays a significant role in national and local economies. Global climate change, as well as sustainable development, especially from the point of view of research of beliefs and attitudes on climate change, is the current area of research by only a small number of scientists around the world, even though an expert group gathered at the Intergovernmental Panel on Climate Change in the middle of the second decade of the 20th century has confirmed "with almost complete assurance that human activities are the dominant cause of global warming, leading to multiple manifestations of climate change". and thus climate change is only the subject of academic research. Taking into account all other environmental problems, climate change has become the biggest challenge and threat to the survival of human civilization, with many consequences and a very wide influence on virtually every aspect of human life, and undoubtedly on tourism as an activity. Between tourism and climate change there is a two-way relationship as tourism is largely dependent on the climate and is influenced by climate change that happens in real time. On the other hand it is estimated that tourism is responsible for at least 8 of global CO2 emissions. which is why great efforts are being made at the global and national level in order to mitigate the consequences of climate change and to plan and take measures to prevent further negative consequences that might be irreversible in the future. Tourism as a whole, especially transport related to arrivals and departures of tourists to destinations, and tourism accommodation per se, significantly contribute to global warming through greenhouse gas emissions and a significant carbon footprint of tourism. Given that the consequences of climate change lead, inter alia, to the increased risk of flooding and drought, melting glaciers, rising sea levels, loss of biodiversity, various human health threats and damage to all sectors of the economy, while at the same time having an extremely high contribution to tourism and the total gross domestic product (GDP) of national economies, any impact of climate change on tourism can have very important economic and development implications, especially in Croatia where tourism is the backbone of the economy. Starting from the assumption of a two-way relationship between climate change and tourism, as well as the importance of knowing the beliefs and attitudes of managers in entire tourist accommodation industry as key persons in tourism management as decision-makers and key actors in implementation of environmental protection and implementation of development and business policies in the area of sustainable development which is inseparable from climate change impacts, the main objective of the research would be to examine and analyze the beliefs and attitudes about climate change and the interinfluence of climate change and tourist accommodation and climate changes as the determinants of tourism offer, as well as the differences between managers in different tourist accommodation facilities. From the aforementioned, it is also the subject of scientific research that deals with analyzing, elaborating, researching and consistently determining the relevant features of tourist accommodation management beliefs and attitudes between climate change and tourism influence, as well as climate changes as the determinants of tourist offer. Purpose Knowledge of managers' attitudes and beliefs is extremely important in order to anticipate, plan and direct the use of mitigation measures and the prevention of negative impacts of climate change and the tourist accommodation industry, so that all subjects directly or indirectly linked to tourism can adapt in a suitable way to the new situation and minimize as far as possible the more negative consequences of climate change. The scientific problem or the subject of this scientific research is related to three primary objects of scientific research that are linked to a logical entity: climate change, tourism and design of tourist offer in the Republic of Croatia, attitudes and beliefs of managers about the impact of climate change and tourism in Croatia, as well as on climate changes as the determinants of tourist offer. In addition to the main goal, the research has also focused on several auxiliary/specific objectives that sought to determine whether certain characteristics of accommodation such as type of accommodation, type of guests, business orientation through wellness and SPA services, i.e. sports and fitness offer, accommodation locations in the coastal or continental counties, the seasonality of the business, as well as the possession of a clearly defined environmental policy, and an analysis of the influence of certain socio-demographic characteristics of respondents on the beliefs and attitudes of managers on climate change issues and the impact of climate change and tourist accommodation. Methodology The theoretical part of the doctoral thesis was based on the available scientific and professional literature results that were collected and analyzed using the historical method. Although limited by scope, the introductory part provides an overview showing the degree of development of this problem. Historical method illustrates the historical development and interrelationship of tourism and climate change with an emphasis on recent data on causes and proportions of climate events, scenarios of changes in the future, all in the context of tourism impact. The historical method analyzes collected data on the impact of climate change on individual destinations in Europe and the world, and predictions of future changes, as well as data on the attitudes of the general population, especially the stakeholders in tourism, about the impact of climate change and tourism. By studying related research, the abstraction and concretization methods extracted from the multitude of data are those relevant to the research. By the method of analysis and synthesis, a whole is studied by studying the components and by combining some elements of the research. In this scientific study a combination of scientific methods, such as inductive and deductive methods, was used, with logical, methodological and scientific empirical approaches to specific knowledge. The transition from individual and special characteristics to general characteristics was done by using generalization and specialization methods. Determining the legality of a court or claim was made by using evidence and denial methods. The comparative method was used to compare certain properties. Statistical methods in the area of descriptive statistics and difference statistics, and selected multivariate analysis methods (conformational factor analysis) were used to describe certain properties and their comparison. The survey was focused on 1084 facilities, representing the total population of all categorized facilities by type as hotels and aparthotels, then tourist resorts and tourist apartments as well as camps, and marinas in the Republic of Croatia covered by the latest available List of categorized facilities on 7 March 2019 officially issued by the Croatian Ministry of Tourism. For the purpose of determining the beliefs and attitudes on climate change and the interinfluence of climate change and tourist accommodation, a questionnaire originally designed for this research was used. Out of the total number of questionnaires submitted, 283 questionnaires had been duly completed, representing 26.1% of respondents, including 4.60% of the members of the Management Board or the Supervisory Body, 46.65% of the Directors or Heads of the Facility or members of the Operational Management, 19% quality managers and 33.56% of middle management staff. Data processing was performed using the Microsoft Excel spreadsheet software. Kolmogorov-Smirnov's test analyzed the distribution of continuous numerical values and according to to the obtained data corresponding non-parametric tests were applied. Categorical and nominal values are shown using corresponding frequencies and shares. Continuous values are shown using medians and interquartile ranges, and the differences between them are analyzed by Kruskal-Wallis's, that is post-hoc Mann-Whitney U test, and presented in Box and Whisker's plot in which shows median values, interquartile ranges, minimum and maximum values, and extreme values which differ from the medians by more than 1.5 interquartile ranges. Confirmatory factor analysis with Varimax rotation was performed in which matrix and factor saturation were calculated for three factors (cognitive, behavioral and emotional domain) and for each factor the coefficient of the internal consistency of Cronbach alpha was satisfactory (> 0.700). Findings After the statistical analysis of the collected results it can be concluded that the main hypothesis of the survey was confirmed that managers in tourist accommodation facilities have established beliefs and attitudes about climate change and the interinfluence of climate change and tourist accommodation. When comparing the three components that are constituents of attitudes in accordance with the theory of the threefold structure of the stand, it has been shown that in the managers the most powerful and positively oriented was the behavioral component, then the cognitive and finally equally positively oriented conative component. In the case of auxiliary hypotheses from the results obtained it can be concluded that all the auxiliary hypotheses of the research were confirmed. It has been established that there are significant differences in the attitudes of managers who manage different categories of tourist accommodation facilities for all 36 statements from the basic questionnaire according to which they expressed their degree of acceptance, i.e. their beliefs and attitudes. It was demonstrated that there is a statistically significant difference in all three components of the attitude about climate change and the interinfluence of climate change and tourist accommodation are of managers that manage different categories of tourist accommodation facilities. There have been significant differences in the attitudes of managers managing tourist accommodation facilities of different categorization or different number of awarded stars in all the statements for which they expressed their position in all three components of the attitude. There are significant differences in the attitude of managers who manage tourist accommodation facilities that have ecological facilities and a SPA/wellness offer, or fitness offer, in relation to managers in tourist accommodation facilities where there is no SPA/wellness offer or fitness content offers in all the statements for which they expressed their attitude in all three components of the attitude, except in the emotional component associated with the sense of fear experienced by the respondents when contemplating climate change, irrespective of the observed characteristic of the accommodation. There have been significant differences in the attitudes of managers who manage tourist accommodation facilities that are open year-round in relation to managers in tourist accommodation facilities that are seasonal, in most of the statements they expressedtheir attitude about in all three components of the attitude. Statistically significant differences were observed in 18 of the 22 statements in the cognitive component of the attitude, in 3 of the 6 statements related to the emotional component of the attitude, and in 5 of the 8 claims related to the behavioral component of the attitude. There are significant differences in beliefs and attitudes about climate change and the interinfluence of climate change and tourist accommodation, as well as about climate changes as determinants of the creating tourist offer between managers in tourist accommodation facilities given the type and manner of guest arrival or between managers in tourist accommodation facilities which are oriented towards accommodation of individual guests in relation to managers in tourist accommodation facilities that are family-oriented or oriented towards organized groups. The differences were observed in 11 of 22 staements in the cognitive component of the attitude, in 5 of the 6 statements in the emotional component of the attitude, and in 6 of the 8 statements in the behavioral component of the attitude. There have been significant differences between the attitudes of managers who manage tourist accommodation facilities who have and those who do not have a clearly defined environmental and quality policy or environmental protection policy contained in any of the valid quality certificates in all the staements they have expressed their attitude about, in all three components of the attitude, except in the emotional component associated with the sense of fear experienced by the respondents when contemplating climate change. There are significant differences in attitudes between managers in tourist accommodation facilities located in coastal or continental counties, in all three components all the statements except in the statement which claims that the national government should set national targets for increasing the use of renewable energy, such as wind energy or solar energy. There are significant differences between attitudes about climate change and the interinfluence of climate change and tourist accommodation as well as about climate changes as the determinants of creating tourism offer among managers whose sphere of responsibility is quality policy in relation to managers who are focused on strategic management or in relation to managers that are part of the ownership structure, as there are also significant differences in the beliefs and attitudes between managers at the middle management level compared to managers in top management positions. There have been significant differences in the beliefs and attitudes about climate change and the interinfluence of climate change and tourist accommodation, as well as about climate changes as the determinants of tourism offer, depending on certain sociodemographic characteristics of respondents, especially their gender, level of education, length of service in the tourism sector, membership in ecological NGOs or activism in ecological actions and initiatives. Consequently, the beliefs and attitudes of managers in the tourist industry are the function of various characteristics of the accommodation facility, where stronger proecological attitudes and higher levels of ecological awareness about climate change and the interinfluence of climate change and tourist accommodation, as well as climate changes as the determinants of tourism offer are shown by managers working in: in categorized tourist accommodation facilities of higher category (higher number of stars); categorized tourist accommodation facilities located in coastal counties; categorized tourist accommodation facilities that work all year round; categorized tourist accommodation facilities that have a strong orientation towards the SPA/wellness offer and amenities; categorized tourist accommodation facilities that have a clearly defined written quality policy and environmental protection and categorized tourist accommodation facilities aimed at organized groups and family guests who come for holiday. Also, stronger proecological attitudes and higher levels of ecological awareness of climate change and the interinfluence of climate change and tourist accommodation, as well as of climate changes as the determinants of creating tourist offer are shown by managers working in categorized tourist accommodation facilities in top management positions, by managers who have completed tertiary level of education, who are members of ecological NGOs and consider themselves activists, who are of female gender and those who have more years of work experience. Originality of the research The results of this paper provide a series of insights that may be relevant for the development of sustainable practices in the tourism sector and in particular hotel industry in general, as they contribute to understanding of the attitudes of key decision-makers and can provide the basis for predicting their behavior in relation to the application of environmental protection measures against the negative impact of tourism which is unambiguous.
Mención Internacional en el título de doctor ; Implantable Medical Devices (IMDs) are electronic devices implanted within the body to treat a medical condition, monitor the state or improve the functioning of some body part, or just to provide the patient with a capability that he did not possess before [86]. Current examples of IMDs include pacemakers and defibrillators to monitor and treat cardiac conditions; neurostimulators for deep brain stimulation in cases such as epilepsy or Parkinson; drug delivery systems in the form of infusion pumps; and a variety of biosensors to acquire and process different biosignals. Some of the newest IMDs have started to incorporate numerous communication and networking functions—usually known as "telemetry"—, as well as increasingly more sophisticated computing capabilities. This has provided implants with more intelligence and patients with more autonomy, as medical personnel can access data and reconfigure the implant remotely (i.e., without the patient being physically present in medical facilities). Apart from a significant cost reduction, telemetry and computing capabilities also allow healthcare providers to constantly monitor the patient's condition and to develop new diagnostic techniques based on an Intra Body Network (IBN) of medical devices [25, 26, 201]. Evolving from a mere electromechanical IMD to one with more advanced computing and communication capabilities has many benefits but also entails numerous security and privacy risks for the patient. The majority of such risks are relatively well known in classical computing scenarios, though in many respects their repercussions are far more critical in the case of implants. Attacks against an IMD can put at risk the safety of the patient who carries it, with fatal consequences in certain cases. Causing an intentional malfunction of an implant can lead to death and, as recognized by the U.S. Food and Drug Administration (FDA), such deliberate attacks could be far more difficult to detect than accidental ones [61]. Furthermore, these devices store and transmit very sensitive medical information that requires protection, as dictated by European (e.g., Directive 95/46/ECC) and U.S. (e.g., CFR 164.312) Directives [94, 204]. The wireless communication capabilities present in many modern IMDs are a major source of security risks, particularly while the patient is in open (i.e., non-medical) environments. To begin with, the implant becomes no longer "invisible", as its presence could be remotely detected [48]. Furthermore, it facilitates the access to transmitted data by eavesdroppers who simply listen to the (insecure) channel [83]. This could result in a major privacy breach, as IMDs store sensitive information such as vital signals, diagnosed conditions, therapies, and a variety of personal data (e.g., birth date, name, and other medically relevant identifiers). A vulnerable communication channel also makes it easier to attack the implant in ways similar to those used against more common computing devices [118, 129, 156], i.e., by forging, altering, or replying previously captured messages [82]. This could potentially allow an adversary to monitor and modify the implant without necessarily being close to the victim [164]. In this regard, the concerns of former U.S. vice-president Dick Cheney constitute an excellent example: he had his Implantable Cardioverter Defibrillator (ICD) replaced by another without WiFi capability [219]. While there are still no known real-world incidents, several attacks on IMDs have been successfully demonstrated in the lab [83, 133, 143]. These attacks have shown how an adversary can disable or reprogram therapies on an ICD with wireless connectivity, and even inducing a shock state to the patient [65]. Other attacks deplete the battery and render the device inoperative [91], which often implies that the patient must undergo a surgical procedure to have the IMD replaced. Moreover, in the case of cardiac implants, they have a switch that can be turned off merely by applying a magnetic field [149]. The existence of this mechanism is motivated by the need to shield ICDs to electromagnetic fields, for instance when the patient undergoes cardiac surgery using electrocautery devices [47]. However, this could be easily exploited by an attacker, since activating such a primitive mechanism does not require any kind of authentication. In order to prevent attacks, it is imperative that the new generation of IMDs will be equipped with strong mechanisms guaranteeing basic security properties such as confidentiality, integrity, and availability. For example, mutual authentication between the IMD and medical personnel is essential, as both parties must be confident that the other end is who claims to be. In the case of the IMD, only commands coming from authenticated parties should be considered, while medical personnel should not trust any message claiming to come from the IMD unless sufficient guarantees are given. Preserving the confidentiality of the information stored in and transmitted by the IMD is another mandatory aspect. The device must implement appropriate security policies that restrict what entities can reconfigure the IMD or get access to the information stored in it, ensuring that only authorized operations are executed. Similarly, security mechanisms have to be implemented to protect the content of messages exchanged through an insecure wireless channel. Integrity protection is equally important to ensure that information has not been modified in transit. For example, if the information sent by the implant to the Programmer is altered, the doctor might make a wrong decision. Conversely, if a command sent to the implant is forged, modified, or simply contains errors, its execution could result in a compromise of the patient's physical integrity. Technical security mechanisms should be incorporated in the design phase and complemented with appropriate legal and administrative measures. Current legislation is rather permissive in this regard, allowing the use of implants like ICDs that do not incorporate any security mechanisms. Regulatory authorities like the FDA in the U.S or the EMA (European Medicines Agency) in Europe should promote metrics and frameworks for assessing the security of IMDs. These assessments should be mandatory by law, requiring an adequate security level for an implant before approving its use. Moreover, both the security measures supported on each IMD and the security assessment results should be made public. Prudent engineering practices well known in the safety and security domains should be followed in the design of IMDs. If hardware errors are detected, it often entails a replacement of the implant, with the associated risks linked to a surgery. One of the main sources of failure when treating or monitoring a patient is precisely malfunctions of the device itself. These failures are known as "recalls" or "advisories", and it is estimated that they affect around 2.6% of patients carrying an implant. Furthermore, the software running on the device should strictly support the functionalities required to perform the medical and operational tasks for what it was designed, and no more [66, 134, 213]. In Chapter 1, we present a survey of security and privacy issues in IMDs, discuss the most relevant mechanisms proposed to address these challenges, and analyze their suitability, advantages, and main drawbacks. In Chapter 2, we show how the use of highly compressed electrocardiogram (ECG) signals (only 24 coefficients of Hadamard Transform) is enough to unequivocally identify individuals with a high performance (classification accuracy of 97% and with identification system errors in the order of 10−2). In Chapter 3 we introduce a new Continuous Authentication scheme that, contrarily to previous works in this area, considers ECG signals as continuous data streams. The proposed ECG-based CA system is intended for real-time applications and is able to offer an accuracy up to 96%, with an almost perfect system performance (kappa statistic > 80%). In Chapter 4, we propose a distance bounding protocol to manage access control of IMDs: ACIMD. ACIMD combines two features namely identity verification (authentication) and proximity verification (distance checking). The authentication mechanism we developed conforms to the ISO/IEC 9798-2 standard and is performed using the whole ECG signal of a device holder, which is hardly replicable by a distant attacker. We evaluate the performance of ACIMD using ECG signals of 199 individuals over 24 hours, considering three adversary strategies. Results show that an accuracy of 87.07% in authentication can be achieved. Finally, in Chapter 5 we extract some conclusions and summarize the published works (i.e., scientific journals with high impact factor and prestigious international conferences). ; Los Dispositivos Médicos Implantables (DMIs) son dispositivos electrónicos implantados dentro del cuerpo para tratar una enfermedad, controlar el estado o mejorar el funcionamiento de alguna parte del cuerpo, o simplemente para proporcionar al paciente una capacidad que no poseía antes [86]. Ejemplos actuales de DMI incluyen marcapasos y desfibriladores para monitorear y tratar afecciones cardíacas; neuroestimuladores para la estimulación cerebral profunda en casos como la epilepsia o el Parkinson; sistemas de administración de fármacos en forma de bombas de infusión; y una variedad de biosensores para adquirir y procesar diferentes bioseñales. Los DMIs más modernos han comenzado a incorporar numerosas funciones de comunicación y redes (generalmente conocidas como telemetría) así como capacidades de computación cada vez más sofisticadas. Esto ha propiciado implantes con mayor inteligencia y pacientes con más autonomía, ya que el personal médico puede acceder a los datos y reconfigurar el implante de forma remota (es decir, sin que el paciente esté físicamente presente en las instalaciones médicas). Aparte de una importante reducción de costos, las capacidades de telemetría y cómputo también permiten a los profesionales de la atención médica monitorear constantemente la condición del paciente y desarrollar nuevas técnicas de diagnóstico basadas en una Intra Body Network (IBN) de dispositivos médicos [25, 26, 201]. Evolucionar desde un DMI electromecánico a uno con capacidades de cómputo y de comunicación más avanzadas tiene muchos beneficios pero también conlleva numerosos riesgos de seguridad y privacidad para el paciente. La mayoría de estos riesgos son relativamente bien conocidos en los escenarios clásicos de comunicaciones entre dispositivos, aunque en muchos aspectos sus repercusiones son mucho más críticas en el caso de los implantes. Los ataques contra un DMI pueden poner en riesgo la seguridad del paciente que lo porta, con consecuencias fatales en ciertos casos. Causar un mal funcionamiento intencionado en un implante puede causar la muerte y, tal como lo reconoce la Food and Drug Administration (FDA) de EE.UU, tales ataques deliberados podrían ser mucho más difíciles de detectar que los ataques accidentales [61]. Además, estos dispositivos almacenan y transmiten información médica muy delicada que requiere se protegida, según lo dictado por las directivas europeas (por ejemplo, la Directiva 95/46/ECC) y estadunidenses (por ejemplo, la Directiva CFR 164.312) [94, 204]. Si bien todavía no se conocen incidentes reales, se han demostrado con éxito varios ataques contra DMIs en el laboratorio [83, 133, 143]. Estos ataques han demostrado cómo un adversario puede desactivar o reprogramar terapias en un marcapasos con conectividad inalámbrica e incluso inducir un estado de shock al paciente [65]. Otros ataques agotan la batería y dejan al dispositivo inoperativo [91], lo que a menudo implica que el paciente deba someterse a un procedimiento quirúrgico para reemplazar la batería del DMI. Además, en el caso de los implantes cardíacos, tienen un interruptor cuya posición de desconexión se consigue simplemente aplicando un campo magnético intenso [149]. La existencia de este mecanismo está motivada por la necesidad de proteger a los DMIs frete a posibles campos electromagnéticos, por ejemplo, cuando el paciente se somete a una cirugía cardíaca usando dispositivos de electrocauterización [47]. Sin embargo, esto podría ser explotado fácilmente por un atacante, ya que la activación de dicho mecanismo primitivo no requiere ningún tipo de autenticación. Garantizar la confidencialidad de la información almacenada y transmitida por el DMI es otro aspecto obligatorio. El dispositivo debe implementar políticas de seguridad apropiadas que restrinjan qué entidades pueden reconfigurar el DMI o acceder a la información almacenada en él, asegurando que sólo se ejecuten las operaciones autorizadas. De la misma manera, mecanismos de seguridad deben ser implementados para proteger el contenido de los mensajes intercambiados a través de un canal inalámbrico no seguro. La protección de la integridad es igualmente importante para garantizar que la información no se haya modificado durante el tránsito. Por ejemplo, si la información enviada por el implante al programador se altera, el médico podría tomar una decisión equivocada. Por el contrario, si un comando enviado al implante se falsifica, modifica o simplemente contiene errores, su ejecución podría comprometer la integridad física del paciente. Los mecanismos de seguridad deberían incorporarse en la fase de diseño y complementarse con medidas legales y administrativas apropiadas. La legislación actual es bastante permisiva a este respecto, lo que permite el uso de implantes como marcapasos que no incorporen ningún mecanismo de seguridad. Las autoridades reguladoras como la FDA en los Estados Unidos o la EMA (Agencia Europea de Medicamentos) en Europa deberían promover métricas y marcos para evaluar la seguridad de los DMIs. Estas evaluaciones deberían ser obligatorias por ley, requiriendo un nivel de seguridad adecuado para un implante antes de aprobar su uso. Además, tanto las medidas de seguridad implementadas en cada DMI como los resultados de la evaluación de su seguridad deberían hacerse públicos. Buenas prácticas de ingeniería en los dominios de la protección y la seguridad deberían seguirse en el diseño de los DMIs. Si se detectan errores de hardware, a menudo esto implica un reemplazo del implante, con los riesgos asociados y vinculados a una cirugía. Una de las principales fuentes de fallo al tratar o monitorear a un paciente es precisamente el mal funcionamiento del dispositivo. Estos fallos se conocen como "retiradas", y se estima que afectan a aproximadamente el 2,6 % de los pacientes que llevan un implante. Además, el software que se ejecuta en el dispositivo debe soportar estrictamente las funcionalidades requeridas para realizar las tareas médicas y operativas para las que fue diseñado, y no más [66, 134, 213]. En el Capítulo 1, presentamos un estado de la cuestión sobre cuestiones de seguridad y privacidad en DMIs, discutimos los mecanismos más relevantes propuestos para abordar estos desafíos y analizamos su idoneidad, ventajas y principales inconvenientes. En el Capítulo 2, mostramos cómo el uso de señales electrocardiográficas (ECGs) altamente comprimidas (sólo 24 coeficientes de la Transformada Hadamard) es suficiente para identificar inequívocamente individuos con un alto rendimiento (precisión de clasificación del 97% y errores del sistema de identificación del orden de 10−2). En el Capítulo 3 presentamos un nuevo esquema de Autenticación Continua (AC) que, contrariamente a los trabajos previos en esta área, considera las señales ECG como flujos de datos continuos. El sistema propuesto de AC basado en señales cardíacas está diseñado para aplicaciones en tiempo real y puede ofrecer una precisión de hasta el 96%, con un rendimiento del sistema casi perfecto (estadístico kappa > 80 %). En el Capítulo 4, proponemos un protocolo de verificación de la distancia para gestionar el control de acceso al DMI: ACIMD. ACIMD combina dos características, verificación de identidad (autenticación) y verificación de la proximidad (comprobación de la distancia). El mecanismo de autenticación es compatible con el estándar ISO/IEC 9798-2 y se realiza utilizando la señal ECG con todas sus ondas, lo cual es difícilmente replicable por un atacante que se encuentre distante. Hemos evaluado el rendimiento de ACIMD usando señales ECG de 199 individuos durante 24 horas, y hemos considerando tres estrategias posibles para el adversario. Los resultados muestran que se puede lograr una precisión del 87.07% en la au tenticación. Finalmente, en el Capítulo 5 extraemos algunas conclusiones y resumimos los trabajos publicados (es decir, revistas científicas con alto factor de impacto y conferencias internacionales prestigiosas). ; Programa Oficial de Doctorado en Ciencia y Tecnología Informática ; Presidente: Arturo Ribagorda Garnacho.- Secretario: Jorge Blasco Alís.- Vocal: Jesús García López de Lacalle
The 19th volume of Archaeologia Lituana is dedicated to the topic of hillforts as important monuments of cultural identity of the past and present. Eleven scientific articles were published in this volume, nine of which have been based on papers presented during the international scientific conference "Hillforts. From Emergence to the Present Day." Another two articles were written by people who had not participated in this conference. The idea of the mentioned conference of its organizers arose after finding out information about the initiative of the Seimas on June 23, 2015, based on the Decree No. XII-1845, in which the year 2017 was declared as the Year of Hillforts. This important initiative of the Seimas served as an inspiration for organizing the international scientific conference in 2017 to discuss the important issues related to hillforts and their study. The three-day conference was held in Vilnius and Klaipėda. It was attended by archaeologists from nine countries, which presented 25 papers during the course of two days. The first day of the conference was organized in Seimas of the Republic of Lithuania. Algimantas Merkevičius, Chairman of the Organizing Committee, started the conference with a short welcome speech. The conference was welcomed and opened by members of the Seimas Prof. Eugenijus Jovaiša and Prof. Arūnas Gumuliauskas. In the next day of the Conference, on the 20th of October, a tour was organized for the participants of the conference that led them through the Vytautas Magnus War Museum and several hillforts and castles on the way from Kaunas to Klaipėda. On October 21, the third day of the conference was held at Klaipėda University. The articles published in this volume are grouped in a chronological order and cover a long period of time, from Prehistory to the late Medieval Period, starting with early hilltop settlement sites and the emergence of fortified settlements up to the construction of masonry castles on hills and other elevated locations across the landscape during the Middle Ages. This volume opens with an article by Estonian archaeologist, Professor of the University of Tartu Valter Lang, the guest lecturer of the conference. The first part of the article reviewed an investigation of early fortified settlements in the eastern Baltic Region and provided with the earlier interpretations of this type of settlement sites. In the second part of the article, Lang, relying on the material culture of the early fortified settlements and recent investigations on the ethnogenesis of the Baltic and Finnic people, has put forward a new hypothesis, claiming that the fortified settlements in the eastern Baltic Region could have been built by a new inhabitants that could have come from the eastern European forest belt. Two articles in this volume are devoted to the research of fortified and hilltop settlements in the Czech Re- public. They provided our readers with new information and insights on the appearance and the development of fortifications as well as the studies of hillforts in this part of Central Europe. The article by Josef Hložek, Petr Menšík, and Milan Procházka reviewed the emergence and development of hilltop and fortified settlements in southern Bohemia from the beginning of the Prehistoric Period to the end of the Middle Ages. The authors discussed the main features of fortified settlements, as well as the classification, chronology, functions, and de- velopment of fortifications over several millennia. In the next article, Roman Křivánek analyzed the use of geophysical methods for investigating Czech hillforts. The article discusses the development of geophysical research of fortified sites in the Czech Republic and the potential this non-destructive method has in studying the different types of settlement sites. This article also presents the results of this type of research in seven sites to illustrate the results, possibilities, and limitations of this method. The hillforts of Central Nadruvians, dated back to the 1st part of the 1st millennium AD, are focus of Russian archaeologists Olga Khomiakova, Ivan Skhodnov, and Sergey Chaukin. The authors touch upon many aspects of hillforts, such as their morphological characteristics, the distribution of these sites across the landscape, and their functions and significance for society. The main idea of their study is that these sites served as social centers in the discussed area. Some of the most important hillforts, located in the valleys of the Prieglius River and its tributaries, were described in further detail. Four articles in this volume are devoted to the analysis and interpretations of materials obtained during the investigations of late hillforts in various parts of Lithuania. In the first article, Ramūnas Šmigelskas, based on the results of his own small-scale archaeological excavations carried out in the Palace of the Vilnius Upper Cas- tle in 2016 and nine radiocarbon dates obtained during these investigations, aims to answer the question when a wooden castle was built on Gediminas Hill. Another important conclusion that he offered, which is based on radiocarbon data, is that the Gediminas Hill was settled during the 7th –5th century BC. The review of archaeo- logical excavations, which took part in this site throughout the whole of the 20th century, are also an important part of this study. The results of geophysical research, soil analysis, and archaeological small-scale excavations in the Senieji (Old) Trakai Castle and its settlement site were summarized in an article written by a group of seven researchers: Albinas Kuncevičius, Inga Merkytė, Justina Poškienė, Regina Prapiestienė, Rokas Vengalis, Gintautas Vėlius, Jonas Volungevičius. The article also reviews the written sources and historical studies as well as previous ar- chaeological excavations at the Senieji (Old) Trakai Castle. The main focus of this article is the transformation of the natural environment and landscape during the building activities of the castle. Mantas Užgalis analyzes in his article the hillforts of the Lamata land, which located in the southern part of western Lithuania. The author has counted 22 hillforts in the area under examination. Most attention is payed to the paleogeographical reconstruction of these fortified settlements, dated from second part of the 1st Millennium AD to the 13th century. The article also sets the political and administrative center of the Lamata land, which, according to Užgalis, was in the Skomantai Hillfort. In her article, Dovilė Baltramiejūnaitė reviewed the features and development of wheel-turned pottery dated to the 10th –14th centuries and found in the hillforts of the northeastern part of the area attributed to the Jotving- ian tribes. The morphological, technological, and decorative features of this pottery were examined. The stages of development, typology, chronology, classification, and contexts of wheel-tuned ceramics were discussed. The last article devoted to the topic of hillforts is produced by Ukrainian archaeologist Sergey Panishko on the "motte" type fortifications of the Medieval, so-called Lithuanian Period in the Volyn land. The author of- fered a classification of these late fortifications, presented their main characteristics, tried to trace the origin, and discussed their chronological development. Two articles in this volume are presented not by the participants of the mentioned conference and not devoted to the topic of hillforts. In the first of them, Erika Buitkutė and Giedrė Motuzaitė Matuzevičiūtė, using research methods for the investigation of ecofactual material, tried to determine the function of a wooden building dis- covered during the archaeological excavations in the eastern part of the Palace of the Lower Castle in Vilnius, which, according to the authors, could have served economic purposes. In the second catalog-type article, Russian archaeologists Vladimir Dryakhlov and Vladimir Kulakov published the data and the related interpretations on an items collection from the Merovingian epoch that is stored in the Alexander Pushkin State Art Museum (Moscow). According to the authors, these items, dated back to the 6th–7th centuries AD, were mainly found in the eastern territories of the Frankish tribes and belonged to the members of the Frankish aristocracy, who practiced their native, traditional religion. In the chapter "In memoriam" Prof. Mykolas Michelbertas briefly reviewed the scientific achievements of the famous Latvian archaeologist and historian Ēvalds Mugurēvičs, who passed away at the end of 2018. It is important to note that Mugurēvičs was an editorial member of the journal Lietuvos archeologija from 2000 to 2005, and in 2013, he was awarded to the Cross of the Knight of the Order for Merits to Lithuania. In the chapter "Publications of the Department of Archaeology," Algimantas Merkevičius briefly presents a book published in 2018 that is devoted to the Early Metal Period settlement sites of Lithuania. The book contains basic data about more than 500 settlement sites of the period. In our usual chapter titled "Scientific Life Chronicle," Violeta Vasiliauskienė overviews the key academic activities of the Archaeology Department's teachers and students. We hope that this volume of Archaeologia Lituana will be interesting and useful to our readers. Algimantas Merkevičius ; Šis, 19-asis, Archaeologia Lituana tomas skirtas piliakalniams – svarbiems praeities ir dabarties kultūrinės tapatybės paminklams. Leidinyje publikuojama vienuolika mokslinių straipsnių, iš kurių devyni parengti 2017 metų spalio 19–21 dienomis vykusioje tarptautinėje mokslinėje konferencijoje "Piliakalniai. Nuo atsiradimo iki šių dienų" skaitytų pranešimų pagrindu. Kiti du straipsniai parašyti ne konferencijos dalyvių. Konferencijos idėja jos organizatoriams kilo sužinojus, kad Lietuvos Respublikos Seimas 2015 metų birželio 23 dienos nutarimu Nr. XII-1845 2017 metus paskelbė Piliakalnių metais. Ši svarbi Seimo iniciatyva ir inspiravo idėją 2017 metais organizuoti tarptautinę mokslinę konferenciją piliakalnių tyrinėjimams aptarti. Trijų dienų konferencija vyko Vilniuje ir Klaipėdoje. Joje dalyvavo devynių šalių archeologai, jie per dvi konferencijos dienas perskaitė 25 pranešimus. Pirmoji konferencijos diena buvo organizuota Lietuvos Respublikos Seime. Konferenciją trumpa sveikinimo kalba pradėjo organizacinio komiteto pirmininkas Algimantas Merkevičius. Konferenciją pasveikino ir atidarė Seimo nariai akad. prof. Eugenijus Jovaiša ir prof. Arūnas Gumuliauskas. Kitą dieną, spalio 20, konferencijos dalyviams buvo organizuota ekskursija, kurios metu apsilankyta Vytauto Didžiojo karo muziejuje ir pakeliui iš Kauno į Klaipėdą apžiūrėta keletas piliakalnių ir pilių. Spalio 21-ąją, trečiąją dieną, konferencija vyko Klaipėdos universitete. Šiame tome skelbiami straipsniai sugrupuoti laikantis chronologinės tvarkos ir apima platų laikotarpį nuo priešistorės iki vėlyvųjų viduramžių ir nuo gyvenviečių įrengimo kalvose ir kitų tipų aukštesnėse vietose pra- džios bei įtvirtintų gyvenviečių atsiradimo iki mūrinių pilių statybos kalvose ir aukštuose upių krantuose. Pirmas spausdinamas estų archeologo, Tartu universiteto profesoriaus Valterio Lango, konferencijoje per- skaičiusio kviestinį pranešimą apie ankstyvąsias įtvirtintas gyvenvietes Rytų Baltijos regione, straipsnis. Pirmoje šio straipsnio dalyje autorius trumpai apžvelgė ankstyvųjų piliakalnių tyrinėjimus regione ir pateikė ankstesnes jų metu gautų duomenų interpretacijas. Antroje straipsnio dalyje V. Langas, remdamasis įtvirtintų gyvenviečių materialine kultūra bei pastarųjų metų etnogenezės tyrimais, iškėlė naują hipotezę, kad įtvirtintas gyvenvietes rytinėje Baltijos regiono dalyje galėjo įrengti nauji iš Rytų Europos miškų juostos atklydę gyventojai. Čekų archeologai yra reti svečiai Lietuvoje organizuojamose archeologinėse konferencijose, o apie čekų archeologiją ir jų teritorijoje esančias įtvirtintas gyvenvietes Lietuvoje nedaug žinome, todėl šiame leidinyje publikuojami du čekų archeologų straipsniai yra svarbūs, nes suteikia naujų žinių apie Centrinės Europos piliakalnius. Abu straipsniai skirti Čekijos įtvirtintų gyvenviečių tyrimams ir gyvenviečių pagrindinių bruožų bei raidos aptarimui. Viename jų trys archeologai – Josefas Hložekas, Petras Menšíkas ir Milanas Procházka – apžvelgė gyvenviečių kalvose ir įtvirtintų gyvenviečių atsiradimą ir raidą Pietų Bohemijoje nuo priešistorinio laikotarpio pradžios iki viduramžių pabaigos. Autoriai aptarė pagrindinius įtvirtintų gyvenviečių bruožus, pateikė jų klasifikaciją, chronologiją, nustatė funkcijas bei apžvelgė raidą kelių tūkstantmečių laikotarpiu. Kitame straipsnyje Romanas Křivánekas analizavo geofizinių metodų taikymą tiriant įvairių tipų Čekijos piliakalnius. Straipsnyje aptarta piliakalnių geofizinių tyrimų Čekijoje raida ir šio nedestrukcinio metodo galimybės tiriant įvairių tipų įtvirtintas gyvenvietes. Straipsnyje pateikti septyni geofizinių metodų taikymo pavyzdžiai, iliustruojantys metodo galimybes bei ribotumus. Rytprūsiuose gyvenusios nadruvių genties centrinės dalies piliakalniai, datuojami I tūkstm. po Kr. pirma puse, įvairiapusiškai analizuojami trijų rusų archeologų – Olgos Khomiakovos, Ivano Skhodnovo ir Sergeyaus Chaukino – straipsnyje. Aptartos nadruvių piliakalnių morfologinės charakteristikos, piliakalnių išsidėstymas kraštovaizdyje, funkcijos ir reikšmė to meto visuomenės gyvensenoje. Šio laikotarpio piliakalniai straipsnio autorių matomi kaip buvę to meto socialiniai centrai. Straipsnyje detaliai aprašyti ir keli autorių pasirinkti nadruvių piliakalniai, esantys Priegliaus upės ir jos kairiųjų intakų slėniuose. Keturi straipsniai šiame tome skirti įvairiose Lietuvos dalyse esančių vėlyvųjų piliakalnių tyrimų metu gautai medžiagai analizuoti. Viename jų Ramūnas Šmigelskas, remdamasis 2016 metais savo paties vykdytais nedidelės apimties Vilniaus Aukštutinės pilies rūmų archeologiniais lauko tyrimais ir jų metu gautomis devyniomis radioanglies datomis, siekia atsakyti į klausimą, kada buvo pastatyta medinė pilis Gedimino kalne. Remdamasis tų pačių tyrimų metu gauta radioanglies data, straipsnio autorius daro dar vieną svarbią išvadą – kad Gedimino kalno apgyvendinimo pradžia siekia VII–V a. pr. Kr. Svarbu ir tai, kad straipsnyje apžvelgti šio, bene žinomiausio Lietuvos piliakalnio, esančio pačiame Vilniaus centre ir tapusio Vilniaus ir net Lietuvos simboliu, archeologiniai tyrimai, vykdyti XX amžiuje. Senųjų Trakų piliavietės ir šalia jos buvusios gyvenvietės 2018 metais atliktų geofizinių, dirvožemio, archeologinių žvalgomųjų tyrimų metu gautus rezultatus savo straipsnyje apibendrino septynių tyrėjų grupė: Albinas Kuncevičius, Inga Merkytė, Justina Poškienė, Regina Prapiestienė, Rokas Vengalis, Gintautas Vėlius, Jonas Volungevičius. Straipsnyje apžvelgti rašytiniai šaltiniai, istorikų darbai apie šį objektą ir ankstesni archeologiniai tyrimai Senųjų Trakų piliavietėje. Pagrindinis dėmesys šiame straipsnyje teikiamas Senųjų Trakų gamtinei aplinkai ir reljefo transformavimui pilies įrengimo metu. Kitame straipsnyje Mantas Užgalis analizuoja Vakarų Lietuvos pietinėje dalyje buvusios Lamatos žemės piliakalnius, kurių šioje teritorijoje, straipsnio autoriaus manymu, yra 22. Daugiausia dėmesio straipsnyje skirta I tūkstm. po Kr. antros pusės–XIII a. įtvirtintų gyvenviečių paleogeografinės aplinkos rekonstrukcijai. Straipsny- je įvardytas ir Lamatos politinis ir administracinis centras, M. Užgalio nuomone, buvęs Skomantų piliakalnyje. Jotvingiams skiriamos teritorijos šiaurės rytinėje dalyje tyrinėtuose piliakalniuose surastos apžiestos keramikos, datuojamos X–XIV amžiumi, bruožus ir raidos tendencijas apžvelgė Dovilė Baltramiejūnaitė. Aptarti šios keramikos morfologiniai, technologiniai, puošybos požymiai. Nustatyti apžiestos keramikos raidos etapai, tipologija, chronologija, klasifikacija ir kontekstai. Su piliakalnių problematika susijusių mokslinių straipsnių skyrius užbaigiamas ukrainiečių archeologo Sergey'aus Panishko straipsniu apie Voluinės regione viduramžiais, lietuviškuoju laikotarpiu paplitusius vadinamuosius moto tipo įtvirtinimus. Straipsnio autorius šiuos vėlyvus įtvirtinimus suklasifikavo, pateikė jų pagrindi- nes charakteristikas, bandė atsekti, iš kur šio tipo įtvirtinimai atsirado; aptarė jų chronologinę raidą. Šiame tome publikuojami ir du moksliniai straipsniai, kaip minėta, parašyti ne pirmiau minėtos konferencijos dalyvių ir neskirti piliakalnių problematikai analizuoti. Viename jų aprašoma, kaip Erika Buitkutė ir Giedrė Motuzaitė Matuzevičiūtė, pasitelkusios ekofaktų tyrimų metodus, bandė nustatyti Valdovų rūmų rytiniame korpuse archeologinių kasinėjimų metu atrasto medinio pastato paskirtį. Remdamosi tyrimų metu gautais duomenimis straipsnio autorės argumentuotai teigia, kad tai turėjo būti ūkinės paskirties pastatas. Kitame, kataloginio pobūdžio straipsnyje rusų archeologai Vladimiras Dryakhlovas ir Vladimiras Kulako- vas paskelbė Aleksandro Puškino valstybinio dailės muziejaus (Maskva) fonduose saugomo Merovingų epo- chos papuošalų rinkinio duomenis ir jų interpretaciją. Straipsnio autorių nuomone, šio rinkinio dirbiniai buvo skirti rytų frankų aristokratijai ir yra tradicinės ikikrikščioniškos religijos amuletų rinkinys, datuojamas VI–VII amžiumi. Tradiciškai po mokslinių straipsnių skyriaus, tomo pabaigoje, yra dar keli skyriai. Viename jų, In memoriam, profesorius Mykolas Michelbertas trumpai apžvelgė 2018 metų pabaigoje mirusio žymaus latvių archeologo, baltų archeologijos ir ankstyvosios istorijos tyrinėtojo prof. Evaldo Mugurevičiaus (Ēvalds Mugurēvičs) archeologinę veiklą. Svarbu paminėti, kad E. Mugurevičius 2000–2005 metais buvo leidinio ,,Lietuvos archeologija" redaktorių kolegijos narys, o 2013 metais už nuopelnus baltų archeologijai, latvių ir lietuvių mokslininkų ryšių stiprinimą Lietuvos Respublikos prezidentūroje buvo apdovanotas ordino ,,Už nuopelnus Lietuvai" riterio kryžiumi. Skyriuje Archeologijos katedros leidiniai A. Merkevičius trumpai pristatė 2018 metais išleistą knygą apie ankstyvojo metalų laikotarpio gyvenvietes Lietuvoje, parengtą vykdant mokslinių tyrimų projektą "Ankstyvųjų bal- tų visuomenės tapatumo bruožai remiantis archeologijos paveldo tyrimais Lietuvoje (ARCHBALTAI)" (vadovas Algimantas Merkevičius) ir jam pasibaigus papildytą nauja informacija ir gausia iliustracine medžiaga. Knygoje abėcėlės tvarka pagal vietovių pavadinimus pateikti pagrindiniai duomenys apie daugiau nei 500 aptariamojo laikotarpio gyvenviečių. Tradiciškai tomo pabaigoje Mokslinio gyvenimo kronikoje Violeta Vasiliauskienė apžvelgė 2018 metų Archeologijos katedros darbuotojų, doktorantų ir studentų akademinę veiklą. Tikimės, kad šis Archaeologia Lituana tomas bus įdomus ir naudingas mūsų skaitytojams.
Objective To identify the genetic determinants of fracture risk and assess the role of 15 clinical risk factors on osteoporotic fracture risk. DESIGN Meta-analysis of genome wide association studies (GWAS) and a two-sample mendelian randomisation approach. Setting 25 cohorts from Europe, United States, east Asia, and Australia with genome wide genotyping and fracture data. Participants A discovery set of 37 857 fracture cases and 227 116 controls; with replication in up to 147 200 fracture cases and 150 085 controls. Fracture cases were defined as individuals (>18 years old) who had fractures at any skeletal site confirmed by medical, radiological, or questionnaire reports. Instrumental variable analyses were performed to estimate effects of 15 selected clinical risk factors for fracture in a twosample mendelian randomisation framework, using the largest previously published GWAS meta-analysis of each risk factor. Results Of 15 fracture associated loci identified, all were also associated with bone mineral density and mapped to genes clustering in pathways known to be critical to bone biology (eg, SOST, WNT16, and ESR1) or novel pathways (FAM210A, GRB10, and ETS2). Mendelian randomisation analyses showed a clear effect of bone mineral density on fracture risk. One standard deviation decrease in genetically determined bone mineral density of the femoral neck was associated with a 55% increase in fracture risk (odds ratio 1.55 (95% confidence interval 1.48 to 1.63; P=1.5×10?68). Hand grip strength was inversely associated with fracture risk, but this result was not significant after multiple testing correction. The remaining clinical risk factors (including vitamin D levels) showed no evidence for an effect on fracture. Con clusions This large scale GWAS meta-analysis for fracture identified 15 genetic determinants of fracture, all of which also influenced bone mineral density. Among the clinical risk factors for fracture assessed, only bone mineral density showed a major causal effect on fracture. Genetic predisposition to lower levels of vitamin D and estimated calcium intake from dairy sources were not associated with fracture risk. ; Funding: This research and the Genetic Factors for Osteoporosis (GEFOS) consortium have been funded by the European Commission (HEALTH-F2-2008-201865-GEFOS). AGES: NIH contract N01- AG-12100 and NIA Intramural Research Program, Hjartavernd (the Icelandic Heart Association), and Althingi (the Icelandic Parliament). Icelandic Heart Association. Anglo-Australasian Osteoporosis Genetics Consortium (AOGC): National Health and Medical Research Council (Australia) (grant reference 511132). Australian Cancer Research Foundation and Rebecca Cooper Foundation (Australia). National Health and Medical Research Council (Australia). National Health and Medical Research Council (Australia) Career Development Award (569807). Medical Research Council New Investigator Award (MRC G0800582). Health Research Council of New Zealand. Sanofi-Aventis, Eli Lilly, Novartis, Pfizer, Proctor & Gamble Pharmaceuticals and Roche. National Health and Medical Research Council, Australia. Australian National Health and Medical Research Council, MBF Living Well foundation, the Ernst Heine Family Foundation and from untied educational grants from Amgen, Eli Lilly International, GE-Lunar, Merck Australia, Novartis, Sanofi-Aventis Australia and Servier. Medical Research Council UK and Arthritis Research UK. The Victorian Health Promotion Foundation and the Geelong Region Medical Research Foundation, and the National Health and Medical Research Council, Australia (project grant 628582). Action Research UK. DME is supported by an Australian Research Council Future Fellowship (FT130101709). This work was supported by a Medical Research Council programme grant (MC_UU_12013/4). B-Vitamins for the PRevention Of Osteoporotic Fractures (BPROOF) study: supported and funded so far by The Netherlands Organisation for Health Research and Development (ZonMw, grant 6130.0031), The Hague; unrestricted grant from NZO (Dutch Dairy Association), Zoetermeer; Orthica, Almere; Netherlands Consortium Healthy Ageing (NCHA) Leiden/Rotterdam; Ministry of Economic Affairs, Agriculture and Innovation (project KB-15-004-003), The Hague; Wageningen University, Wageningen; VUmc, Amsterdam; Erasmus Medical Center, Rotterdam. Cardiovascular Health Study (CHS): National Heart Lung and Blood Institute (NHLBI) contracts HHSN268201200036C, HHSN268200800007C, N01HC55222, N01HC85079, N01HC85080, N01HC85081, N01HC85082, N01HC85083, N01HC85086; and NHLBI grants U01HL080295, R01HL087652, R01HL105756, R01HL103612, R01HL120393, and R01HL130114 with additional contribution from the National Institute of Neurological Disorders and Stroke (NINDS). Additional support was provided through R01AG023629 from the National Institute on Ageing (NIA). Genotyping supported in part by the National Center for Advancing Translational Sciences, CTSI grant UL1TR000124, and the National Institute of Diabetes and Digestive and Kidney Disease Diabetes Research Center (DRC) grant DK063491 to the Southern California Diabetes Endocrinology Research Center. deCODE Genetics. EPIC-Norfolk: Medical Research Council G9321536 and G9800062, MAFF AN0523, EU FP5 (QLK6-CT-2002-02629), Food Standards Agency N05046, GEFOS EU FP7 Integrated Project Grant Reference: 201865, The UK's National Institute for Health Research (NIHR) Biomedical Research Centre Grant to Cambridge contributed to the costs of genotyping. Estonian Genome Center University of Tartu (EGCUT): This study was supported by EU H2020 grants 692145, 676550, 654248, Estonian Research Council Grant IUT20-60, NIASC and EIT—Health and EU through the European Regional Development Fund (project No 2014-2020.4.01.15-0012 GENTRANSMED). Erasmus Rucphen Family Study (ERF): Netherlands Organisation for Scientific Research (NWO), Erasmus University Medical Centre, the Centre for Medical Systems Biology (CMSB1 and CMSB2) of the Netherlands Genomics Initiative (NGI). Framingham Osteoporosis Study (FOS): National Institute for Arthritis, Musculoskeletal and Skin Diseases and National Institute on Ageing (R01 AR41398; DPK and R01 AR 050066; DK National Heart, Lung, and Blood Institute's Framingham Heart Study (N01-HC-25195) and its contract with Affymetrix for genotyping services (N02-HL-6-4278). The Gothenburg Osteoporosis and Obesity Determinan Study (GOOD): Swedish Research Council (K2010-54X-09894-19-3, 2006-3832 and K2010-52X-20229-05-3), Swedish Foundation for Strategic Research, ALF/LUA research grant in Gothenburg, Lundberg Foundation, Torsten and Ragnar Söderberg's Foundation, Västra Götaland Foundation, Göteborg Medical Society, Novo Nordisk Foundation, and European Commission grant HEALTH-F2-2008- 201865-GEFOS. Health Aging and Body Composition Study (HealthABC): the Intramural Research Program of the National Institute of Health (NIH), National Institute on Ageing. US National Institute of Ageing (NIA) contracts N01AG62101, N01AG62103, and N01AG62106. NIA grant 1R01AG032098. The Center for Inherited Disease Research (CIDR). National Institutes of Health contract number HHSN268200782096C. Hong Kong Osteoporosis Study (HKOS): Hong Kong Research Grant Council (HKU 768610M); Bone Health Fund of HKU Foundation; KC Wong Education Foundation; Small Project Funding (201007176237); Matching Grant, Committee on research and conference (CRCG) Grant and Osteoporosis and Endocrine Research Fund; and the Genomics Strategic Research Theme of the University of Hong Kong. The Osteoporotic Fractures in Men (MrOS) Study is supported by National Institutes of Health funding. The following institutes provide support: National Institute of Arthritis and Musculoskeletal and Skin Diseases (NIAMS), National Institute on Ageing (NIA), National Center for Research Resources (NCRR), and National Institute of Health (NIH) Roadmap for Medical Research under the following grant numbers: U01 AR45580, U01 AR45614, U01 AR45632, U01 AR45647, U01 AR45654, U01 AR45583, U01 AG18197, U01-AG027810, and UL1 RR024140. Prospective study of pravastatin in the elderly at risk (PROSPER): European Union's Seventh Framework Programme (FP7/2007-2013) under grant agreement No HEALTH-F2-2009-223004 PHASE. Rotterdam study I, Rotterdam study II, Rotterdam study III: Netherlands Organisation of Scientific Research (NWO) Investments (No 175.010.2005.011, 911-03-012); Research Institute for Diseases in the Elderly (014-93-015; RIDE2); Netherlands Genomics Initiative/Netherlands Consortium for Healthy Ageing (050-060-810); German Bundesministerium fuer Forschung und Technology under grants #01 AK 803 A-H and # 01 IG 07015 G. the Netherlands Organisation for Health Research and Development ZonMw VIDI 016.136.367 (funding FR, CM-G, KT). Study of Osteoporotic Fractures (SOF): supported by National Institutes of Health funding. The National Institute on Ageing (NIA) and the National Institute of Arthritis and Musculoskeletal and Skin Diseases (NIAMS) provides support under the following grant numbers: R01 AG005407, R01 AR35582, R01 AR35583, R01 AR35584, R01 AG005394, R01 AG027574, R01 AG027576, and R01 AG026720. TwinsUK1, TwinsUK2: NIHR Biomedical Research Centre (grant to Guys' and St Thomas' Hospitals and King's College London); Chronic Disease Research Foundation; Wellcome Trust; Canadian Institutes of Health Research, Canadian Foundation for Innovation, Fonds de la Recherche en Santé Québec, Lady Davis Institute, Jewish General Hospital, and Ministère du Développement économique, de l'Innovation et de l'Exportation du Quebec. UK Biobank: This research has been conducted using the UK Biobank Resource (application No 12703). Access to the UK Biobank study data was funded by a University of Queensland Early Career Researcher Grant (2014002959). Access to the UK Biobank study data was funded by University of Queensland Early Career Researcher Grant (2014002959) and University of Western Australia-University of Queensland Bilateral Research Collaboration Award (2014001711). NMW is supported by a National Health and Medical Research Council Early Career Fellowship (APP1104818). Women's Genome Health Study (WGHS): HL 043851 and HL69757 from the National Heart, Lung, and Blood Institute and CA 047988 from the National Cancer Institute, the Donald W Reynolds Foundation, and the Fondation Leducq Amgen. Women's Health Initiative (WHI) program is funded by the National Heart, Lung, and Blood Institute, National Institutes of Health, US. Department of Health and Human Services through contracts N01WH22110, 24152, 32100-2, 32105-6, 32108-9, 32111-13, 32115, 32118-32119, 32122, 42107-26, 42129-32, and 44221. Young Finns study (YFS): has been financially supported by the Academy of Finland: grants 286284 (TL), 134309 (Eye), 126925, 121584, 124282, 129378 (Salve), 117787 (Gendi), and 41071 (Skidi); the Social Insurance Institution of Finland; Competitive State Research Financing of the Expert Responsibility area of Tampere, Turku and Kuopio University Hospitals (grant X51001); Juho Vainio Foundation; Paavo Nurmi Foundation; Finnish Foundation for Cardiovascular Research; Finnish Cultural Foundation; Tampere Tuberculosis Foundation; Emil Aaltonen Foundation; Yrjö Jahnsson Foundation; Signe and Ane Gyllenberg Foundation; and Diabetes Research Foundation of Finnish Diabetes Association; and EU Horizon 2020 (grant 755320 for TAXINOMISIS). Barcelona cohort osteoporosis (BARCOS): Red de Envejecimiento y fragilidad RETICEF, CIBERER, Instituto Carlos III. Fondos FEDER. Fondo de Investigación Sanitaria (FIS PI13/00116). Spanish MINECO (SAF2014-56562-R), Catalan Government (2014SGR932). Austrios-A, Austrios-B: was supported by BioPersMed (COMET K project 825329), and the Competence Center CBmed (COMET K1 centre 844609), funded by the Austrian Federal Ministry of Transport, Innovation and Technology (BMVIT) and the Austrian Federal Ministry of Economics and Labour/ the Federal Ministry of Economy, Family and Youth (BMWA/BMWFJ) and the Styrian Business Promotion Agency (SFG). Cantabria-Camargo study (Cabrio-C), Cantabria osteoporosis case-control study (Cabrio-CC): Instituto de Salud Carlos III-Fondo de Investigaciones Sanitarias Grants PI 06/34,PI09/539, PI12/615 and PI15/521 (that could be cofunded by European Union-FEDER funds). Calcium Intake Fracture Outcome Study (CAIFOS): Healthway Health Promotion Foundation of Western Australia, Australasian Menopause Society and the Australian National Health and Medical Research Council Project Grant (254627, 303169 and 572604). Canadian Multicentre Osteoporosis Study (CaMos): was supported by a grant from the Canadian Institutes for Health Research (CIHR) (grant No MOP111103). JBR and JAM are funded by the Canadian Institutes of Health Research, Fonds du Recherche Québec Santé, and Jewish General Hospital. Edinburgh Osteoporosis Study (EDOS): was supported by a grant from Arthritis Research UK (grant number 15389). European Prospective Osteoporosis Study (EPOS): EU Biomed 1 (BMHICT920182, CIPDCT925012, ERBC1PDCT 940229, ERBC1PDCT930105), Medical Research Council G9321536 and G9800062, Wellcome Trust Collaborative Research Initiative 1995, MAFF AN0523,EU FP5 (QLK6-CT-2002-02629), Food Standards Agency N05046, GEFOS EU FP7 Integrated Project Grant Reference: 201865. The UK's National Institute for Health Research (NIHR) Biomedical Research Centre Grant to Cambridge contributed to the costs of genotyping. Geelong Osteoporosis Study (GEOS): Canadian Institutes for health research operating grant funding reference #86748. Genetic analysis of osteoporosis in Greece (GROS): University of Athens, Greece (Kapodistrias 2009). Hertfordshire Cohort Study (HCS): supported by Medical Research Council UK; Arthritis Research UK; National Institute for Health Research (NIHR) Musculoskeletal BRU Oxford; National Institute for Health Research (NIHR) Nutrition BRC Southampton. Hong Kong: The projects have been supported by The Hong Kong Jockey Club Charities Trust, VC discretionary fund of The Chinese University of Hong Kong, and Research Grants Council Earmarked Grant CUHK4101/02M. Korean osteoporosis study in Asan Medical Center (KorAMC): a grant of the Korea Health Technology R&D Project, the Ministry of Health and Welfare, Republic of Korea (project No HI14C2258); a grant of the Korea Health Technology R&D Project, the Ministry of Health and Welfare, Republic of Korea (project No HI15C0377). Longitudinal Aging Study Amsterdam (LASA): largely supported by a grant from the Netherlands Ministry of Health Welfare and Sports, Directorate of Long term Care. MINOS study was supported by a grant from the Merck-Sharp-Dohme Chibret company. Malta osteoporotic fracture study (MOFS): financial support was received from the European Union Strategic Educational Pathways Scholarhip scheme (STEPS). The Osteoporotic Fractures in Men (MrOS) Sweden: financial support was received from the Swedish Research Council (K2010- 54X-09894-19-3, 2006-3832), Swedish Foundation for Strategic Research, ALF/LUA research grant in Gothenburg, Lundberg Foundation, Torsten and Ragnar Söderberg's Foundation, Västra Götaland Foundation, Göteborg Medical Society, Novo Nordisk foundation, and European Commission grant HEALTH-F2-2008- 201865-GEFOS. Odense androgen study (OAS): World Anti-Doping Agency, Danish Ministry of Culture, Institute of Clinical Research of the University of Southern Denmark. Prevalence of osteoporosis in Slovenia (Slo-preval): was created as part of projects financially supported by the Slovenian research agency: P3-298 Geni, Hormoni in osebnostne spremembe pri hormonskih motnjah; Z1-3238: Genski in okoljski dejavniki tveganja za razvoj motnje pri remodellaciji kosti; J2-3314 Genetski faktorji in hormoni pri presnovnih boleznih; and J3-2330 Genetski dejavniki pri osteoporozi. TWINGENE: supported in part by the Ragnar Söderberg Foundation (E9/11); the National Science Foundation (EArly Concept Grants for Exploratory Research: "Workshop for the Formation of a Social Science Genetic Association Consortium," SES-1064089) as supplemented by the National Institutes of Health's (NIH) Office of Behavioural and Social Sciences Research; and the National Institute on Ageing/NIH through Grants P01-AG005842, P01-AG005842-20S2, P30-AG012810, and T32-AG000186-23 to the National Bureau of Economic Research. The Swedish Twin Registry is supported by the Swedish Department of Higher Education, European Commission European Network for Genetic and Genomic Epidemiology (ENGAGE: 7th Framework Program (FP7/2007-2013)/Grant agreement HEALTH-F4-2007-201413; and GenomEUtwin: 5th Framework program "Quality of Life and Management of the Living Resources" Grant QLG2-CT-2002-01254); NIH (DK U01-066134); Swedish Research Council (M-2005-1112 and 2009-2298); Swedish Foundation for Strategic Research (ICA08-0047); Jan Wallander and Tom Hedelius Foundation; and Swedish Council for Working Life and Social Research. The Umeå Fracture and Osteoporosis Study (UFO) is supported by the Swedish Research Council (K20006- 72X-20155013), Swedish Sports Research Council (87/06), Swedish Society of Medicine, Kempe-Foundation (JCK-1021), and by grants from the Medical Faculty of Umeå University (ALFVLL:968:22-2005, ALFVL:-937-2006, ALFVLL:223:11-2007, ALFVLL:78151-2009) and county council of Västerbotten (SpjutspetsanslagVLL:159:33-2007). GRW and JHDB were funded by the Wellcome Trust (Strategic Award grant No 101123; Joint Investigator Award No 110141; project grant No 094134). DPK was funded by a grant from the National Institute on Arthritis Musculoskeletal and Skin Diseases R01 AR041398. The funding agencies had no role in the study design, analysis, or interpretation of data; the writing of the manuscript; or in the decision to submit the article for publication.
Tese de Doutoramento em Urbanismo com a especialização em Urbanismo apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Doutor. ; Premissa Em Arquitectura, o desenvolvimento, a confirmação ou a negação de alguns paradigmas culturais e teóricos deve ser antecedido pelo mesmo processo em relação ao mais básico e prioritário dos objetos em questão, ou seja, o veículo das mesmas conjeturas, o produto de estes três anos de formação de terceiro ciclo: a tese de doutoramento. Esta é precisamente uma pesquisa, uma investigação de carácter experimental, original e inédita, confrontada meticulosamente com capacidades e técnicas capazes de controlar o seu processo. Não constitui uma prática de deificação de verdade dogmática, não tem validade universal, não revela a soma absoluta do saber. Pelo contrário, quer gostemos quer não, a investigação, como atividade, é de natureza duplamente parcial: epistemológica e temporal. Por sua vez, derivado de visões anteriores e baseado em inúmeros estudos, é um segmento do saber com uma certa legitimidade, transmissível entre pensadores e operadores da comunidade científica. Ao mesmo tempo, não tem validade cronológica ilimitada e não constitui uma meta invejada, mas sim um ponto de partida para futuras pesquisas académicas, próprias e de outrem, para um avanço disciplinar contínuo. É também importante precisar que o objeto de estudo não é produto de um capricho, e a investigação que dele resulta não constitui um exercício ocioso. Persiste, no entanto, a convicção de que é necessário que sejamos comedidos, mantendo-nos o mais possível dentro do nosso campo disciplinar específico, agora cada vez mais adulterado por desvios e fascinações sócio-antropológicas, com as condições da contemporaneidade na esfera de um realismo saudável. Objeto da pesquisa O objeto desta pesquisa é, portanto, aquela paisagem moderna dos segmentos costeiros do sul da Europa feita de geografia e de objets trouves, formas e materiais comuns, arquiteturas ainda "não acreditadas", resultantes de práticas não muito claras – traços de cidades informais litorais, produtos de auto-construção, ilegalidades, e ambiguidade normativa – que têm normalmente origem, necessidade, sentido e uso autónomos, relativamente a eventuais leituras formais e convencionais, mas que podem interessar bastante a quem se ocupa do território contemporâneo antrópico. Quer se queira quer não, estes manufatos, pela presença cénica por vezes tão imponente e violenta, outras vezes insignificante e camuflada, representam uma quota consistente da paisagem contemporânea e das ocasiões profissionais de nós arquitetos, cada vez mais forçados a manipular, com o olhar e com as nossas obras, a transformar e a corrigir este tipo de situações complexas, em vez de enriquecer os nossos territórios com nova edificação. Só os edifícios abusivos em Itália chegam aos 17%, enquanto que a percentagem aumenta entre os 30% e os 40% se considerarmos as construções que persistem ao longo da costa; a vizinha Grécia evidencia práticas semelhantes; se considerarmos também os edifícios autorizados do ponto de vista normativo, mas nunca 'dirigidos' a quem os observa, é óbvio que falamos pelo menos de metade daquilo que há anos temos constantemente debaixo dos olhos. Um fenómeno de quantidades e dimensões tais que é legítimo, por um lado, reconhecer que o atual sistema positivista normativo é, resumidamente, bastante ineficaz, e, por outro, falar de situações inadiáveis, e não de dissertação teorética gratuita. Talvez tenhamos realmente passado um ponto sem retorno. É possível conjeturar a demolição de quilómetros e quilómetros de construção ao longo da costa? Como reutilizar e armazenar os milhares de restos de metros cúbicos de materiais de construção civil não recicláveis? É economicamente sustentável? É dialeticamente correto? É culturalmente sincrónico? Cada empreendimento demiúrgico, adequado a reimplantar uma hipotética idade de ouro ou o sublimado "ponto zero" do estado natural das coisas, arrisca a parecer mais arrogante e insensato – mesmo que não seja considerado assim pelo senso comum – que uma humilde e realista tentativa de reconhecer certas formas que adornam o território honestamente rejeitado na consciência da autonomia disciplinar e dos limites – dentro dos quais a nossa investigação pode definir-se, de um certo modo, como científica – das nossas competências de estudiosos de arquitetura, que não se confundem com as nossas aspirações vagas de cidadãos e utentes sociais. Trata-se, na verdade, de abandonar por um momento os impulsos políticos e sociológicos e a prática da "reportagem da degradação" – muito em voga hoje – para se limitar, e não se trata de limites, pelo contrário, a investigar, na qualidade de arquiteto, a forma, e compreender até que ponto, objetos e linguagem, não considerados áulicos e sem acreditação, possam constituir, pelo contrário, materiais de construção de interesse. Exatamente como outros, não só no campo arquitetónico, têm repetidamente tentado, ao longo da história, uma cultura nova de partilha. O significado de acreditação A tese de doutoramento entende, portanto, propor uma leitura da paisagem contemporânea, olhando a dinâmica da acreditação como o principal instrumento de reavaliação de alguns objetos e segmentos costeiros da nossa área geográfico-cultural, a fim de enfrentar mais adequadamente a complexidade da gestão de território. A pesquisa explora, portanto, algumas técnicas compositivas para a acreditação, ou seja, contextualiza o objeto, ou o conjunto de objetos, em novos e variados possíveis sistemas de relações funcionais da construção da paisagem, do espaço coletivo, da forma e da contemporaneidade. A acreditação de um objeto está ligada a características intrínsecas e extrínsecas ao mesmo. Esta reside seguramente em atributos formais – forma, dimensões, escala, relação com a paisagem, materiais utilizados – mas sobretudo, amaldiçoando um estéril e perigoso elenco numérico das qualidades a registar, evitando a redução da arquitetura a sistemas meramente quantitativos, em características extrínsecas ao próprio objeto. Em primeiro lugar, a capacidade de criação – aliás, compositiva - que descreve o objeto a ser acreditado, a partir da operação de lançar um olhar sobre este, que é já projeto, transformando-o e tornando evidente com a produção de uma forma (seja ela uma fotografia, uma colagem, um desenho, um poema, uma composição musical) esta transformação. Uma transformação que consiste sobretudo na ativação de novas relações entre o objeto e outros elementos e layers do território, sejam estes materiais ou imateriais. Método e resultados esperados A acumulação de fragmentos da contemporaneidade sobre a forma de um ábaco de elementos de um vocabulário possível, a abstração das formas que adornam a nossa geografia, o confronto sistemático entre "objetos encontrados", esquecimento de hoje, e casos do passado pelos quais existe uma clara e universal atribuição de qualidade, o desnivelamento de um diálogo organizado entre elementos de pontuação, geneticamente heterogéneos, de diversas frentes costeiras, pode constituir um exercício saudável de observação para poder superar o paradigma do pitoresco e da lente da retórica, principais limites da pesquisa de onde é sempre difícil libertar-se. Desta forma, os investigadores, estudiosos, e administradores que colocarem as lentes dadas por esta pesquisa, e através das quais observarem a paisagem, poderão dialogar, debater e criar avanços disciplinares significativos no sentido de compreender as formas do território, concentrando-se nos mecanismos de reconhecimento e acreditação dos elementos que contribuem para a definição da paisagem contemporânea. A utilidade da dissertação é modernizar e atualizar o paradigma em vez de forçar a realidade a uma evolução improvável de "regresso ao futuro", para constituir uma base disciplinar, seja para elaborar cenários possíveis, seja para estruturar sistemas de avaliação de propostas de criação, seja para uma articulação normativa territorial de nova geração para áreas distintas. ; ABSTRACT: Premises Before proceeding with the widening, confirming or retracting of a few cultural and theoretical archetypes in the field of architecture, it may come useful to do the same with the most basic and overriding of the subject matters under examination: that is the vehicle of the conjectures themselves, the result of a third level three year education program: the PhD thesis. Indeed, it is a research, an investigation carrying an experimental flair; original and unreleased, tackled thoroughly by means of skills and techniques able to control its process. It does not intend to be the deification of dogmatic truths, it is not valid all-round nor reveals the absolute summa of knowledge. On the contrary, whether liked or not, the research activity has a two natured incompleteness: of epistemological and temporal nature. In turn, it derives from previous points of view and is based on upstream studies. It is a section of knowledge having a certain validity domain, transmissible and interchangeable among thinkers and operators belonging to the scientific community. Moreover, and at the same time, it has no limits in its chronological validity and it is not the seeking for a target: rather, a starting point inspiring confidence for future academic researches – both of the writer and reader's – for an incessant disciplinary progress. It is also useful to point out that the subject matter of this study is not the result of a whim; the investigation that it prompted, not an idle exercise. Instead, it was the persisting need urging one to measure oneself – trying one's best to remain as much as possible within his specific educational field (now, more than ever, diluted by the many social-anthropological bewitching) – with a healthy realism at the core of the being contemporary. Object of research Therefore, the object of this research is the contemporary landscape of the coastal segments in Southern Europe, made of geography and objets trouvés, ordinary shapes and materials, unacknowledged architectures, often a result of not very straightforward practices – sections of informal coastal towns, products of self building, unauthorized development and regulation ambiguity – which normally are autonomous in their origin, needs, sense and use in respect to a conventional formal reading, but rising great interest in those who are involved in the field of contemporary anthropized environments. Whether we like it or not, these products (human crafts showing, at times, a brutal and imposing stage presence and at times an insignificant or minor and muffled one) represent a considerable part of contemporary landscapes and of professional chances for us architects, being ever more forced to manipulate, transform and correct, both with our gaze and action, the complexity of these set outs, rather than enriching our territories with new volumes. Abusive buildings in Italy cover over 17% of the gross, while the percentage increases reaching 30-40% if considering buildings along coastal areas. Nearby Greece shows similar routine. If, on the other then, one wishes to broaden the dissertation also to those buildings authorized under the regulation point of view, yet upsetting those who observe them, it is obvious that they cover at least half of what we have constantly observed for years. A phenomenon in terms of quantity according to which it is licit on one hand to recognize that the present positivistic regulatory framework is, basically, most useless, and on the other to speak of a compulsory situation, and not of an uncalled for theoretical disquisition. Perhaps we have truly reached the point of no return. Is it at all possible to hypothesize the demolition of whole stretches of buildings along the coastal areas? How to manage the clearing out and hoarding of further billions of square meters of non-recyclable rubble? Is it financially sustainable? Is it dialectically correct? Culturally synchronic? Any demiurgical activity undertaken in order to re-establish an hypothetical golden age or exalted "zero point" of the natural state of things could appear more presumptuous and senseless – although never considered as such by a very popular common sense – than a humble and realistic attempt to give value to certain shapes studding the territory, describing it honestly being aware of the freedom settled by the discipline and boundaries – within which our research may be defined almost nearer a scientific one – of our expertise as academics in architecture, which must not be confused with our aspirations as dwellers or social users. Indeed, it is all about leaving aside for a moment political or sociological drives and the now very popular "environmental degradation reports", to limit oneself – and that is no limit – to investigate as architects, as we are, the shape, understand to which extent objects and languages that are not accredited nor considered noble can instead represent building material tickling a certain interest. Exactly like others, who have experienced, over and over again and not only in the architectural field, the new culture of sharing. The Sense of acknowledging Therefore, the aim of this PhD thesis is to suggest a reading of contemporary landscape, using the dynamics of the acknowledging as a fundamental means to reassess some objects and coastal segments of our cultural and geographical area, with the final objective of tackling more appropriately the complexity of the managing this territory requires. This research investigates some compositional techniques for the accrediting (that is, the putting at stake) of the object itself - or of the objects if a plurality – in new and many possible ways functional to the setting of the landscape, of the collective space, of the shapes of contemporaneity. The inclination of an object to be accredited is connected to its intrinsic and express characteristics. For sure it may be found in its formal qualities – shape, dimension, scale, relation with the landscape, employed materials – but, above all, preventing a sterile and dangerous numerical list of its qualities (an appalling tendency afflicting our time is to reduce architecture to systems measuring mere quantities, in characteristics extrinsic to the object itself. First of all the ability to design – rather, of composition – of who is describing the object to be accredited; starting from the first gaze, which is already designing, transforming it and making that transformation evident by giving it a shape (whether with a photograph, a collage, a drawing, a poem or musical composition). A transformation mainly consisting in activating new relationships between the object and other elements and layers of the territory, both material and intangible. Method and expected results Exercising gathering fragments of contemporaneity, in the form of an abacus of elements composing a possible vocabulary, the abstraction of the forms that stud our geographies, the systematic comparing of disregarded "found objects" of the present and cases of the past for which there exists an established and universal awarding of quality; the unveiling of an orderly dialogue between punctuation elements - genetically heterogeneous – of the different coastal fronts, may represent a healthy training to observation in order to overcome the paradigm of picturesque and the lens of rhetoric; main limits to research, from the domination of which it is always hard to set free of. In this way researcher, academics and managers who will be seeing the landscape through the glasses of this research may converse, discuss and produce significant guideline improvements towards the understanding of the territory, focusing on the mechanisms of acknowledgement and accreditation of the elements concurring to the definition of the contemporary landscape. To update and modernize the paradigm instead of forcing reality in an unconvincing evolution recalling a "return to the future" could represent the disciplinary grounds for developing possible landscapes, for structuring evaluation models for creative proposals, and for the issuing of a new generation of territory laws and regulation dedicated to distinctive areas. ; N/A
In: Lehmann , M 2008 , Conceptual Developments & Capacity Building in Environmental Networks : towards Public-Private-Academic Partnerships for Sustainable Development . Aalborg Universitet .
Med bevægelsen væk fra 70ernes og 80ernes reguleringsmekanismer præget af tilsyn, kontrol og påbud, over renere teknologi og selv-regulering i 90erne, er det nye årtusinde karakteriseret ved en partnerskabstankegang og brug af netværk som mekanisme til at fremme grønne markeder og en miljøvenlig privatsektor. Fortrinsvist siden Rio Topmødet i 1992 har virksomheder i stadig højere grad efterspurgt og deltaget i partnerskaber med offentlige parter, herunder regeringer, internationale organisationer og NGO'er; partnerskaber, der har til formål at medvirke til aktiviteter til sikring af en bæredygtig udvikling. Partnerskaber er blevet mere fremherskende i takt med at virksomheder reagerer på et stadigt stigende pres fra forskellige interessenter, herunder civilsamfundet, nationale og lokale myndigheder, i forhold til ansvarligheden af deres handlinger. Såkaldte grønne netværk, renere teknologi centre og affaldsminimerings-klubber er nogle af de fremhævede alternative tilgange til traditionel myndighedsregulering. Mens disse alternativer bliver udnævnt som mulige løsninger for myndighederne i det globale Syd til at rette op på manglende miljølovgivning, tilsyn og kontrol, er det rent faktisk sådan, at de fleste eksempler på sådanne partnerskaber stammer fra lande i det globale Nord. Et af de mest succesrige offentlige-private partnerskaber i Danmark er Green Network beliggende i det tidligere Vejle Amt. I dette initiativ, der blev startet af de lokale myndigheder og erhvervslivet i amtet, er der i dag mere end 280 aktive partnere, dækkende såvel den offentlige som den private sektor, dvs. lokale virksomheder, offentlige institutioner og myndigheder. Netværket startede i 1994 og har siden da vokset i både omfang, indsats og vigtighed. Helt fundamentalt er dets formål at udvikle, afprøve og indføre nye former for samarbejde mellem de offentlige myndigheder og de private virksomheder. Til at starte på var redskabet til dette en frivillig miljøredegørelse (Grønt Regnskab), som især virksomhederne kunne gøre brug af. Som tiden er gået er der dog generelt kommet et både større og bredere dækkende pres på de offentlige institutioner og myndigheder såvel som virksomheder, og der stilles stigende krav til, hvad samfundsmæssigt ansvar dækker over. I takt hermed har både værktøjer og metoder – og deres brug – udviklet sig. Dette gælder i netværket såvel som i samfundet i bredere forstand. Selvom sådanne typer netværk kan anses for relativt succesfulde i en Nord kontekst, er ukritisk donorfinansieret overførsel af disse koncepter til Syd kontekster ofte mundet ud i i skuffende resultater. Det er nødvendigt at diskutere og være opmærksom på nøgleelementer i det institutionelle landskab og på institutionelle bæreres vigtighed for succesen af grønne netværk i Syd. Med reference til tidligere igangværende initiativer i Thailand, herunder specielt netværket Cleaner Production for Industrial Efficiency, samt den føromtalte succesfulde case Green Network her i Danmark, er det dette ph.d. projekts formål at undersøge og vurdere disse initiativer, diskutere dem i relation til en institutionel og interessent tilgang (til partnerskaber) og foreslå hvorledes de forskellige erfaringer kan forstås og relateres i forhold til et bistandsperspektiv. Der er dog en tostrenget tilgang til dette. På den ene side universitetets-samarbejder, som er den verden, jeg personligt befinder mig i, og på den anden en betoning af, at den private sektor så småt er ved at acceptere en bredere (end snævert økonomisk) funderet rolle i samfundet, herunder også en stigende tendens omkring partnerskaber og virksomhedernes medvirken heri. Dette sidste har ledt mange til at stille sig spørgende overfor, hvilke faktorer, der reelt motiverer virksomheder til at efterspørge og forfølge partnerskaber. Disse underliggende kræfter kan indeholde legitimitets-behov såvel som interessent-pres. Det er dog sådan, at med det konstante flow af opskrifter, standarder, regler osv., som virksomheder præsenteres for, afhænger deres overlevelse af evnerne til at kunne overskue dette flow, optage og indlejre relevante systemer og procedurer, og skille sig af med de unyttige eller de, der er eller bliver overflødige. Denne egenskab kalder Røvik (1998) "multi-standard organisationen", og han identificerer den ved fem fundamentale kapaciteter: • Høj absorptions kapacitet • En dekoblingskapacitet af de 'opskrifter', der ikke passer ind i virksomhedens kernefelt eller med andre 'opskrifter' • En kapacitet til at kunne oversætte nye 'opskrifter' hurtigt og effektivt • En afkoblingskapacitet, så brugen af 'opskrifter', der ikke længere er nyttige, kan stoppes, og • En lagrings- og reaktiveringskapacitet, så engang nyttige opskrifter hurtigt kan gendannes og bruges påny. En undersøgelse af Green Network viser at disse fem kendetegn, som er skitseret i Røvik's teorier, faktisk alle er tilstede i netværket. Green Network har udvist en forbløffende evne til at følge med i udviklingerne i relation til ideerne om økologisk modernisering og bæredygtig udvikling. De har i relation hertil kunnet følge trit med alle de vigtige udviklinger de seneste 15 år, optaget hvad de har fundet vigtigt og kasseret det, de ikke har fundet passende i forhold til deres egen visioner og programmer. De resulterende værktøjer, manualer og måder hvorpå viden udbredes er alle en refleksion af den særlige Green Network måde at gøre tingene på, det vil sige gør det ikke sværere end det er, samarbejd og del jeres viden med hinanden. Konklusionen er, at gennem dialog, refleksivitet og etableringen af en fremmende frem for begrænsende kontekst, kan offentlige private partnerskaber blive et ganske brugbart element i samfundets indsats for en bæredygtig udvikling. I relation til den thailandske kontekst må det siges, at de umiddelbare succeser med at indføre renere teknologier gennem en netværksbaseret tilgang er blevet afløst af frustrationer om endnu et bistandsdrevet projekt, der viste sig ubæredygtigt og kun korttids-holdbar. Det er på dette punkt, universiteternes rolle som centrale elementer i udvikling og innovation – 'universities as development hubs' – finder sin anvendelse. Gennem universitetskonsortier og -netværk er kapacitetsopbygning indenfor miljø og udvikling blevet indført og afprøvet gennem de seneste 10 år. Universiteter fra Afrika (Botswana og Sydafrika), Asien, (Malaysia og Thailand), Mellemamerika (Costa Rica, El Salvador og Nicaragua) og Europa (Danmark) har samarbejdet med studerende og forskere. Til at begynde med fokuserede nogle programmer på forskning og andre på uddannelse, men over tid er resultatet en kombination af højere uddannelse og forskning, der synes at være mere effektiv og relevant. Samarbejder med partnere både indenfor det offentlig og det private er blevet etableret og har vist sig succesrigt og til fælles gavn. Aktiviteterne i disse konsortier har indebåret udvikling af nye studier (herunder i flere tilfælde også et paradigme skifte til problem-orienteret og projekt-baseret læring), lærer- og studenter-udveksling, fælles forskningsprojekter og fælles udviklingskonferencer. Resultaterne har været lovende, ikke mindst i relation til de konkrete typer af aktiviteter, der er foregået, men også samlet set, hvor de i fællesskab bidrager til en overordnet kapacitetsopbygning indenfor højere uddannelse og til forbedrede udviklingsmuligheder og miljøforhold. En styrkelse af højere uddannelse anses for at være en forudsætning for økonomisk og demokratisk udvikling i alle lande, i- såvel som u-lande. Men, i særdeleshed i udviklingslande er der behov for speciel støtte, for eksempel gennem international bistand til programmer for højere uddannelse, herunder forskning og innovation i samarbejde med andre forskningsinstitutioner såvel som med myndigheder og virksomheder. Universiteter bør selvsagt spille en central rolle i sådanne globale anstrengelser for at styrke højere uddannelse. I samarbejde med eksterne partnere (eksempelvis private virksomheder, konsulenter, NGOer, og civilsamfundet generelt), lægges der her vægt på universiteternes rolle som nøgleaktører og formidlere af ny viden og læring, herunder udviklingsværktøjer som IKT og PBL; som formidlere af kompetente og motiverede kandidater, der kan indtræde i nøglepositioner i samfundet; og som uundværlige partnere i at skabe det innovative og selv-lærende samfund, som synes en nødvendighed for begrænse fattigdom og facilitere økonomisk og social fremgang. Reelt operationaliserbare modeller er måske stadig mangelfulde, men "Public-Private-Academic Partnerships" foreslås her som et realiserbart løsningsforslag og som et koncept til yderligere undersøgelse og modifikation. Nogle af resultaterne og disses implikationer er præsenteret i denne afhandling, og flere er dokumenteret i referencerne. Ganske kort, universiteter, i tæt samarbejde med de øvrige af samfundets aktører, er helt nødvendige for opbygningen og vedligeholdelsen af innovative og bæredygtige samfund. ; Moving from largely command and control measures in the 70s and 80s, through cleaner production and self-regulatory initiatives in the 90s, the emphasis in the new millennium is more on using networks and partnerships as levers for promoting a greening of industry. Predominantly since the 1992 Rio Summit, corporations have been increasingly pursuing these partnerships with public institutions including governments, international organizations and NGOs that aim to contribute to sustainable development activities. Partnerships have become more common as corporations react to mounting pressure from corporate stakeholders, civil society and government on the responsible nature of their business practices. So-called 'Green Networks', 'Cleaner Production Centres', 'Waste Minimisation Clubs' are among the highlighted alternatives to governmental regulation. While being promoted as an option for governments in the South to make up for lack of sufficient environmental legislation and enforcement, the majority of these examples, however, stem from countries in the North. In terms of public–private partnerships, one of the foremost Danish initiatives is the Green Network in the former county of Vejle. This initiative, initiated by local governments and businesses in the county, currently involves more than 280 partners from both the private and the public sectors (local companies, public bodies and local governments). The network started in 1994 and has grown in size and importance ever since. Fundamentally, it aims at providing new forms of co-operation between public authorities and private companies. The vehicle for this was initially a voluntary environmental statement by companies, who wished to be members. With the passing of time, however, the demands and pressures on both companies and public bodies have increased as has their innovativeness. Hence, the tools and means employed—outside as well as inside the network—have developed accordingly. Even though they are successful in a Northern context, uncritical transfer of such concepts to contexts in the South along with substantial, external donor funding have in many cases led to disappointing outcomes. It is necessary to discuss and be aware of key factors in the institutional set-up and the importance of institutional carriers for the potential success of Green Networks in the South. With reference to at that time ongoing initiatives in Thailand, especially the Cleaner Production for Industrial Efficiency (CPIE) network, and the successful case of Green Network in Denmark, this PhD project sets out to examine and assess these initiatives, discuss them based on an institutional and stakeholder approach (to partnerships) and suggest how the experiences can be understood in their own rights. Inherent in this is the context of development aid. The point of departure is, however, twofold. From one side, university collaborations and from the other a signification of a corporate awakening towards a broader role of business in society and the trend of corporations embracing partnerships. The latter has led many to question the driving factors that motivate corporations to pursue partnerships. Underlying drivers of corporate organizational behaviour include both legitimacy and stakeholder needs. However, with a constant flow of recipes or standards being the order of the day for modern companies and organisations, their survival also relate to their ability to cope with this flow, adopting relevant recipes from it and incorporating these into their organisation - and dispensing with them when they become outmoded. This ability is exhibited by what Røvik (1998) calls the "multi-standard organisation", and he identifies five fundamental capacities that define it: • High absorption capacity • The capacity to decouple recipes that do not fit in • The ability to translate new recipes in a quick and easy way • The ability to detach old or worn down institutions, and • The ability to preserve and reactivate older forms of institutional recipes An evaluation of Green Network reveals that the five capacities outlined in Røvik's theory are all present. Green Network has exhibited a remarkable ability to keep up with trends in the development of the idea of ecological modernisation and sustainable development. They have been able to keep pace with all the important developments during the last almost fifteen years, absorbing what they find important and discarding aspects that do not fit into their vision and programmes. The resulting manuals, tools and ways of propagating knowledge all reflect the "Green Network way of doing things", i.e. keep it simple, work together and share knowledge. The conclusion is that through dialogue, reflexivity and the establishment of an enabling environment, public–private partnerships can become useful vehicles in societies' move towards sustainability. In relation to the Thai context, the initial successes of implementing cleaner production through the network approach have been substituted by frustrations of yet another aid-driven project that was unsustainable. This is the point where "universities as development hubs" enters the stage. Capacity-building in environment and development has been implemented and tested over the last decade through university and university consortia networking. Universities from Africa (Botswana and South Africa), Asia (Malaysia and Thailand), Central America (Costa Rica, El Salvador and Nicaragua) and Europe (Denmark) have collaborated with graduate students and faculty. Initially some programmes emphasised research and others higher education, but eventually a blend of research and higher education appeared to be more productive. Links to external partners in public and private business have been established and proved successful in terms of mutual benefits. Activities comprise evolution of new study curricula (including a shift of the learning paradigm to problem-based and project-organised learning), exchange of students and faculty, joint research and joint development conferences. The results have been promising in terms of concrete results within each type of activity and together they provide vital steps in capacity-building in tertiary education to the benefit of development and environment. Strengthening of tertiary education is assumed to be a prerequisite for economic and democratic development in all countries, be they industrialised, in transition or developing. However, particularly in transition and developing countries there is a need for special support, e.g. through international aid programmes to tertiary education, including research and innovation in an interplay with other research institutions, business and government. Universities should play a central role in such global efforts to strengthen tertiary education. In co-operation with external partners such as business, consultants, NGOs and civil society at large, universities as key agents and providers in new learning, including developing tools such as project-based and problem-oriented learning (PBL) as well as information and communication technology (ICT); as providers of competent and motivated graduates to fill key positions in society; and as indispensable partners in creating the innovative and auto-learning society necessary to curb poverty and facilitate prosperity is emphasised. Modes of operation are still deficient, but ''Public-Private Academic Partnerships' is suggested as a concept to study further and modify to needs. Some of the results and their implications are presented in this thesis and more are documented in the references that are cited. In short, universities, in joint action with business and society at large, are necessary for constructing and maintaining innovative and sustainable societies.
Continúan las duras consecuencias del terremoto que azotó a ChinaEl número de víctimas fatales y desaparecidos por el sismo de magnitud 7,9 en la escala de Richter llega a 74.000. Las autoridades chinas ordenaron la evacuación de miles de personas en la provincia de Sichuan por miedo a que los lagos formados en los ríos bloqueados por los desprendimientos de tierra durante terremoto se desborden. Continua el trabajo de rescate, la ayuda internacional, el problema de los refugiados, el temor por posibles inundaciones y nuevos temblores. Varios medios informan al respecto:"People Dialy",diario oficial del Partido Comunista, informa: " China to allocate 70 bln yuan for reconstruction of quake-hit regions":http://english.peopledaily.com.cn/90001/90776/6415671.html"People Dialy",diario oficial del Partido Comunista: "China offers temporary allowance for quake victims":http://english.peopledaily.com.cn/90001/90776/90882/6414922.html"China Daily :"ll rises to 41,353; donations hit $2.2B":http://www.chinadaily.com.cn/china/2008-05/21/content_6701114.htm"China Daily": "Central gov't to slash spending for quake relief":http://www.chinadaily.com.cn/china/2008-05/22/content_6701567.htm"China Daily": "Woman rescued nine days after quake":http://www.chinadaily.com.cn/china/2008-05/21/content_6701235.htm"MSNBC": "Post-quake challenge: 5 million homeless. 3 million tents needed; Chinese authorities fear possible disease outbreak": http://www.msnbc.msn.com/id/24732245/"El Universal" de Méjico: "China: amenazan inundaciones": http://www.eluniversal.com.mx/internacional/57771.html"El Mercurio" de Chile: "Avalanchas sepultan a más de 200 rescatistas en China": http://diario.elmercurio.com/2008/05/20/internacional/_portada/noticias/B0BF9587-4285-4A8C-8D0A-89073FAF95D4.htm?id={B0BF9587-4285-4A8C-8D0A-89073FAF95D4}"The Economist": "China's earthquake.Days of disaster": http://www.economist.com/world/asia/displaystory.cfm?story_id=11376935"New York Times" : "Hopes Fading in Search for Survivors of China Quake":http://www.nytimes.com/2008/05/19/world/asia/19quake.html?_r=1&ref=world&oref=slogin"New York Times": "Chinese Soldiers Work to Restore a Winding Lifeline":http://www.nytimes.com/2008/05/18/world/asia/18sichuan.html?ref=world"El País" de Madrid: "China eleva la cifra oficial de muertos por el seísmo a más de 32.000. Las autoridades chinas buscan más cadáveres bajo los escombros.- Los temblores no cesan y miles de personas son evacuadas": http://www.elpais.com/articulo/internacional/China/eleva/cifra/oficial/muertos/seismo/32000/elpepuint/20080518elpepuint_4/Tes"El País" de Madrid: "China evacua a miles de personas por miedo a inundaciones tras el seísmo. El Gobierno teme que los ríos taponados por el terremoto se desborden"http://www.elpais.com/articulo/internacional/China/evacua/miles/personas/miedo/inundaciones/seismo/elpepuint/20080518elpepiint_5/Tes"Time": "The China Quake's Homeless Victims":http://www.time.com/time/world/article/0,8599,1807520,00.html"Time": "China's Heaviest Toll: Schoolchildren":http://www.time.com/time/world/article/0,8599,1807137,00.html"CNN": "China to mourn quake victims as toll mounts":http://edition.cnn.com/2008/WORLD/asiapcf/05/18/china.quake/index.html"El País" de Madrid: "China investigará los edificios desplomados por el seísmo. La cifra de muertos y desaparecidos alcanza los 74.000.- Las familias de los miles de niños sepultados exigen una investigación de las construcciones derribadas":http://www.elpais.com/articulo/internacional/China/investigara/edificios/desplomados/seismo/elpepuint/20080521elpepuint_17/Tes"CNN": "Stadium becomes tent city after China quake":http://edition.cnn.com/2008/WORLD/asiapcf/05/21/china.refugee.center/index.html"CNN": "Aftershock rattles China rescue efforts":http://edition.cnn.com/2008/WORLD/asiapcf/05/17/china.quake/index.html"CNN": "Millions left homeless by China quake":http://edition.cnn.com/2008/WORLD/asiapcf/05/16/china.quake/index.html"Times": "China works flat out to prevent dam flood":http://www.timesonline.co.uk/tol/news/world/asia/article3972785.ece"MSNBC": "Woman freed after 9 days under quake rubble. Survivor found in tunnel; grieving parents protest over collapsed schools":http://www.msnbc.msn.com/id/24717558/ AMERICA LATINAMerkel se compromete a apoyar a Uribe en la lucha contra el narcotráfico. Alemania cooperará en programas para la erradicación de cultivos ilegales y para que las víctimas de los paramilitares sean indemnizadas, "El País" de Madrid publica: http://www.elpais.com/articulo/internacional/Merkel/compromete/apoyar/Uribe/lucha/narcotrafico/elpepuint/20080518elpepuint_2/Tes"El Mercurio" de Méjico informa: "Karina", ex miembro de las FARC: Jefa rebelde colombiana niega haber asesinado al padre de Álvaro Uribe":http://diario.elmercurio.com/2008/05/20/internacional/_portada/noticias/8EB943E9-AF57-462F-976C-95E3EAB8A15D.htm?id={8EB943E9-AF57-462F-976C-95E3EAB8A15DLos presidentes de Perú y Brasil, que han mantenido una reunión bilateral posterior al encuentro del pasado viernes en Lima, acuerdan la puesta en marcha un ambicioso proyecto petroquímico, "El País" de Madrid informa: http://www.elpais.com/articulo/internacional/Lula/Alan/Garcia/terminan/cumbre/tocando/cajones/elpepuint/20080518elpepuint_1/TesEl presidente dominicano Leonel Fernández, candidato del Partido de la Liberación Dominicana (PLD) obtuvo el 53.72% de los votos, en las elecciones presidenciales del viernes, con la que se convirtió en el primer gobernante en lograr la renovación de su mandato en los últimos 14 años. Nos informan al respecto:"CNN": "Dominican president wins 3rd term":http://edition.cnn.com/2008/WORLD/americas/05/17/dominican.election/index.html"El Universal" de Méjico: "Confirman triunfo de Leonel Fernández":http://www.eluniversal.com.mx/internacional/57770.html"CNN": "Dominican incumbent eyes legacy in bid for third term":http://edition.cnn.com/2008/WORLD/americas/05/15/dominican.vote/index.html"El Universal " de México publica: "Pide EU explicaciones a Chávez por supuesto apoyo a las FARC":http://www.eluniversal.com.mx/notas/507624.html"CNN" informa: "Chavez: Interpol report a 'clown show'":http://edition.cnn.com/2008/WORLD/americas/05/15/colombia.computers/index.html"Time" publica: "The US Dilemma Over Chavez":http://www.time.com/time/world/article/0,8599,1807217,00.html"Time" informa:" Interpol: Chavez Has Arms Buildup":http://www.time.com/time/world/article/0,8599,1807161,00.html"El Universal " de México informa: "Va otra vez Correa contra Colombia":http://www.eluniversal.com.mx/internacional/57768.html"El Mercurio" de Chile publica: "De cara al referéndum revocatorio: Prensa denuncia millonaria campaña electoral de Morales":http://diario.elmercurio.com/2008/05/20/internacional/internacional/noticias/116F14E3-0201-4969-8E33-BCC1CE39E6EC.htm?id={116F14E3-0201-4969-8E33-BCC1CE39E6EC"El Mercurio" de Chile informa: "Huelga de sector rural en Argentina: Productores levantan paro para dialogar con gobierno":http://diario.elmercurio.com/2008/05/20/internacional/internacional/noticias/B78C8189-132F-4349-A92A-1BC629EAF6DD.htm?id={B78C8189-132F-4349-A92A-1BC629EAF6DD}"The Economist" publica: "Drug violence in Mexico. Can the army out-gun the drug lords?"http://www.economist.com/world/la/displaystory.cfm?story_id=11376335Violence erupts in Mexico's drugs heartland, Three-way battle between rival gangs and security forces, "MSNBC" publica:http://www.msnbc.msn.com/id/24726572/Investigan un gran incendio en San Pablo. Una fábrica de colchones, que ocupa una manzana, arde mientras decenas de dotaciones de bomberos luchan contra las llamas; hubo temor por el choque de un avión, "La Nación" informa:http://www.lanacion.com.ar/exterior/nota.asp?nota_id=1014190ESTADOS UNIDOS/CANADÁ Bush en Medio Oriente:"New York Times" informa: "Bush Presses Arab Leaders on Reform":http://www.nytimes.com/2008/05/19/world/middleeast/19prexy.html?ref=world"CNN" publica: "Bush to Arab world: Give citizens more freedoms":http://edition.cnn.com/2008/WORLD/meast/05/18/bush.mideast.ap/index.htmlBush pide a Israel que "suavice las restricciones a los palestinos". La Casa Blanca filtra el discurso que el presidente de EE UU dará en el Foro Económico Mundial en Sharm el Sheij.- Bush evitó hablar del tema en Jerusalén.- También pedirá apoyos contra "las ambiciones nucleares de Irán", "El País" de Madrid publica: http://www.elpais.com/articulo/internacional/Bush/pide/Israel/suavice/restricciones/palestinos/elpepuint/20080518elpepuint_5/TesVarios medios informan sobre la campaña electoral en los Estados Unidos:"Time": "Bush Starts a McCain-Obama Brawl":http://www.time.com/time/politics/article/0,8599,1807377,00.html"El Universal": "Prevén "encontronazo" entre Obama y McCain en Miami":http://www.eluniversal.com.mx/notas/507619.html"El Mercurio": "Contienda demócrata por la nominación a la Casa Blanca: Obama se alista para la victoria, pero Clinton le advierte que la pelea por la candidatura todavía no ha terminado":http://diario.elmercurio.com/2008/05/20/internacional/_portada/noticias/542ED523-3541-4BE4-9ABF-64D8EF3B7550.htm?id={542ED523-3541-4BE4-9ABF-64D8EF3B7550}"The Economist" en su informe semanal: "On the campaign trail: Primary colour":http://www.economist.com/world/na/displaystory.cfm?story_id=11376269"The Economist" publica: "West Virginia.The phoney war continues":http://www.economist.com/world/na/displaystory.cfm?story_id=11376262"La Nación": "Clinton vencen en Kentucky y Obama espera. El senador por Illinois confía en que las primarias que se desarrollan en Oregón apuntalen su triunfo; Hillary dijo que no se baja y que peleará hasta el final":http://www.lanacion.com.ar/exterior/nota.asp?nota_id=1014077"El Universal" analiza: "La estrategia de John McCain":http://www.eluniversal.com.mx/internacional/57769.html Ted Kennedy padece un tumor cerebral.El senador estadounidense y último hermano vivo del asesinado ex presidente John F. Kennedy tiene un glioma maligno; consternación de Bush y otros políticos, "La Nación" informa:http://www.lanacion.com.ar/exterior/nota.asp?nota_id=1014167"Time" publica: "In the Senate, Ted Kennedy Still Rules":http://www.time.com/time/nation/article/0,8599,1807447,00.htmlEUROPA Los problemas de los inmigrantes .20.000 'sin papeles' en centros de la UE.Los inmigrantes permanecen detenidos en condiciones a veces peores que en las cárceles, analiza "El País" de Madrid: http://www.elpais.com/articulo/internacional/20000/papeles/centros/UE/elpepuint/20080518elpepiint_2/Tes"The Economist" analiza: "Gordon Brown's woes: A flimsy fightback": http://www.economist.com/world/britain/displaystory.cfm?story_id=11377022"MSNBC" informa: "Noriega takes extradition fight to appeals court. France wants former Panamanian dictator on money-laundering charges":http://www.msnbc.msn.com/id/24731070/"The Economist" analiza: "France's cost of living. Purchasing-power disparity":http://www.economist.com/world/europe/displaystory.cfm?story_id=11376708La amenaza terrorista. Detienen en Francia a número uno de ETA. Se trata de Francisco Javier López Peña, alias "Thierry", a quien se lo señala como el responsable del fin de la tregua de 14 meses de la organización separatista, "La Nación" informa: http://www.lanacion.com.ar/exterior/nota.asp?nota_id=1014226Detenido el 'número uno' de ETA en Burdeos. Junto a Francisco Javier López Peña, jefe militar y político de la banda, han sido detenidos Ainhoa Ozaeta, Jon Salabarria e Igor Suberbiola, "El País" de Madrid informa: http://www.elpais.com/articulo/espana/Detenido/numero/ETA/Burdeos/elpepuesp/20080521elpepunac_1/Tes"La Nación" publica: "Zapatero volvió a oponerse al referéndum vasco.":http://www.lanacion.com.ar/exterior/nota.asp?nota_id=1014082"MSNBC" analiza: "New leaders unlikely to ease U.S.-Russia strains: Medvedev, next U.S. president unlikely to have power, will to push change":http://www.msnbc.msn.com/id/24677039/"La Nación" informa: "Extinguen el incendio en la Filarmónica de Berlín: más de 170 bomberos trabajaron para sofocar las llamas y desalojar un ensayo con 720 personas adentro; salvaron valiosos instrumentos y piezas de museo":http://www.lanacion.com.ar/exterior/nota.asp?nota_id=1014084"El País" de Madrid publica: "Controlado el incendio en la Filarmónica de Berlín.":http://www.elpais.com/articulo/cultura/Controlado/incendio/Filarmonica/Berlin/elpepucul/20080520elpepucul_7/TesASIA – PACÍFICO Y MEDIO ORIENTE"New York Times" informa: "Hezbollah Actions Ignite Sectarian Fuse in Lebanon":http://www.nytimes.com/2008/05/18/world/middleeast/18lebanon.html?ref=world"MSNBC" informa: "U.N. stymied in Iran nuclear investigation. A report to be released Friday will detail the lack of progress":http://www.msnbc.msn.com/id/24735923/"El País" de Madrid informa: "Al menos 13 muertos y 22 heridos en un atentado suicida en Pakistán. El objetivo del ataque ha sido una panadería de la ciudad noroccidental de Mardan, cerca de un centro del Ejército": http://www.elpais.com/articulo/internacional/muertos/22/heridos/atentado/suicida/Pakistan/elpepuint/20080518elpepuint_9/Tes"CNN" informa: "Myanmar's junta leader visits cyclone refugees":http://edition.cnn.com/2008/WORLD/asiapcf/05/18/myanmar/index.htmlPresiones a junta militar en Myanmar "New York Times" publica: "International Pressure on Myanmar Junta Is Building":http://www.nytimes.com/2008/05/18/world/asia/18myanmar.html?ref=worldBan Ki-moon viajará a Myanmar para presionar a la Junta militar. La ONU pide la entrada de cooperantes extranjeros.- El presidente Than Shwe, hasta ahora impasible a la presión internacional, visita la zona más afectada dos semanas después del azote del ciclón, "El País" de Madrid informa: http://www.elpais.com/articulo/internacional/Ban/Ki-moon/viajara/Myanmar/presionar/Junta/militar/elpepuint/20080518elpepuint_7/Tes"La Nación" informa: "Con una política de unificación china. Asumió el presidente de Taiwán: se trata de Ma Ying-jeou, a quien se lo ve como promotor de la cooperación con Pekín y con los EE.UU.; así terminaría con seis décadas de rivalidad":http://www.lanacion.com.ar/exterior/nota.asp?nota_id=1014049Evacuadas unas 16.000 personas en Japón por una bomba de la II Guerra Mundial. Las fuerzas de seguridad japonesas desactivan un proyectil en una ciudad al oeste de Tokio, que pudo ser lanzado por aviones de EE UUhttp://www.elpais.com/articulo/internacional/Evacuadas/16000/personas/Japon/bomba/II/Guerra/Mundial/elpepuint/20080518elpepuint_6/TesÁFRICA"CNN" informa: "Mugabe rival fears 'assassination' plot":http://edition.cnn.com/2008/WORLD/africa/05/17/zimbabwe/index.html"CNN" publica: "Thousands remain displaced months after Kenyan violence":http://edition.cnn.com/2008/WORLD/africa/05/16/kenya.displaced/index.htmlAtaques Xenófobos en Sudáfrica: Miles de extranjeros huyeron a refugios desde que el 11 de mayo comenzó la violencia en el municipio de Alexandra. Varios extranjeros fueron quemados vivos y decenas de comercios y viviendas saqueadas. El brote xenófobo comenzó hace una semana, en el periférico barrio de Alexandra, cuando un grupo de sudafricanos atacó a varios inmigrantes de Zimbabwe, Zambia, Malawi y Mozambique. Diferentes medios informan al respecto:"The Economist": "Xenophobic violence rocks South Africa's biggest city":http://www.economist.com/opinion/displayStory.cfm?story_id=11399350&source=features_box_main"La Nación": "Extreman medidas de seguridad en Sudáfrica.La policía aumentó su presencia en las calles para intentar frenar la ola de ataques xenófobos que ya causó 24 muertos; temen que afecte al turismo":http://www.lanacion.com.ar/exterior/nota.asp?nota_id=1014070"MSNBC": "Groups rush to help South Africa immigrants. Thousands chased from their homes during wave of violence": http://www.msnbc.msn.com/id/24731834/"El País" de Madrid: "Suráfrica despliega unidades especiales de policía contra la violencia xenófoba. El Ejército, a un paso de ser movilizado.- La oposición propone la construcción de campos de refugiados para acoger a los inmigrantes atacados":http://www.elpais.com/articulo/internacional/Surafrica/despliega/unidades/especiales/policia/violencia/xenofoba/elpepuint/20080520elpepuint_19/Tes"CNN": "Police patrol South Africa riot zone":http://edition.cnn.com/2008/WORLD/africa/05/20/southafrica.violence/index.html"El País" de Madrid: "La ola xenófoba de Suráfrica fuerza la huida de miles de inmigrantes.":http://www.elpais.com/articulo/internacional/ola/xenofoba/Surafrica/fuerza/huida/miles/inmigrantes/elpepuint/20080520elpepiint_11/Tes"New York Times": "South Africans Take Out Rage on Immigrants":http://www.nytimes.com/2008/05/20/world/africa/20safrica.html?hp"Le Monde": "En Afrique du Sud, la vague de violence xénophobe a fait au moins 42 morts":http://www.lemonde.fr/afrique/article/2008/05/21/en-afrique-du-sud-la-vague-de-violence-xenophobe-a-fait-au-moins-42-morts_1047971_3212.html#ens_id=1046651 ECONOMIA "The Economist" en su informe semanal: "Business this week":http://www.economist.com/displaystory.cfm?story_id=11377101&CFID=6367298&CFTOKEN=64782268OTRAS NOTICIAS Climate change : A moment of truth, analiza "The Economist": http://www.economist.com/world/international/displaystory.cfm?story_id=11376587"La Nación" publica: "Tras el paso devastador del ciclón Nargis, el Banco Mundial anunció que no enviará ayuda financiera a Myanmar: Reveló que "no puede legalmente desbloquear los fondos" ya que el país "acumula retrasos en los pagos desde 1998"":http://www.lanacion.com.ar/exterior/nota.asp?nota_id=1014051
Millainen on Euroopan unionin kansainvälinen asema? Onko Euroopan unionilla uskottavaa ulkopolitiikkaa? Vaikka Euroopan unioni on yksi maailman merkittävimmistä toimijoista kaupan ja kansainvälisen vaihdon alalla sekä maailman suurin avunantaja, vaikuttaa siltä, että poliittisesti sillä ei ole vaikutusvaltaa. Väitöskirjassani tutkin, onko talouden jättiläinen todellakin poliittinen kääpiö. Tutkimuskirjallisuutta analysoimalla olen etsinyt niitä EU:n piirteitä, joiden on nähty estävän unionia toimimasta todellisena kansainvälisenä toimijana; samalla olen pyrkinyt selittämään, millainen kokonaisuus EU on verrattuna tavanomaiseen ulkopoliittiseen toimijaan, valtioon, ja miten EU sopii kansainväliseen ympäristöön. Lopuksi tutkin EU:n politiikkaa laajentumisprosessissa, jossa jäseniksi otettiin Keski- ja Itä-Euroopan valtioita. EU:n ulkopolittisen toimijuuden esteinä on usein nähty puuttuva tai vaillinainen sotilaallinen aspekti ja heikko päätöksentekojärjestelmä. Kun ulkopolitiikka perinteisesti ymmärretään sotilaalliseksi toiminnaksi kriisitilanteissa, EU:n on nähty olevan kyvytön sekä määrittelemään intressinsä ja tekemään päätöksiä että toimimaan sotilaallisesti tilanteen ratkaisemiseksi. Miksi kansallisen identiteetin ja intressin puuttuminen sekä sotilaallisten toimintamahdollisuuksien vajavuus ovat niin merkittäviä ongelmia globalisoituvassa maailmassa, jossa taloudellisen vallan uskotaan olevan poliittista tärkeämpää? Kun valtiot yhä enenevässä määrin määrittelevät turvallisuusuhkansa toisin kuin sotilaallisin termein, miksi kyky sotilaalliseen toimintaan on yhä olennaista? Valtio on ollut kansainvälisen politiikan hallitseva toimija niin kauan, että meidän on vaikea tunnustaa, että tämän hetken kansainvälisessä politiikassa toimija tarvitsee erilaisia piirteitä kuin ne valtion tunnusomaiset piirteet ja kapasiteetit, joiden avulla se saattoi vahvistaa asemansa ensisijaisena toimijana. Tämän hetken kansainvälisessä järjestelmässä EU:n monenkeskisyyteen ja neuvotteluihin perustuva päätöksentekojärjestelmä saattaa osoittautua pikemminkin vahvuudeksi kuin heikoudeksi. Parhaassa tapauksessa EU pystyy hyväksikäyttämään globalisaation aiheuttamia muutoksia valtion suvereenisuuteen ja tehtäviin, ja rakentamaan tehokkaamman hallitsemisen järjestelmän. EU:n asema ei-valtiollisena toimijana mahdollistaa erilaisten toimijuuden tapojen käyttämisen, minkä seurauksena EU saattaa olla valtiota paremmin varustettu ratkaisemaan uusia turvallisuusuhkia vaikka unionin tavat vaikuttaa ovat näkymättömämpiä kuin sotilaallinen hyökkäys, ne eivät ole vailla vaikutusta. EU ei ole vähemmän kuin valtio, vaan enemmän. Sen kehitys vastaa kansainvälisen järjestelmän kehitystä ja vie sitä osaltaan poispäin valtiokeskeisyydestä. EU:n merkittävin ongelma ei ole sotilaallisen aspektin vajavaisuus, vaan se, miten rakentaa uskottava identiteetti ja saada kansalaisten kannatus Eurooppalaiselle hallinnolle. Tutkimus osoittaa, että vahvistaakseen kansainvälistä asemaansa EU:n ei tarvitse kehittää itseään federalistisempaan suuntaan, vaan käyttää hyväkseen globalisoituvan järjestelmän tarjoamia uusia mahdollisuuksia. ; Dwarf, adolescent or superpower? The European Union on the international field It seems to be a part of common knowledge that the European Union is an economic giant but a political dwarf. Although none can claim that the EU does not possess significant resources, for some reason these resources do not seem to help the EU to have much influence in foreign policy matters. Despite its large network of diplomatic relations, and its position as one of the most significant aid donors and trading partners in the world, many suggest that it has not succeeded in its attempts to develop its economic influence also into a political one. In my study I wish to examine if the EU is such an unfit actor on the international field. I will analyze how the international system (of states) defines the properties of actors, and how the definition is changing. There are two basic questions in this work: First, what position does the international system offer to the EU? Secondly, how does the EU utilize the position given to it? To find answers, I will examine a state as an actor, the international system of states, and the properties and actions of the EU. The EU in the system of states Since the international system is a system of states, the position of a state as a primary actor seems to be universal and eternal. In this thesis it is claimed that the EU is a new kind of a polity challenging the position of a Westphalian state. If the EU succeeds in this, it will have consequences for the whole international system. Yet, to be able to act in the system, the EU must not only challenge the position of a state, but also adapt to the requirements of the actorness; the EU must resemble a state in some respects to get recognized as an actor. There still is an on going test of statehood, and as long as the EU does not pass it, it is hard to consider it as an actor in its own right. The position of a state is connected to the development of the international system overall. The effects of globalization, modernization and democratization are creating new kinds of environments and cultures with new possibilities and threats. Increased interdependence between national economies and production added to the fact that all types of exchange are becoming ever more global restrict the ability of a state to act as fully sovereign . Globalisation includes many processes that affect the position of a state. The meaning of properties like sovereignty and military resources is changing, as well as a state s position on the international field. Change does not happen only inside a state and in its position, however, but also international structures change, affecting the way actors behave with each other. I claim that although the state is losing its position, it is still the dominant actor in international politics, and other polities hoping to get a position of an actor must be comparable with it: after all, structures do not change so quickly, and actors are constituted by them. The changing international context opens up the possibility to increase the importance of the EU. Sovereignty and military resources that once determined the state s position as a dominant actor have partly lost their meaning; not having them should not prevent the EU from being an actor. Furthermore, the EU might have properties that make it better capable to manage in the globalizing and fragmenting world. A foreign policy actor Rather than an international organization, the EU is a new type of political system, made up of national and European institutions that are constituted in relation to each other . The national institutions of member states and the EU institutions are so closely interwoven that they cannot be conceived as separate political systems. On the other hand, the EU is not a state, and we have many reasons to assume that it will not be one (unless the definition of a state changes). While it has some capabilities states traditionally own, it lacks others. This appears to make it an actor in some issue-areas, but not in all of them. Foreign policy has traditionally been connected to a state, it is concerned with the relation of a state to other states in the international system; it is connected to the idea of national aims and interests, and involves mobilizing national resources. Although foreign policy in its most visible form is high politics concerning high diplomacy and war, in practice most of the time it is low politics including low-level diplomatic practices between ministries and also economic policy as a means of reaching foreign policy aims. Foreign policy does not entail military force; as Karen Smith puts it, the recourse to military instruments can indicate a failure of foreign policy . In this work I will suggest that the reason why foreign policy is connected solely to states is not that making foreign policy is possible only for nation states and governments; rather it has to do with states position as primary actors in the international system. When certain conditions are metconcerning among others, a decision-making system non-state actors are also able to conduct foreign policy. There is no single EU foreign policy, but on some occasions member states agree on common interests and objectives, and mobilize national and collective resources to fulfill them: they conduct common foreign policy . For the EU, foreign policy means that its member states and institutions, to use Smith s words, have expressed a unified position in response to external events and/or formulated a plan of action directed towards the fulfillment of specified political/security objectives, and have agreed to use Community/CFSP instruments and/or instruments under national competence in a coordinated way to implement it . Even though the common foreign policy is important for the EU s ability to act as an actor, it must be put into the larger context of external relations, otherwise we fail to see the EU s importance on the international field. The division between political and economic matters has always been vague, but it is even more so at the time of globalization. It seems that those foreign policies connecting intergovernmental and community issue-areas, like the enlargement policy, have been among the most successful policies. The enlargement policy can be considered foreign and security policy because of its political and security-related aims, although the EU has applied the practices of the CFSP common position and joint action only a couple of times during many years of the enlargement policy. Although the EU may appear as a weak actor in high policy areas, it is an effective negotiator of low policy matters, including trade and aid, that belong to the Community issue-area . The EU does not act like a traditional foreign policy player. But what usually is seen as its weakness, may turn out to be a strength. In the contemporary international system it may be a benefit that an actor is able to take different forms in different situations, as the EU is forced to do due to its nature of lying between an international organization and a state. A civilian power There are certain requirements for an actor presented in the literature of IR, and usually these requirements do not include statehood or military resources. However, the polity´s own properties do not determinate totally the entity s position on the international field. Entry to the system is dependent on whether or not the other actors give recognition. It is claimed in this work that usually only states are recognized as actors, but even though the EU is not a state, it has at least partial recognition in practice, since it is accepted as a partner in negotiations, diplomatic relations, trade and aid. But the EU seems to suffer from a lack of credibility, or prestige that prevents it from having much of an influence especially in international crises, like in the Palestinian question. Still, by recognizing the EU as an actor in its own right even partially states decrease the significance of sovereignty, and weaken their own position as primary actors. Hence, the EU may change the structure of the international system, and make room for other polities too; or, it may become a state. One possible direction of developing the EU is to strengthen its image as a civilian power. According to Hans W. Maull, a civilian power accepts the necessity of cooperation with other actors when pursuing international objectives; utilizes non-military, primarily economic means to secure its goals; and is willing to develop supranational structures to address critical issues of international management. In this thesis the term civilian power refers to an actor who trusts in cooperation, respects and enforces international values and norms as defined by international institutions and treaties, and acts through diplomacy, economic means and international institutions. Manners suggests, on the other hand, that the EU may be more important normatively than in an empirical way, since it sets normative world standards. He continues that due to its power over opinion , idée force , or ideological power , the EU would best be conceived as a normative power Europe. The EU s normative power is a significant dimension of this thesis, but I will also examine other ways of using power including the Union s foreign policy instruments. I agree with Manners that the EU s ability to shape conceptions of normality in international relations is what makes it a normative power , but I suggest that it is a part of its special nature as a civilian power although also military powers may use and have used normative power. The EU clearly attempts to gain legitimacy through expansion of democratic and human rights norms, but this is not the whole picture of the EU. It is difficult to evaluate in which direction the EU will develop; even more difficult is to describe the outcome of European integration. More than a state I will propose that the EU lacks some of the properties of a state although I do not see that the difference is so remarkable in the end but that it does not make the EU an unfit actor in the international system; quite the contrary, the European integration includes elements that may make the EU better suitable to the international system than the traditional sovereign state. Hence, it will be suggested that instead of being less than a state the EU is actually more than a state. Within changing structure of the international system, resources and properties of states sovereignty, structure of hierarchy and military resources, among others will not be so significant that they guarantee the state s dominant position; quite the contrary, the strong actor have to be able to handle with global capitalism, regionalism, interdependence, and security threats raising from various sources. When the system has been increasingly perceived as interdependent, and states ability to govern has been deemed to be in question, an entity like the EU seems to be well placed to act on behalf of its members as a manager of the interdependence. Through European integration we also may find new answers to some of the problems caused by the nature of the international system itself. In this connection I will especially consider democracy and security issues, although there exists other similar issues too, for example minorities and refugees. The EU might be or it might become - the first truly post-modern polity, and it is impossible to explain its significance by concentrating only on its CFSP. The change of the international system is important in giving room for an actor like the EU, but structures do not totally create actorness; the development and action of the EU reflects the dynamic relationship between structures and agency. The EU is born from the combination of external demand and opportunities, and political will and imagination of its founders. Hence, the importance of the EU cannot be evaluated by studying either its internal capacities or external opportunities; they both together create the EU s capacity to act and have an influence on the international field. Yet, internal factors associated with legitimacy and efficacy of policy processes influence the perceptions other actors have of the EU, and create expectations of the EU s ability to act. Additionally, states must create new ways of acting in the changing international system, this suggests that our picture of an actor and its ways of having an influence and making policy may be at least partially out-dated. I wish to suggest that by studying the EU within an approach that takes both structures and internal capabilities into consideration we might get new ideas about actorness overall.
Education has the power to provide opportunities for meaningful, personal growth. In this research I usc my own, personal narrative as a means to explore various feelings of accomplishment and disappointment throughout my educational experience. Written reflections from graduate-level courses and a self-written story of my educational experiences, including my role as a teacher, were used for data analysis. These artifacts were coded using NVivo software. Coding revealed four themes: Self-worth and Selfesteem; Freedom through Authenticity; Regret; and Change and Redemption. Discourse, which is a guiding, invisible force, shapes the narrative, or lived experiences, of individuals. Its influence on my narrative was examined. The discursive claim of education is that the main goal of education is about and in the best interests of students. As my experiences in education were not positive and I felt that I did not receive what I needed, I assumed that my narrative countered the discourse. The findings showed that it was not I who countered the discourse, but rather my mental illness. This finding revealed the oppressive force of discourse upon the teachers in that there was not room for mental illness in education. This brings into question the discourse about viewing teachers solely as professionals as opposed to teachers as people. ; SELF-FULFILLMENT THROUGH EDUCATION 2 Acknowledgements I most appreciate Dr. Louise Moulding. Qualitative research is not her thing. I know she did this for me. Dr. DeeDee Mower was the framework and the scaffolding who kept this project steady throughout its construction; however, long before we were aware of DeeDee's expertise, Louise took on this project with me. She remained my chair though she felt, and verbalized, that she was not the best candidate for that role. I cannot think of a better person to have guided me through this project. I do believe that there is no one else with whom I would have rather gone on this journey. She made me feel safe and she made me feel loved. This was a very special project, so I needed a very special person to chair it. Thank you, Dr. Moulding. You helped me change my life. Love is not enough they say. That is why we needed Dr. Mower. She was the shepherd of us sheep lost in the pasture of qualitative research. We often strayed, but she kindly brought us back. She brought her expertise, but she also brought excitement. I was discouraged a few times-more than a few times. DeeDee was always so excited about this project. She saw something I could not see. She saw power in this research beyond what I had ever considered. Her wisdom was indispensable. I have never experienced as much altruism in life as I did in her office as she taught me the language of narrative research. It has always seemed that she was invested as much as I was to this project. I did not spend a lot of time in Dr. Stewaii's office, but it is in her class where my journey began. She allowed me to explore my story within the contexts of her course. My reflections were priceless to me. They were precious. I will continue to appreciate the respect and care Dr. Stewart showed toward my feelings. Her comments were insightful and helped me continue my growth. I felt validated as a person and encouraged to stay on SELF-FULFILLMENT THROUGH EDUCATION my journey of self-discover because of the comments she wrote in the margins of one of my assignments. She made me feel special. 3 In addition, I wi~h to thank Hayley Blevins and Erin Furlong for their support. We went through this program together. They became my very best friends: we had a lot of fun. They loved me, they laughed with me, and they even cried with me. This experience was overwhelming with the many emotions that came with the project. Our friendship became my strength many times. I am fortunate to have met them. I think they are great, and I love them. Thank you also to Weber State University and the M.Ed. program for providing the platform for this research. SELF-FULFILLMENT THROUGH EDUCATION 4 Table of Contents NATURE OF THE PROBLEM . 7 Literature Review . 8 Purpose of Education . 9 Personal Experiences in Education . 12 The Role of Expectations . 1 7 Self-efficacy for Educators . 21 Why Narratives Are Valid in Educational Research . 23 PURPOSE . 29 METHOD . 30 Instruments . 3 0 Procedures . 31 FINDINGS . 35 The Four Major Themes . 35 Self-worth and Self-esteem: Authenticity and Freedom . 36 Regret . 39 Change and Redemption . 40 Conclusions . 43 REFERENCES . 47 APPENDICES . 51 Appendix A: Institutional Review Board Approval Letter . 51 SELF-FULFILLMENT THROUGH EDUCATION 5 List of Figures Figure 1. Coding data for final analysis. This figure shows the interactions of the three research questions in data analysis . 34 Figure 2. Four themes emerged from the overlapping area of the three research questions. The arrows show the interconnectedness of all four . 36 SELF-FULFILLMENT THROUGH EDUCATION 6 Abstract Education has the power to provide opportunities for meaningful, personal growth. In this research I usc my own, personal narrative as a means to explore various feelings of accomplishment and disappointment throughout my educational experience. Written reflections from graduate-level courses and a self-written story of my educational experiences, including my role as a teacher, were used for data analysis. These artifacts were coded using NVivo software. Coding revealed four themes: Self-worth and Selfesteem; Freedom through Authenticity; Regret; and Change and Redemption. Discourse, which is a guiding, invisible force, shapes the narrative, or lived experiences, of individuals. Its influence on my narrative was examined. The discursive claim of education is that the main goal of education is about and in the best interests of students. As my experiences in education were not positive and I felt that I did not receive what I needed, I assumed that my narrative countered the discourse. The findings showed that it was not I who countered the discourse, but rather my mental illness. This finding revealed the oppressive force of discourse upon the teachers in that there was not room for mental illness in education. This brings into question the discourse about viewing teachers solely as professionals as opposed to teachers as people. SELF-FULFILLMENT THROUGH EDUCATION 7 NATURE OF THE PROBLEM The purpose of education today seems to be influenced by economy rather than by humanity. Its extrinsic rewards are favored over its intrinsic power for personal transformation and growth. The earliest colleges were institutions used to prepare its students to become clergy. In the 1700s universities began to offer a breadth of courses that enabled individuals to reflect and reason. Experiences during university studies crossed many subjects. Students were mentored so that they would be able to apply the knowledge from these subjects to their own growth and identity. The goal was to allow individuals a range of opportunities that would engage all parts of their lives, both present and future. The early 1800s marked an initial shift in the view of education that abandoned the emphasis on the learner, his experience, growth, and identity replacing them with what the learner should learn. College attendance became more common and those pressures led to a decrease in the quality of instruction. The educational philosophy concerning the purpose of education is again focused on practical measures and extrinsic gains. This comes at the cost and marginalization of the intrinsic benefits of education. Despite this current situation, education still has power to provide intrinsic benefits. These benefits are still of value independent of the extrinsic benefits and need to be acknowledged and encouraged. The expectation an individual holds as he experiences education enhances or diminishes the potential for education to aid in personal growth and transformation. Thus, students who enter their scholastic endeavors with hopes of becoming a better person or a belief that they will gain a new view of the world are likely to find such things, while SELF-FULFILLMENT THROUGH EDUCATION 8 those who seek only a degree and better employment are likely to overlook and graduate never experiencing the available benefits. Society continually undervalues intrinsic aspects of education, which encourage students to do the same. Education is a lived experience that shapes identity and should be a foundation for a stable view of one's self. However, as students increasingly enter college without the realization of the role education can play in self-views and self-efficacy, they graduate with only a degree, mostly unchanged. Eliminating academic studies that may not be practical or directly applied to the workplace neither produces college graduates who have attributes employers state they look for in candidates nor does it project happiness or satisfaction in their future professional lives. The professional benefits may feel hollow or inadequate because individuals also need a sense of fulfillment. By sharing and discussing the intrinsic benefits of education, expectations of students may shift and graduates may feel a sense of fulfillment and self-pride. Literature Review The contemporary debate about the main role of education in society is not a new idea with such dialogue recorded as far back as the early eighteenth century, before American independence (Spring, 2014). Early colleges resisted focusing on specialized and practical curricula, opting instead to uphold the principle that the student graduate having developed "a balanced character that could fit into any intellectual conversation or gathering" (Spring, 2014, p. 70). However, over time higher education shifted toward specialized curricula that would land graduates in occupations, and ultimately came to care less about the intrinsic benefits of education, such as a sense of fulfillment or SELF-FULFILLMENT THROUGH EDUCATION 9 identity, than the knowledge or skill sets they attain (Hanson, 2014). As this shift continues, the expectations for growth in universities decrease as knowledge and occupational tasks increasingly become, not means to an education, but the "benchmarks and we abandoned the big questions about who our students become" (Hanson, 2014, para. 3). Purpose of Education The marginalization of intrinsic benefits of education existed even in the eighteenth century (Hofstadter, 1955/1995). Higher education, and education in general, has historical foundations in religion. The instruction focused on doctrines and teachings from whatever religion managed the institution. Courses, such as Greek and Latin, were not offered as means for personal growth, but to enable the students who were expected to become clergy or civic leaders to fulfill their responsibilities. In the eighteenth century colleges began to depart from this practice (Spring, 2014). Despite this departure from narrow religious curricula, there were individuals who proposed universities what would exclude "all but the useful and vocational subjects" (McCaughey-Ross & McCaughey, 1980, p. 251) this meant the elimination of classical languages completely, and restricting instruction of science and mathematics to direct applications similar to today. However, these proposals were originally rejected in favor of a far greater breadth of instruction (Spring, 2014). Samuel Johnson was instrumental in these changes when he became the first president of what is now Columbia University in 1754 (Mccaughey-Ross & McCaughey, 1980). In the announcement of the university's opening, Johnson explains the proposed instruction to be: SELF-FULFILLMENT THROUGH EDUCATION 10 . In the learned languages, and in the arts ofreasoning exactly, of writing correctly, and speaking eloquently; and in the arts of numbering and measuring, of surveying and navigation, of geography and history, of husbandry, commerce, and government, and in the knowledge of all nature in the heavens above us, and in the air, water, and earth around us, and the various kinds of meteors, stones, mines, and minerals, plants and animals, and everything useful for the comfort, the convenience and elegance of life, in the chief manufactures relating to any of these things; and finally to from the study of nature to the study of themselves . and everything that contributes to their true happiness, both here and hereafter. (as quoted in Mccaughey-Ross & Mccaughey, 1980, pp. 251-252, emphasis added) Changes at other universities followed: arithmetic became a requirement for college admission; mathematics became required in three of the four years of college instead of one; science equipment such as barometers and microscopes was imported; and readings by Locke, Newton, Copernicus and others were assigned readings (Spring, 2014). A graduate of baccalaureate programs in the 1 gth century was expected and assumed to be one who was balanced and engaged in all the facets of his intellect (Spring, 2014). However, this changed decades later as the demand for education rapidly increased (Spring, 2014). In the haste to respond to the demand for more and more universities, the quality of instruction was ignored (Spring, 2014 ). The proposals to exclude the classics, depth in mathematics and science, and reasoning, which had been rejected in the past, gained favor. The majority of causes were economic since limited content would result in the hiring of fewer faculty, who could then be assigned a maximum amount of courses. But appearances also played a role, as the time-to- SELF-FULFILLMENT THROUGH EDUCATION 11 graduation rate could be more efficient. Not only were instructional concerns ignored, the construction of universities was also poorly planned and poorly organized. The goal of education became simply to provide "every locality with a cheap . institution that would make it possible for the local boys who desired degrees to get them easily" (Hofstadter, 1955/1995, p. 214). In fact one historical researcher pointed out that Often when a college had a building, it had no students. If it had students, frequently it had no building. If it had either, then perhaps it had no money, perhaps no professors; if professors, then no president, if a president, then no professors. (Rudolph, 1962/1990, p. 4 7) Philosophies of education today are similar and with a similar cause. The narrowing of curricula in the early nineteenth century resulted from an increased demand of college attendance. Today there is again an expectation that all children should have the opportunity to attend institutions of higher education. There is also an idea of the "cheap institutions" quoted by Hofstadter (1955/1995) earlier; demands for grants, debt forgiveness (whether federal or through future employer), or other financial aid such as scholarships has been increasing rapidly (Cronin, 1986). Educational achievement is now narrowed to data that can be published and explicitly verbalized. There is little acceptance of alternative forms to demonstrate educational success (Burwood, 2006). It is ironic to learn that the very employers students hope to impress by their resumes, grades, and efficiency of scholastic achievement tend to say they value qualities of diverse and intellectually curious people (Hanson, 2014). The emphasis on test scores, economics, and career and technical readiness is at odds with the attributes employers seek when interviewing candidates for positions. Recognition of the intrinsic benefits of SELF-FULFILLMENT THROUGH EDUCATION 12 education seems to be superficial when accrediting agencies are not known to hold educational institutions accountable for the personal growth of their graduates even when it is explicitly written in the institution's mission statement or objectives (Hanson, 2014). When individuals and universities do cite these benefits they are mentioned only as support to the extrinsic benefits to society such as communicating in occupations, saving the government welfare money, and so forth (Times Education Supplement (TES), 2005). It is now the credential that matters most, not the education or the process (TES, 2005). In both secondary schools and within higher education, grades are inflated and content has been diluted to increase graduation rates with an inattention to student achievement or competence (Carter, 2007; Goos, Gannaway, & Hughes, 2011; Hanson, 2014). Promoting programs that provide only the content of subjects without the reasoning, application, and history of the material has caused some to ask, "What kind of 'graduate' [are] these courses producing?" (Smith, 2003, para. 11). The associated expectations and assumptions surrounding diplomas, certificates, and degrees is that they are symbols of sacrifice, dedication, enlightemnent, and application of traits such as perseverance, but "all too often the piece of paper is confused with the territory that it purports to describe" (Starr-Glass, 2002, p. 224). Therefore, such expectations and assumptions that have accompanied academic progress for hundreds of years are no longer a guaranteed result of educational achievement such as graduation. Personal Experiences in Education The statement, "Education holds a miraculous and transformative power," is an example of intrinsic benefits. It is also the title of a recent report on education (Adkins, 2012). What is interesting about this title is that the great majority of the report is spent SELF-FULFILLMENT THROUGH EDUCATION 13 overviewing the state of American education and its impact on economy, such as salaries and costs per pupil, and touting the monetary advantages of graduating from both college . and high school; the monetary disadvantages of not completing school, and other economic boons from education. Yet, the author, the executive director for the Council of State Governments, titles his work Education Holds a Miraculous and Transformative Power and concludes the piece with an unexpected redirection of thought: While the statistics are telling, for me, education has always been a very personal pursuit. I can still name each of my elementary school teachers . These educators . had a profound impact on my aspirations, my career and my enjoyment of life . I was blessed with dedicated teachers whose passion for learning helped kindle my own pursuit of knowledge . What a miraculous and trans.formative power education holds! (Adkins, 2012, p. 3, emphasis added) There is a natural question as to why an author would spend so much time discussing the extrinsic aspects of education and its role to produce economically viable citizens only to conclude with emotional recollections. It is because education can, and does for many people, provide means for personal growth to transform them into the very best versions of themselves independent of societal and personal affluence (Smith, 2003; TES, 2005). However, it is important to note that in spite of the heartfelt description of his own childhood experience in education, he states that he knows that his daughter is successful because of her test scores with no mention of any personal transformation (Adkins, 2012). Possibly nowhere else in education has this point of personal fulfillment and intrinsic benefits of education been advocated more than in the arts. It is well known that SELF-FULFILLMENT THROUGH EDUCATION 14 funding for such programs in public education has faced cutbacks providing another example of favoring extrinsic aspects of education. Of course, there have been many who fight for the arts to stay, but often these arguments approach the battle from the wrong angle (Koopman, 2005). The justification for the persistence of art curricula has been housed within the tenets that they enhance the traditionally respected subjects such as reading, math, and science, because that is the currency used for influencing law and policymakers. Even when these claims can be supported with research, they tend to be correlational; however, Koopman (2005) contends that justification in relation to math and sciences should not be required. When individuals are self-aware and have created stable identities, they are more likely to stay in college, improve weaknesses (Carter, 2007), and find satisfaction and happiness in the workplace over their lifetimes (Hanson, 2014). When education is free from the oppressive pressure of efficiency and task achievement, it can shape the understanding students have of themselves when they ask "Who am I?" (TES, 2005). Koopman (2005) asserts that the benefit of forming self-identity ought to be adequate to argue the benefits of arts in education and ought to be valued independently of practical and extrinsic educational goals. In a hierarchy of learning, changing as a person is placed at the top (Wood, 2015), yet this type oflearning remains undervalued. This has diminished opportunities for personal growth, which have become a secondary goal of education, if a goal at all. Sandra Smith's (2003) personal story may be helpful to explain the dual and contradictory claims that education is providing both practical and personal gains. Sandra was well aware that college education would prepare her for and provide better SELF-FULFILLMENT THROUGH EDUCATION 15 employment and economic stability. Sandra explained that though she did go to college (being a single-parent and working as a low-wage input clerk) with the hopes of improving her social and economic status, she also wanted to study something she loved, being English literature, "and maybe even to achieve personal transformation along the way" (Smith, para. 5). These expectations shaped her experience. Her university requirements included a breadth of courses before any specialized courses could be taken. Because of these courses, Sandra "discovered a new way for seeing [her]self' and has "never seen [the] world in quite the same way again" (Smith, para. 6). In her writing, Sandra reminisced about courses in sociology, geography, and cultural history. She shared specific content and its transfer to her life, thoughts, feelings, and philosophies. She learned how to develop and communicate ideas, to question the status quo, to gain an active frame of mind in addition to practical skills such as pdoritizing work and developing strategies for success in new situations. At her "traditional university a degree meant much more than the subject in which you majored" (Smith, para. 6). Of course she also learned linguistics, grammar, the history of the English language, and "how to write a whole lot better" (Smith, para. 7). In fact, she got everything she had sought. She did graduate in English, and loved her major, but of the internal changes mentioned in her writing, none of them were in direct relation to that major. Those changes resulted in experiences and learning that were outside of her initial focus; they came because the university requirements held to the historical roots that education has outcomes of educated, well-versed beings not simply graduates with degrees. Upon graduation, however, Sandra concluded that her degree in English would likely not lead to a position that would yield economic independence (Smith, 2003). With SELF-FULFILLMENT THROUGH EDUCATION 16 this concession, she returned to school with the aim of getting vocational training. She quickly found that the attributes which are claimed to be encouraged in schoolingdiscussion, questions, and creative thought-were not so welcome, instead favoring preconstructed work skills. In spite of this she found the experience to be positive due to its learning opportunity. Her goal was different from the first; she was not in school to study something she loved or maybe to experience personal transformation. However, her perspective favoring learning as the goal increased her satisfaction and still allowed for personal growth. She did learn skills for the work place, except they were not fully adequate. In a sad irony, Sandra took her up-to-date skill set directly into the workplace only to find that they were not up to date (Smith, 2003). Instead she found that in today's workplaces "there is no time to find your feet or acquire specialist knowledge. You have to hit the ground running" (Smith, para. 10). Design of courses was formed wholly for the needs of business and industry. This relationship between higher education and industry no longer supports educated beings. Rather, it supports the production of what Hanson (2014) terms human capital, viewing students as the currency of American economics. Sandra's story, though, actually provides an example that even this goal of skills-based education is not being met. Sadly, this extrinsic model of education caused Sandra to doubt the value of personal growth and transformation in education. She wondered for a time if her first four years of college had been a waste, eventually concluding: . That it cannot be just about training for the workplace. There's probably something very wrong with a society that is driven by market forces to turn its back on millennia of knowledge and learning in favor of narrow vocational skills. SELF-FULFILLMENT THROUGH EDUCATION . I think that a workplace that has little room for arts/humanities graduates is missing something vital. (Smith, 2003, para. 12) 17 She was correct. Education does not need to be justified in terms of objective and practical measures. Even though not all parts of education are "necessary for subsistence, [they can] crucially . contribute to the fulfillment of one's life" (Koopman, 2005, p. 93). "The question, 'What is [education] good for?' should be answered by the response: '[It is] good for life.' Or, better still, '[It is] good for nothing. [It is] good life itself'" (Koopman, 2005, p. 96). The Role of Expectations The effects of expectations and perspectives on the perceived benefits of obtaining an education were briefly noted in Sandra's story, yet it is an important supporting idea when considering intrinsic benefits. Bruner (1966) has stated that people. are naturally curious with a desire to learn. This desire seems to be innate beginning with infants (Martinez, 2010). As individuals grow, this curiosity becomes more complex as various factors shape the motivations behind the will to learn. Bruner (1966) divides individuals' motivations as either competence-based or achievement-based. Tippen, Lafreniere, and Page (2012) divided motivation into similar divisions of grade-oriented and learning-oriented. Competence-based motivation serves to fulfill the basic need that humans have to use learning to exert control over a situation. This could be analogous to grade-oriented motivation, which leads to efficiency, and, in a way, control of one's educational experience. In contrast, achievement-based motivation does not allow satisfaction to occur due solely to evidence of skill or ability, which evidence could be analogous to a grade, but rather the actual application of that skill or ability. For example, SELF-FULFILLMENT THROUGH EDUCATION it would not be enough to get a grade; one must show how his or her ability to get the grade affected his growth. 18 Achievement-based motivation requires greater self-awareness or metacognition (Tippen et al., 2012) Learning-oriented students were more likely to have a high level of conscientiousness in addition to the characteristics discussed as desirable by employers: self-discipline, independence, intellectual curiosity, creativity, and an openness to experience new opportunities (Tippen et al., 2012). Students who were motivated by learning were also seen to self-impose high academic expectations. The opposite was found for grade-oriented students who displayed conforming and uncreative approaches to learning. Interestingly, neuroticism was highly correlated with grade-oriented students. This may relate to the controlling component of Bruner's competence-based motivation since pressure to control the outcome of grades creates stress when the success, in this case the grade, will be determined by the teacher or professor. Even though this knowledge about motivation has been communicated, a focus on objective and businessready education persists. As such, there is pressure upon educators to decrease the standard required in order appease those students who refuse to use learning as motivation. Otherwise, such students would perceive their professors as unfair, provide them with poor evaluations, which may directly affect their positions (Goos et al., 2011). As the environment where "students are consumers and grades the currency exchanged for measures of success" (Goos et al, 2011, p. 95) continues to grow, competency-based motivation is encouraged over achievement-based motivation and grade-oriented motivation is encouraged over learning-oriented motivation. For example, in assessing a skill, a teacher may simply accept an explanation or description of what SELF-FULFILLMENT THROUGH EDUCATION 19 must be done, grade-oriented and competency-based, rather than requiring the student to show understanding through action or the creation of a product, learning-oriented or achievement-based. There may be some who contend that the students may already have a grade-orientation when they enroll in college. However, it has been shown that as students spent more time on campus and in classroom settings during their first year of college, they became more work-avoidant (low effort) and grade-oriented (Kowalski, 2007). This can cause educators and students to lose faith in the caliber of the education provided (Carter, 2007; Hanson, 2014; Smith, 2003). Bandura proposed a different idea termed self-efficacy. This is a person's belief that he or she is capable of doing something regardless of his or her actual ability. Bandura (1977) describes four different ways that an individual's self-efficacy can be positively affected: mastery, through repeated success in an experience that required effort or perseverance; vicarious experience, observing others' success and believing "I can do the same"; social persuasion, when others praise and encourage actions voicing their belief of the individual's ability to succeed; and lastly, emotional and physiological states, the effects of a person's physical and mental health, may also alter ones perceptions of ability. I will use Krista's story to illustrate some of these ideas. Krista did not complete high school in spite of loving school and her teachers (Lebrun, 2013). However, for reasons unstated she did not complete high school; she did not finish ninth grade. She did her best to find work in the mall or at restaurants. At one point she shook blueberry bushes as a harvester, which apparently paid a decent wage. Despite the bush-shaking income, life was hard and she was tired. She was tired physically and she was tired of looks and judgments. "Determined to prove to people that SELF-FULFILLMENT THROUGH EDUCATION 20 [she] was more than a blueberry-shaker or a hamburger flipper" (Lebrun, 2013, para. 4) she decided to get her GED. Krista had an expectation that school could change her and improve her life. Just as self-efficacy can be positively influenced, it can also be negatively influenced. Being viewed "with pity or disgust, as if you are worse than the gum stuck to the bottom of [a] shoe" (Lebrun, para. 4) is an example of how self-efficacy can be diminished. This being her experience, Krista began her journey with feelings of uncertainty. This changed through a mentor at the community college she attended. Through her encouragement, Krista earned her GED. In contrast to the negative influences of society, this mentor had "looked at [her] as though [she were] somebody . [and] made her feel like [she] could do anything" (Lebrun, para. 5). This is an example of how social persuasion can increase self-efficacy. Upon completion of her GED, Krista displayed the influence of Bandura' s mastery experience describing her sense of identity and rise in society. Upon reception of her GED, "just like that, [she] was somebody . [she] could do anything" (Lebrun, para. 6-7). Education has that power. It has the power to shape a person's identity and a person's self-image. Krista's example does not end with a GED, however. With new confidence in academic success, stemming from mastery of previous educational success, she returned to community college. Her expectations were unclear, but not undefined: "I had no clue what I wanted to be or what I wanted to do, but I knew I wanted a college diploma to hang next to my GED" (Lebrun, 2013, para. 7). Krista was not operating under an expectation that college would provide her a skill set and a myriad of knowledge to recall. She was not returning to school with the needs of industry in mind. She returned to get what a college diploma is purported to represent-a changed person. Similar to SELF-FULFILLMENT THROUGH EDUCATION 21 Sandra's experience, Krista took courses in multiple areas leading to an associate's degree. Upon graduation she realized that she loved learning. It could be said that Krista was a learning-oriented student. She graduated with a bachelor degree in education, then a master's. With a little social persuasion from the dean of her university she finally earned a Ph.D. She started at a community college in Florida; now she teaches at a community college in Florida, yes, the same one. "I not only got my start at a community college. I got my future" (Lebrun, para. 13). Self-efficacy for Educators Krista's story is insightful and exemplary of the way education can shape a person's personal growth and sense of fulfillment. The GED to PhD experience is not common, but the impact of education is. Self-efficacy for teachers has traditionally been related to teachers' belief that they will be able to elicit desired outcomes from their students (Williams, 2009). That is the traditional meaning of education-the classroom, the students. Interviews with practicing teachers revealed a common theme. Teachers' self-efficacy is most positively affected not through student achievement from their instruction, but rather through personal interactions with their students and the faculty (Hargreaves & Preece, 2014). The literature rarely represents teachers as individuals separate from their professional roles. In review of the research regarding teachers' emotions, Gargante, Monereo, & Meneses (2013) found that " . Teachers' emotions are generated and applied only to specific objectives, such as in their preparation and professional development, in process of educational changes, in teaching situations, or in teachers' professional lives . Although teachers' emotions are clearly identified and labelled . there are few SELF-FULFILLMENT THROUGH EDUCATION 22 classifications to sort [them] into relevant and useful categories in education . Emotions are [mostly in] only two categories, positive and negative emotions. (p. 3) As established earlier in this paper, attending school is a personal and can also be an emotional experience. For teachers in New Zealand who returned to school to update their credentials both were true (Williams, 2009). Over two hundred teachers entering a university program to upgrade teaching credentials participated in a survey examining both personal and professional self-efficacy. Over half of the participants had more than twenty years of teaching experience. Unlike the United States and most of Europe, New Zealand has traditionally only required a certificate program for education, not a baccalaureate degree. Only recently, at the very end of the twentieth century was a degree required. Though it was not a requirement for practicing teachers, many went back to college to attain the degree, which explains the large sample size. Partial credit toward the upgrade, which amounted to approximately two thirds, was awarded to those teachers for the education attained in their initial certification along with work experience. Most of the teachers stated they experienced doubts of success, discomfort or intimidation at the beginning of the program, not only because of the program but also because of the newly-graduated teachers who already had a degree (Williams, 2009). As the program progressed the experienced teachers realized they could be successful. These mastery-experiences positively influenced their self-efficacy. At the end of the program self-efficacy had improved dramatically in both confidence personally and confidence professionally. Closing interviews did not reveal many comments about confidence in their ability to teach. However, "several interviewees spoke of becoming 'a different SELF-FULFILLMENT THROUGH EDUCATION person', having 'an extra spring in my step' . or 'walking through the world with a head held high'" (Williams, 2009, p. 607). One specific teacher was quoted as saying: 23 I always thought I was . quite good in the classroom but academically average . . . I was stunned every time I opened a paper and there was an A . Coming here and doing those papers made me realize . I actually can. I actually have a good academic brain and what a shame it's taken me until my 40s to find out. (p. 607) Through the process of upgrading their credentials, the teachers in New Zealand showed that it is not just the teacher who gained greater self-efficacy, but also the person. Far too often the personal is taken out of educational research forgetting that these experiences have power. Education is not an isolated, sterile environment in which humans exist for the first twenty-five or so years of life. That is why education has such broad implications for personal growth. Education is a process of becoming a new person. Starr-Glass (2002) explained that the woman in his research "is a real person, not just a straw-woman set up for the sake of argument or rhetoric" (p. 221 ). We are all real people. We are not numbers or imaginary visages. We are real and have real emotions. Education has the potential to provide a place to experience them as a means for the growth of self and identity. "A good degree opens the world" (Elmes, 2015, para. 11). Why Narratives Are Valid in Educational Research Education is a part of life. In the United States, this statement more than likely elicits a visualization of a schoolhouse with classrooms filled with desks and tables. This common view of education is provided, shaped, and determined by discourse (Foucault, 1972). Discourse, in qualitative terms, is overarching ideas and frameworks within which SELF-FULFILLMENT THROUGH EDUCATION 24 individual experiences occur. Narratives are the experiences themselves. It is within this relationship that narratives are subjected to the power of the discourse to frame and shape realized experiences. Whether speaking of formal or informal education, learning is a natural part of one's life experience. Learning is believed to occur through a sequence and collection of experiences. "To live is to live in time, from moment to moment, from episode to episode" (Koopman, 2005, p. 93). Learning is a process over time, which varies among individuals. Because education and learning are of an experiential nature, it makes sense to study education in terms of discourse and narratives (Clandinin & Co1melly, 2000). There is no way for an individual to share a story without using narrative. Focuses in U.S. education have shifted more and more toward measuring academic achievement based on statistics and what students know rather than what they become (Hanson, 2014). Narratives have been useful in analyzing language and linguistics (Althusser, 1970/1971; Sartre, 1988) and ethical, moral decisions (McCarthy, 2003). These historical and traditional uses of narrative research will not be examined here. Instead, the more recent application of narrative research in regards to identity and self-fulfillment will be examined. A study of nurses specializing in the emergency department (ED) of hospitals examined certain personality characteristics in relationship to the nurses' practices when treating geriatric patients presenting with cognitive impairment and pain; this sample population is notable as it presents complex needs (Fry, MacGregor, Hyland, Payne, & Chenoweth, 2015). The results support the claim that learning and self-analysis are positively assessed and improved through use of narratives. In the case of these nurses, SELF-FULFILLMENT THROUGH EDUCATION who are in a non-traditional, but still educational environment, it was concluded "confidence and self-efficacy was [sic] developed through the experience of nursing praxis . communication, and interrelationship with patients and caregivers and the wider social and physical environment within the ED" (p. 1627). The results also included nurses' comments during focus groups, which provided insight to the changes that occur over time, context, and experience. It is possible that a person's narrative, or story, can be shared and interpreted differently at one time or in one context in one narrative, but then change in another narrative (Georgakopoulou, 2013). 25 The discourse of nursing praxis did not change resulting in new nursing practices, but rather time and context changed nurses' narratives of self and of nursing praxis, which may no longer fit within discursive nursing practices. It is through the sharing of narratives that the power to employ a dynamic relationship between a person's past self and a person's current self through reflexivity is allowed. Narratives can continue to be defined and interpreted in different ways through time and context. It is because of this that students use narratives to create, develop, and alter their identities as they "think, talk, and tell stories about who [they] are, where [they] have been, and what [they] have done" (Hanson, 2014, para. 7). Engaging in meta-narrative may reveal conflicts between accepted discursive understandings and an individual's narrative. This can be specifically useful to resolve ideas about the ability to be different from and yet the same as others; to maintain a self-view of constancy over time (even a lifetime); and one's place in the world-"Am I acting on the world, or is the world acting on me?" (Bamberg, 2010). In the context of this paper, "Am I constructing my experience(s) in education and therefore SELF-FULFILLMENT THROUGH EDUCATION myself, or is my place in education determined outside of myself?" Bamberg terms this as the "two directions of fit." 26 Because narratives shape a person's identity and discourse shapes narratives, it makes sense that a study and analysis of an individual's narratives ought to be used to understand what education is actually accomplishing in regards to both narratives and educational discourse. This is to say that narratives have inherent power to provide meaningful information about identity and personal growth, particularly meta-narratives. However, this power is constantly ignored in favor of the informative powers of discourse. Koopman (2005) states that "the concept of fulfillment indicates that our experience . need not be that of an external power [such as discourse] to which we are exposed. It suggests how we might optimally realize our temporal existence" (p. 93) through sharing and experiencing narratives to inform discursive traditions and see beyond them. A student's self-view is not objective and is not stagnant. It is inextricably coru1ected to all things he experiences, thinks, and feels. Thus, it follows that education and learning become part of a student's identity, who he is, while also becoming part of his past (Hanson, 2014). It follows, then, that there is information regarding education and learning that can only be recovered and presented through narratives. This information can only be useful when gleaned from authentic, personal narratives. This research, for instance, is based on my personal narrative. As such, I have chosen to write using first-person voice. The discourse of academic writing is well illustrated by Nash (2004) as he explains his cause to liberate academic writing: The denial of the value of the selfs stories in an academic setting is born in the command all of us have heard in school at some time: never use the 'I' in formal SELF-FULFILLMENT THROUGH EDUCATION writing. The 'I', we have been told, is incapable of discovering and dispensing wisdom without the support of the 'them', the certified experts. (p. 54) 27 Using made-up, rhetorical examples does not allow for a discursive analysis, as those will naturally conform to the discourse (Georakopoulou, 2013). However, Bamberg (2010) has indicated that an individual considering hypothetical situations for himself, such as "what ifl had made [this choice]?", may be a safer and more reliable way to explore one's self-identity with greater clarity. This is true because meta-narratives have the ability to consider deviations from or discrepancies in the discourse. There are really two parts to this idea: the ability to view one's possible selves based on hypothetical decisions in the past; and the ability to view one's possible selves in the future based on decisions currently being made. This latter part is quite relevant to this paper as a student's perception of academic achievement is shaped by discourse. Relating back to Bamberg's "two directions of fit" would raise the question as to how a student views himself in regards to education. Is it education to student or student to education? It is known that narratives are not fixed (Bamberg, 2010). One reason is that they are shared for a variety of reasons, which alters what is determined as relevant to be shared. Some examples include trying to get out of an undesirable consequence, consoling another, and teaching or sharing one's understanding with others. Again the dynamic nature of narratives is seen as a person interprets and re-interprets his life at different times. Comparing such narratives can show themes (sameness over time) in a person's life, while also showing changes. Narrative research is of particular importance when viewed in light of the latter as changes in self-identity or life-interpretation can often be unexpected and may not otherwise be noticed as discourse limits what can be SELF-FULFILLMENT THROUGH EDUCATION 28 shared and what will be seen (Dyson & Genishi, 1994). Narrowing the experience of education to charts and graphs of some such variable like graduation rates or time spent in a library does not represent what is actually occurring in a student's life. "Students use narratives to build and maintain a sense of who they are" (Hanson, 2014, para. 23). Considering the narrative nature of a student's education, it only makes sense to incorporate narratives and discourse into the field of educational research. SELF-FULFILLMENT THROUGH EDUCATION 29 PURPOSE The historical timeline of American education has seen changes from narrow religious curriculum, to broad learner-focused curriculum, to today's narrow business-driven curriculum. The current curriculum marginalizes intrinsic benefits of education limiting opportunities for personal development, the formation of self-identity, and new perspectives on life and the world. To promote the self-fulfillment and satisfaction individuals will have in both their personal and professional lives, intrinsic benefits of education must again be valued in their own right not secondarily to extrinsic benefits. The current practice, which devalues the personal components of education, limits and ignores the potential power that individual narratives have to inform discursive practices and beliefs. When the sharing of narratives is consistently censored, prevented, or otherwise limited, unknown and unexpected truths will remain undiscovered. The purpose of this project was to offer a place for me to examine my life: beliefs, philosophies, feelings, self-esteem/self-efficacy, and identity. I am the purpose of this project. I can truly say, "It is all about me." My journey through life is not only different, as all journeys are, but very unique and not very happy. I entered the M.Ed. program at Weber State University with a desire to change. I wanted to find love and meaning in my personal life; I wanted to be happy. The purpose of this project was to reach a place where I could overcome feelings of shame, guilt, and regret as I looked back on the choices I had made, specifically in regards to my education. It is about me, and in a way it is me. I do hope that it will resonate with and aid others. I hope it will build camaraderie and unity among other teachers, but ultimately, the purpose of this project was just as the title says: self-fulfillment through education. SELF-FULFILLMENT THROUGH EDUCATION 30 METHOD Educational discourse stresses the quantifiable and utilitarian aspects of education. This has led to an ignorance regarding the potential for education to provide a platform for individual growth and the lived experience of students. This driving force of education has had direct, negative effects on my life leading to confusion, unhappiness, and eventually resentment toward educational praxis. Because the motive of this project was to sort through my own personal concerns, narrative research was utilized. There have been some persisting concerns about the use of narratives as a methodology in educational research. These are addressed in the previous section titled "Why narratives are valid in educational research" and partly in the literature review. Unaddressed in those sections are concerns regarding personal narrative. Since it has already been established that each individual is shaped by discourse, the validity of findings can be questioned. Operating under the basis that subjectivity has power and provides benefits to educational research, this method is appropriate for use. Instruments Narrative research, by its definition, is based in storytelling. The story then becomes the primary artifact for analysis. It was imperative, therefore, that my story was told. This was accomplished through a written reflection of my educational experiences using a technique known as stream of consciousness (James, 1890). The idea is that thoughts cannot be viewed as isolated or chopped apart; they are always flowing-like a stream. The use of stream of consciousness shows this interior monologue through writing. Structure and grammar are abandoned to allow for an exploration of associated thoughts. In a colloquial sense, it allows, and possibly encourages, the storyteller to go SELF-FULFILLMENT THROUGH EDUCATION 31 off on tangents. Once finished this narrative was not reviewed by me until months later when I coded the data, which allowed for greater objectivity on my analysis. My written narrative provided the bulk of data. In addition, ten other reflective artifacts were used for analysis. These were written as requirements for courses taken in the M.Ed. program. It is important to note that they were not written with the intent to be used or analyzed in any project, which provides greater objectivity of the data. Of the ten, eight artifacts came from an educational psychology course. The professor required her students to design and propose assignments that would be used to assess his or her competence of the material presented in each chapter of the text. In a research methods course in the prior semester, I was first exposed to narrative research during a routine search of literature for an assignment. I initially questioned the validity of the article for publication, but after reading it felt a powerful connection and considered employing it in my own project. Entering the educational psychology course with that consideration, I felt it may be useful to practice writing narrative pieces. For each chapter in our textbook I wrote a reflection of when I felt or identified with the psychological theories presented whether professionally as a teacher, personally as a student, or as an individual. The other two artifacts came from an independent studies course in which I read literary classics, and the other from a curriculum and assessment course. Procedures· NVivo software was used to code the data. This software allows for electronic coding and sorting of written data into categories, including cross-referencing. The narrative and reflective pieces used were uploaded into the software. As I read over the SELF-FULFILLMENT THROUGH EDUCATION 32 sources I created categories and assigned sections of texts to a category. All categories were developed after the coding process began; there were no pre-defined categories. Any length of text could be selected and assigned to one or more categories. Through the use ofNVivo, all original sources remained intact while new pages were created-one for each category-which contained the references from all sources for that category in one place. It was also possible to delete references from within a category, move a reference into a different category, or to keep a reference in that category and add it to a different one at the same time. In other words, coding could be done from within the original source itself or from within a category page. Narrative research allows themes to appear without predefined categories. This avoids the forcing of references into specific categories, which provides greater validity to and confidence in the conclusions. Although the initial coding did not have predefined categories, research questions had been generated months prior. These questions were not used to create categories or guide the coding process. I developed three research questions regarding how the timing of my master's degree, my mental illness, and motivation affected my educational narrative respectively. These questions in themselves would threaten the claim of objectivity of the coding; however, I actually misplaced and forgot these research questions. I was troubled about losing my research questions; but it turned out to be an unintended positive means to improve the strength of my claims. It was under this condition that I coded the original sources without influence from the three research questions: Why were my goals for my education different during my master's degree than those in my public school and undergraduate degree? What SELF-FULFILLMENT THROUGH EDUCATION 33 influence has my mental illness had on my educational experience? How does motivation affect educational experience? When I was writing the narrative piece, which provided the core of data for this project, I felt anxious and an unwillingness to explicitly state anything about mental illness. In fact, at times, I would reword, rephrase, or entirely remove sections of the narrative as I wrote it. I knew it was an integral part of my experience, but also felt as though it should not be present in the writing. As a result, very few references to my illness survived the written telling of my story. Once I began developing research questions, I felt guilty that I was not as forthcoming about that part of the story. Dr. Mower told me that it would be fine and still useful because it might be able to strengthen my case that the discourse prevents the honest expression of my narrative. I felt that I, again, had prevented my project from showing what I believed to be a very impactful part of my narrative. First, I diminished and limited the inclusion of mental illness in my written narrative, and then I forgot to include it in my coding. It was discouraging. Dr. Mower again thought it was just fine and said the bit about the discourse battle. The pep talk was not effective and I remained saddened. This experience will be of importance in the findings section. I was disappointed and honestly felt that my project had been compromised in some way; yet, I continued. As aforementioned, normally in narrative research one would decide which categories to use for continued analysis and allow overarching themes to appear. However, since I had specific research questions, this traditional methodology was adjusted. After identifying which of the many categories ought to be used for further analysis, I created three new categories, one for each of my research questions: Master's, SELF-FULFILLMENT THROUGH EDUCATION 34 Motivation, and Mental Illness (see Figure 1). I reviewed the coded data within each of the original categories and then performed a secondary coding of the data into one (or more) of the three research questions. Any references that did not fit within those three categories were abandoned. I printed the coded data within the three research questions and then performed a tertiary coding. Just as the first coding process, I allowed categories to appear without predetermined ending points. This coding was done by hand. Figure 1. Coding data for final analysis. This figure shows the interactions of the three research questions in data analysis. Only categories that fell within the overlapping area of the three research questions were considered for final analysis. Four categories remained for final analysis: Self-worth and Self-Esteem; Authenticity and Freedom; Regret; and Change and Redemption. It is worth noting that the references within these four categories remained in the data pool after three separate coding procedures. Unlike during the original and secondary coding, the emotional influence and the overall feeling of the references were added to the criteria. Therefore, themes rather than categories will be used to refer to these four groupings. References that were accepted for final analysis were also reviewed as to whether they showed examples of the discourse or a counter-narrative, meaning that my experience opposed the discursive claim. SELF-FULFILLMENT THROUGH EDUCATION 35 FINDINGS Discourse is an idea that has developed an identity. It has power and influence over an individual, a group, or even an entire society or culture. Discourse shapes the experiences of individuals. It is an invisible hand that directs actions, thoughts, words, and beliefs. The personal stories and lived experiences are narratives. The discursive view is that narratives are fiction in themselves, that there is no individuality. Discourse makes the rules and people unknowingly obey. It is this reason that my final analysis includes this section in addition to the research questions. This research brings into the light the reality that what the discourse claims to be may not be at all. In fact the actual realities which are lived and felt every day might be completely the opposite. Though I set out to reveal the discourse and its oppression on narratives, I found that narratives may also perpetuate the discourse not only through conformity but also by agreement. My story illustrates all three of these situations: countering against, conforming to, and agreeing with the discourse. The Four Major Themes Four major themes emerged while looking within the overlapping area of the three research questions. These were: Self-worth and Self-Esteem; Authenticity and Freedom; Regret; and Change and Redemption (see Figure 2). SELF-FULFILLMENT THROUGH EDUCATION 36 Figure 2. Four themes emerged from the overlapping area of the three research questions. The arrows show the interconnectedness of all four. One theme included references about self-worth and self-esteem. Positive references such as "I feel more empowered," were coded together alongside any negative references such as "I did not deserve to have fun." The second theme presented many different feelings that have in common living with authenticity. Although the term authenticity was never mentioned in the data, I often refer to the "real-me." Other references in this theme share my desire "to be free from it all," and resolving feelings of instability. The third of the four themes was regret. Regret was also one of the original categories during the first-order coding of the data. The final theme focused on change and redemption. References included thoughts about change when I wrote," . education has the power to change people . it could change me," as well as references to applicable changes as in my world views or my motivation behind my actions. All four themes were closely intertwined. This finding was not surprising considering this was a single, personal narrative. More than being intertwined the first SELF-FULFILLMENT THROUGH EDUCATION 37 two themes were more akin to a pair. The best term for the relationship is mutually inclusive. The categories are distinctly different but necessarily interactive. I explain this term as analogous to the relationship between twins. Each has his own name, personality, habits, friends, and so on, yet always the relationship with his twin is apparent and powerful. Certainly what one twin does affects and causes changes to the other, but often both operate separately while never operating independently. In the good, in the bad, in the confusing, in the times which would otherwise fracture a relationship forever, twins are together. So also were my feelings of self-worth and my feelings about emotional stability, authenticity, and self-entrapment. The remaining two themes were also closely related and in a similar way. Contrastingly, the relationship between change and redemption and regret was more similar to cause-effect and correlation. More often than with the other pairs, references from these two themes were often found without the other nearby. However, this quote may illustrate how regret can act as an impetus for change: "I want to show the world that I can take all of those regrets and the guilt and the shame and remedy them by living by a different pattern," whereas these quotes show how change can expunge regret: "My master's degree is all about redemption." "It will give me my life and my joy back." Self-worth and Self-esteem: Authenticity and Freedom Living with authenticity, I found, brought relief. My writings mention more than once that I believe that education had the power to change individuals, and I knew that I would need to put myself in a position to take advantage of that. The data showed that I lived with a lot of shame because I was not willing to take that risk. "I could not force myself to be the best version of myself. I held myself back . and I was unhappy and SELF-FULFILLMENT THROUGH EDUCATION 38 unfulfilled." Of the many, many other entries that portray this, the feeling is most appropriately captured in a quote from Great Expectations (Dickens, 1860/1979): "In a word, I was too cowardly to do what I knew to be right, as I had been too cowardly to avoid doing what I knew to be wrong." This trend began in my k-12 experiences. As it continued, "I became more aware of the conflict between my values of growing and . [my] actions." In fact, I received "my bachelor's degree with a lot of regret and disappointment." My master's experience was different because I was willing to be authentic. I decided that I could not sacrifice.myself any longer. This relief is shown as "I am so very proud of myself. I am proud that I am doing it [meaning making education about my personal needs for once,] and I am proud that I am doing it now-earlier than later." As part of my master's program I enrolled in an individual study course. I elected to read classic literature. In part, the motivation of this was to overcome the fear that someone would one day discover, that as smart and educated as I was, I was not well read. I had not had the opportunity in school to read these books, and I had not yet taken it upon myself to procure them from the library or bookstore. These readings yielded far more than overcoming the embarrassment from the deception about not reading a few famous books. In these books I found myself and my identity. "I understand myself more because of this course," I wrote in my final reflection. One book was particularly affecting. A young, innocent man posing for his portrait was introduced in the opening chapter of The Picture of Dorian Gray (Wilde, 2011 ). As Mr. Gray experienced the world, he behaved in dishonest, lustful, and other undesirable manners. Through some magic, never fully explained in the book, the manifestations of these choices never SELF-FULFILLMENT THROUGH EDUCATION 39 showed on his face but rather on his portrait. Likewise he did not age rather his agedness appeared on his portrait. Thus he was able to maintain the appearances of a good, scrupulous man while living quite oppositely. I considered the similarities to my own life: "I feel that I misrepresented myself;"" . No one knew me. Not even my family. I could not share myself with them (referring to anyone, not just my family.)" Reading the book felt like a confession-as ifthe author of the book knew my story. It brought relief, though nothing had changed. I viewed Dorian Gray as myself in fictional form and the portrait as a representation of my soul. Others saw my accomplishments. I saw "a fraud and a man who cut the corners of his education." This book strengthened my resolve for authenticity in my education. "I do not want to look at my portrait and find it ugly and dirty and unbearable to look upon, while I appear so youthful and enviable." Instead of hiding my portrait away in the attic and behind locked doors, as Mr.· Gray did, I found that I was "as open as possible" which led to "a greater connection to humanity." Regret Many references of regret were accompanied by guilt. This was not surprising and those references, though applicable here, were better placed in the first theme of selfworth and self-esteem. What was surprising were the feelings of loss which also accompanied regret. Loss of enjoyment was one common regret, which appeared in the very opening line of my written story: "My biggest regret of my college career was that I never enjoyed it." In another reminiscing thought: "I wish I would have done more in my college career that involved . enjoyment." Yet another: "I wish I would have slowed down and enjoyed youth . "In addition to loss of enjoyment was the loss of self-improvement. This regret often came because "I held myself back." Others were formed SELF-FULFILLMENT THROUGH EDUCATION 40 while "I was frozen in fear," or because "I could do only those things in which success seemed inevitable . " I missed an opportunity to study red pandas in China. "I really wanted to go and it felt right. I had the money," but I did not go. Many of these regrets were due to social pressures. The judgement and approval of others was a deciding factor as to what I would do. "One reason . I never felt fulfilled is because I was accomplishing things to impress and fill up others buckets, not to fill up my own." One of the most interesting issues of my regrets was that I felt I had no power to change them. The feelings of loss expressed with regret came with a sense of permanence. There was a forever loss. In many ways and in various amounts of words, I expressed there are things "I will never get back." I also found that regrets were persistent. With each new regret, the "burden of [my] mistakes" would grow larger. In fact, "mistakes and regrets pile[ed] on [my] body simultaneously." Regrets, it seemed, could be created, but never destroyed. Change and Redemption I was constantly "wait[ing] in fear and hope both to be found out as a fraud . "I convinced myself that if someone were to call me out I would be forced to change. My high school counselor did just that. "I realized that she knew how I was not living up to my greatness and . gave partial effort for appearance only. It was a powerful moment in my life, but one that still did not allow me to change." I think the most interesting finding about change was that there was so little of it for so long. The second theme about authenticity and freedom presented many desires for change. Thus, motivation for change was always present, yet change did not occur. I later wrote about a requested substitution of course requirements in my bachelor's program. Again, the data showed that I was not SELF-FULFILLMENT THROUGH EDUCATION 41 completely open to embracing change. "Part of me hoped that [my advisor] would deny the request, but part of me was ready to fight her if she did." One of the premises within the literature review focused on the shift education has taken in focusing on data and grades, not the student. In my mind, this was the new discourse on education. I would call this the discourse of educational prestige. It was my belief that the discourse of educational prestige is what prevented change and growth. I believed this was the oppressive force, which had prevented my self-fulfillment. There was a great power and a sense of defiance when I wrote that I applied to the master's program "to find myself personally, not professionally." I felt I was proving something to the world when I wrote in bitterness, "This time it is about me." I found out that the discourse of education still maintained a focus on the students' best interests. Through analysis of the data, I learned that the discourse of educational prestige was not a discourse, and it already had a name. Its name was mental illness. For me it came in the fonn of bi-polar and social anxiety disorders. One common finding about change was that I refused "to deviate from the path that I had planned earlier." Once I made a plan, I felt obliged to see that plan true to the end, even after it was clear that it was a bad plan. Mental illness was the invisible force, which silently shaped my narrative to oppose and resist change. Thus, when opportunities came to improve or change, I would not take them. "I felt that I did not deserve [to change] because I had made a mistake in not planning for those opportunities." This was a dominating thought. This was what held me back. It was this logic which made regret permanent. My narrative became a collection of unhappy experiences though the influence of mental illness, not the discourse. Despite that reality, I did change. I did make "it about me." I did "make a difference. A difference SELF-FULFILLMENT THROUGH EDUCATION 42 for me." All of those changes happened, but they did not happen because I overcame the discourse. The reason that my master's experience yielded more rewarding outcomes is not because I was more aware and more empowered to fight the discourse, but rather that I was more aware and more empowered to fight my mental illness. Before my master's degree I viewed education as a means to gain social approval and self-worth, which caused me to take classes and participate in extra-curricular activities "that would be impressive and [make] people love me." This is apparent in the two examples with the high school counselor and college advisor. Contrastingly, I entered the master's program believing that it "could help me deal with my emotional insecurities and other personal chaos." Directly stating my need for emotional support is what made this time around different. "I am here to be healed," I wrote. This does agree with the discourse. Education is power. This theme is also about redemption. I found in the end that redemption is not what was there. Even though, "My master's degree is all about redemption." When I imagined this moment in my story, I wrote, "I will see my own portrait of a man redeemed of errors and a man regained of his confidence and self-worth." I do not think that redemption has taken place. The words speak of redemption, but instead I found healing and forgiveness. "I just want to be at peace," I said. "I want to feel stable." The data showed those wishes were granted. The discourse would claim that these changes in my self-worth, self-esteem, and self-acceptance were socially constructed, that there was no individual force from my narrative, but I know it is different. I felt the battle against the discourse as I pushed SELF-FULFILLMENT THROUGH EDUCATION 43 myself to find a place in the world and in the teaching profession with mental illness. I felt the pressure of the discourse every time I added a bit more of myself to the project. The discourse does influence my life, but it is not the only power that exists in my life. I have my own power to fight the discourse in the times when my experiences no longer agree with the discourse. Conformity is not guaranteed. I do have a voice, and that's what this is. This is my narrative. It is I. Conclusions I found that discourse is not inherently evil. In fact, narratives may very well agree with discourse more often than they do not. Contradicting my expectations, the data did not support that discourse was the oppressive enemy I had villainized it to be at the commencement of this project, or at least not to the severity I assumed. I found, rather, that it was the mental illness that shaped and oppressed my narrative. However, though the discourse did not oppress my narrative directly, it hid from view my mental illness, which prevented me from growth. I was unable to face my mental illness because I was not fully aware of where or what it was. It is in this way that, for me, the discourse was oppressive and was an enemy. One clear example of the role mental illness played in my narrative comes from the paired themes of self-worth and authenticity. In that section I quoted the disappointment and shame that came with the reception of my bachelor's degree. The discursive practices regarding graduation are celebrating, rejoicing, and congratulating. Clearly my experience countered that discourse. I assumed that my nanative was countering that discourse. Reviewing the data I found a quote about how I would feel upon reception of my master's degree: "The acceptance of my degree will in a way be an acceptance of myself." Here, my narrative agreed with the discourse. In light SELF-FULFILLMENT THROUGH EDUCATION 44 of these contradictory experiences, I conclude that it was my mental illness that countered the discourse. Another example was shared under regret. It was the missed opportunity to study abroad in China. I regret not going because it would have been an awesome and rewarding experience, "but in my mind I did not have the time." "I tried to convince myself that I should go and get the experience but every time I thought about taking the trip I felt overwhelmed with all the pressure to get my degree as soon as possible." The discourse on education supports unique, personal, and expansive experiences. In other words, the discourse supported the trip. It was my mental illness that pressured me into living a narrative without a trip to China. Mental illness expects conformity. It shapes narratives and counters discourse. The reason I did not see mental illness in each of these examples is because mental illness has no place within the discourse. In some professions, mental illness is acceptable and even expected. These are often the arts. This is not the case in teaching; even art teachers are held to a different standard when it comes to mental illness than their non-teaching counterparts. I have written that it is the mental illness which counters the discourse. That mental illness is part of me. Mental illness and my narrative are linked. In that way, my narrative does counter the discourse. Because the discourse said mental illness in educators cannot exist, it was difficult to distinguish between the influences of the discourse and the influences of my mental illness. It was difficult for me to find my place in this profession. I knew that I had a mental illness and I knew that I wanted to be the stable, helpful, competent teacher that the discourse advertised teachers to be. I wanted the discourse. I agreed with the discourse. However, I also had a mental SELF-FULFILLMENT THROUGH EDUCATION 45 illness, which meant I could not fully embrace the discourse. This conflict was confusing for me as a student and later as a teacher. It caused me to feel "uneasy and [lack] confidence in myself . for being unable to decide within which arena I belonged." The discourse celebrates differences and individuality. I felt that mental illness was too diverse for celebration: " . Being different and unique is not easy," I explained, "This is especially true when it comes to intellect. It is extremely isolating." There was no room for mental illness, so there was no room for me-or for teachers like me, I suppose. With all of the findings about the oppression of mental illness, I return to the final theme of redemption. Redemption is about being saved. I found there was nothing from which I needed to be saved. The discourse informs us that mental illness is to be hidden and controlled. I believe this discursive influence caused me to feel that I needed redemption from my mental illness. The discourse was wrong. I still feel that there is a necessary battle with my mental illness, yet I also found that the acceptance of my mental illness opened the doors that led to self-fulfillment. Mental illness is not a sin, which requires redemption. Had I continued to hide my mental illness, I would not have gained access to the good in education-the good of the discourse. I now have far fewer regrets, and none that haunt me, because I ensured that I received both satisfaction and growth in my master's program. I found that enjoying life is not regrettable. I found that selfimprovement is not regrettable. In the final analysis, as I looked upon my po1irait, I did not find a man redeemed of his errors, but I did find a man regained of his confidence and self-worth. Whether fighting or embracing my mental illness, the data showed that it is only when I accept its existence that I feel at peace. Itis an authentic way to live. I found that being the best is not as good as being the best me. SELF-FULFILLMENT THROUGH EDUCATION 46 Finding that mental illness is what caused much of my frustration and dissatisfaction in education advocates for more narrative research on mental illness in teachers including the narratives of teachers without mental illness. This recommendation echoes the observation in my literature review that there is little research in education from the perspective of the teacher, particularly in separation from instructional strategies and professional duties. Teachers are a major part of the educational system both in effort and in number. Considering this large role, it makes sense to include their real, lived, and personal thoughts based on their real and lived experiences even when they may include such things as mental illness. The discourse of educational professionalism portrays teachers in objective ways such as measurable credentials and role-model-worthy characteristics. However, it was found that teachers' emotions heavily influence teachers' motivations and thought processes. Thus, "knowledge of teachers' emotions is essential to understand teachers and teaching" (Gargante et al., 2013, p. 2). My research showed that teachers, as people, ought not to be forgotten. SELF-FULFILLMENT THROUGH EDUCATION REFERENCES Adkins, D. (2012). Education holds a miraculous and transformative power. Capitol Ideas, 55(5), 3. Retrieved from 47 http://www.csg.org/pubs/capitolideas/sept_ oct_ 2012/sept_ oct_ 2012 images/CI_S ept0ctl2.pdf Althusser, L. (1971). Lenin and philosophies and other essays. (B. Brewster, Trans.). New York, NY: Monthly Review Press. (Original work published 1970) Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 82(2), 191-215. Bamberg, M. (2010). Who am I? Narration and its contribution to self and identity. Theory and Psychology, 21(1), 1-22. Bruner, J.S. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press. Burwood, S. (2006). Imitation, indwelling and the embodied self. Educational Philosophy and Theory. 39(2), 118-134. doi:10.1111/j.1469-5812.2006.00232.x Carter, C. (2007). Top 10 reasons students struggle and drop out freshman year-and what you can do about it. Recruitment and Retention in Higher Education, 21(7), 3-5. Clandinin, D. J. & Com1elly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass Inc. Cronin, J.M. (1986). Student financial aid: An international perspective. Phi Delta Kappan, 67(9), 657-661. SELF-FULFILLMENT THROUGH EDUCATION 48 Dickens, C. (1979). Great Expectations. Norwalk, CT: The Easton Press. (Original work published 1861) Dyson, A.H. & Genishi, C. (1994). The need for story: Cultural diversity on classroom and community. Urbana, IL: National Council of Teachers of English. Elmes, J. (2015). Q&A with Glyn Davis. Times Higher Education. Retrieved from https://www.timeshighereducation.co. uk/ question-and-answer-glyn-davisuni versity-of-melbourne Foucault, M. (1972). The archaeology of knowledge and the discourse on language. New York, NY: Pantheon Books. Fry, M., MacGreagor, C., Hyland, S., Payne, B., & Chenoweth, L. (2015). Emergency nurses' perceptions of the role of confidence, self-efficacy, and reflexivity in managing the cognitively impaired older person in pain. Journal of Clinical Nursing, 24, 1622-1629. Gargante, A. B., Monereo, C., & Meneses, J. (2013). Affecting dimension of university professors about their teaching: An exploration through the semantic differential technique. Universitas Pyschologica, 13(1 ), 1-22. doi: 10. l l 144/Javeriana.UPSY13-1.adup Georgakopoulou, A. (2013). Building iterativity into positioning analysis: A practicebased approach to small stories and self. Narrative Inquiry, 23(1), 89-110. Goos, M., Gannaway, D., & Hughes, C. (2011). Assessment as an equity issue in higher education: Comparing the perceptions of first year students, course coordinators, and academic leaders. The Australian Educational Researcher, 38, 95-117. SELF-FULFILLMENT THROUGH EDUCATION 49 Hargreaves, E. & Preece, S. (2014). The value of the personal in teachers' professional learning: A case study. Professional Development in Education, 40(1), 130-146. Ilanson, C. (2014). In search of self: Exploring student identity development. New Directions for Higher Education, 2014(166), 7-13. Hofstadter, R. (1995). Academic fi'eedom in the age of the college. New Brunswick, NJ: Transaction Publishers. (Original work published 1955) James, W. (1890). Principles of psychology. New York, NY: Henry Holt and Company. Koopman, C. (2005). Art as fulfillment: On the justification of education in the arts. Journal of Philosophy of Education, 39(1), 85-97. Kowalski, P. (2007). Changes in students' motivation to learn during the first year of college. Psychological Reports, 101(1), 79-89. Lebrun, K. M. (2013). A community college journey: From GED to Ph.D., Community College Week. Retrieved from http://ccweek.com/article-3428-pov-a-communitycollege- j ourney-from-ged-to-phd.html Leondari, A. (2007). Future time perspective, possible selves, and academic achievement. New Directions for Adult and Continuing Education, 114, 17-26. Martinez, M. E. (2010). Learning and Cognition: The design of the mind. Upper Saddle River, NJ: Pearson Education, Inc. McCaughey-Ross, B. & Mccaughey, E. P. (1980). From loyalist tofoundingfather: The political odyssey o.f William Samuel Johnson. New York City, NY: Columbia University Press. McCarthy, J. (2003). Principlism or narrative ethics: Must we choose between them? Medical Humanities, 29(2), 65-71. SELF-FULFILLMENT THROUGH EDUCATION Nash, R. (2004). Liberating scholarly writing: The power of personal narrative. New York, NY: Teachers College Press. Rudolph, F. (1990). The American college and university: A history. Athens, GA: University of Georgia Press. (Original work published 1962) 50 Sartre, J.P. (1989). The idiot in thefamily. (Vols. 1-3). (C. Cosman, Trans.). New York, NY: Random House (Original work published 1981) Smith, S. (2003). What an education did for Rita. Times Higher Education. Retrieved from https ://www.timeshighereducation.co. uk/features/what-an-education-didfor- rita/ 185364 .article Spring, J. (2014). The American school: A global context (9th ed.). New York City, NY: McGraw-Hill Education. Starr-Glass, D. (2002). Metaphor and totem: Exploring and evaluating prior experiential learning. Assessment & Evaluation in Higher Education, 27(3), 221-231. Tippen, G.K., Lafreniere, K.D., & Page, S. (2012). Student perception of academic grading: Personality, academic orientation, and effort. Active Learning in Higher Education, 13, 51-61. Wilde, 0. (2011). The picture of Dorian Gray (2011 ed.). New York, NY: Barnes & Noble, Inc. (Original work published 1890) Williams, R. (2009). Gaining a degree: The effect on teacher self-efficacy and emotions. Professional Development in Education, 35(4), 601-612. Wood, K. (2015). Changing as a person:· The experience oflearning to research in the social sciences. Higher Education Research & Development, 25(1), 53-66.
' % JUNE, 1900 ooThe0o Qettysbiir Mercury CONTENTS The Evolution of the Thinker, 103 In the Storm, . 110 The Dawn of Idealism, . . Ill The Voice of the Sea, . . 117 A Critique of the Doctrines of Heraclitus, . . . 118 The Noble Hero, . Women as Teachers, Spring, . Editor's Desk Otsego Lake, The Turk in Religion, 121 124 126 127 129 133 \sW-G'BURG C. US, DUPLICATE FAVOR THOSE WHO FAVOR US. For Fine. Printing go to Tk Jo Co Wile Frigiiii Howe CARLISLE ST. GETTYSBURG, PA. C. B. KitzmMer Dealer in Hats, Caps, Boots and . Douglas Shoes GETTYSBURG, PA. B. Dealer in Hats, Caps, Shoes and. Gents' Furnishing Goods Corner Center Square and Carlisle Street GETTYSBURG, PA. EDGAR S. MARTIN, ^CIGARS AND SMOKERS' ARTICLES. Q£T" t^T* t^* Chambersburg St., Gettysburg. Like to learn Spanish? An easy Jan guage to learn. A JlimfuhVs Spanish Method. Self-teaching. SiianUh-ICiKiHx^Engllsh-SpanUh Diction'y, Hossfeld's Italian Method. Self-teaching. I/nlian-ICinjlixh, English-Italian Dictionary, Hossfeld's German Method. SelJ'-teaehlng. . Qerman-English,Engli8h-German Dictionary, $2.00 lloxsfeld's French Method. Sell-teaching. $1.00 French-Fnr/iish, Enalish-Frenck Dictionary. $2.00 lirooks" 1st Latin Jiook. 50 eta. Latin-English, English-Latin Dictionary. $2.00 Jlrooks' \st Greek Lessons. 50 ct3. Greek-English, English-Greek Dictionary. $2.00 Literal Translations of the Classics—Latin, Greek, Germun, French. Eighty-flvc volumes, sold separately, 50 eta. each. Sendfor list. HINDS & HOBLE, Publishers 4-5-1S-14 Cooper Institute N. Y. City Schoolbooks ofall pub-lishers at one store. orsome other v////////// language? .THE. GETTYSBURG MERCURY. VOL. IX. GETTYSBURG, PA., JUNE, 1900. No. 4 THE EVOLUTION OP THE THINKER. PROF. OSCAR G. KLINGEK. (Address on Education before the Susciuehanna Synod, May 9,1900.) TT is my privilege to engage your attention for a little while in A some phase of the general subject of education. It is a sub-ject in which you are profoundly interested, and of the import-ance of which you have a keen appreciation. I take it for granted that you are accustomed to give this hour, not that you may be entertained by an elaborate discourse filled with educa-tional truisms and platitudes, but to hear from some member of your body the newest and best thought of which he is capable. I conceive, therefore, that from me you desire to hear this even-ing what ideal I have of education—what, in my judgment, should be the aim of every system of intellectual discipline. Without hesitation, and asking no favors of adverse criticism, I present for your consideration " The Evolution of the Thinker." Whatever is true in my presentation, I ask you to accept ; what-ever does not appeal to your judgment, I ask you to believe to be the honest expression of a growing conviction. The first voice of the Aryan race to utter its thought was the poet of the Vedic Hymns. In that remote past, when the migra-tion of nations from the old Iudo-Germanic home was peopling Europe and the western part of Asia, the Aryans that settled In-dia were resting for a brief spell in the mountains which form the northwestern boundary of that country. Their eye swept the valley of the Ganges and the valley of the Indus, and as that magnificent landscape lay before them like another Promised L,and, their bards sang of the future. I mention this because in this first voice there is the recognition of the three-fold mystery of existence which is yet but partly solved—the mystery of self, the mystery of the universe, and the mystery of God. It has been 104 THE GETTYSBURG MERCURY. peculiarly the problem of the Indo-Germanic peoples. They only, believing in the authority of the Reason, and being free from the paralysis of fatalism, have dared to pry into things to get, if possible, their inmost secrets. The effort to explain the mystery of self has resulted in all that is known as logic, psychology and ethics; the effort to solve the mystery of the universe has resulted in all that is known as science; and the effort to solve the mys-tery of God has resulted in metaphysics. I have said that the mystery of existence is peculiarly the problem of the Aryan mind, and this finds its proof in the fact that in all other races mythology takes the place of thinking. The nations listen to the voice of fancy, and accept her dreams as the explanation of reality. Hence the lack of progress in the non-Aryan races. One glance at the history of thought among Aryan peoples reveals the business of the thinker. It is to explain the universe as he experiences it. It is to construe in thought the facts as they are presented to his consciousness. In doing this he must be alive to the authority of the Reason; he must inexorably follow her leadings; he must accept her conclusions. Not only this, but his thinking must bear the marks of his own individuality. In process and conclusion it must be distinctly his own. To master another man's thought, to adopt it as his own, is a valuable ex-ercise; but at best it can be only a propaedeutic to his own think-ing. What I wish to emphasize is this, that a man's thought is always an abstract of his own psychic being. A brief survey of the philosophy of knowledge will show the truth of this assertion. Objective cognition involves, first, a world of reality, which can act upon the sensory nerves and furnish the materials of knowledge; secondly, a human mind which is capable of reacting upon the stimulus, and interpreting the presentation; thirdly, the postulate that the principles which are constitutive of intelligence shall at the same time be the principles of cosmic being. i. B3' sense-perception we recognize reality as actually exist-ing and objective, not on the testimony of one sense alone but of all the senses. Even if we mistrust the report of the senses, we still have an invincible proof of the reality of a thing in its power to resist our will. Our whole conscious life, too, is the proof that this world of reality does act continuously upon all the senses, whether we attend to all of them at the same time or not; THE GETTYSBURG MERCURY. 105 and a single moment of reflection will discover to us that all the data of objective knowledge come in through the sensory nerves. Whatever truth there may be in idealism of the type of Berkeley, we are nevertheless certain that an external world does exist, and does act upon the nerves of sense. The first condition of ob-jective cognition, therefore, is met. 2. Again, self-consciousness reveals the existence of a human mind, which is our own true being. This mind exists as states of consciousness, each of which is a complex, and linked by laws of association with what goes before and what follows after. Every moment of our lives is a conscious reaction of this mind against the stimuli which reach it through the nerves of sense. In this reaction the presentation is interpreted by means of the principles which are constitutive of intelligence. Phenomena are brought under the category of substance; uniformities under that of law; persistence amid variety under that of identity; so in the interpretation of every single, definite presentation are used all the categories or ideas of the Reason, and used in the same way by every human intelligence the world over. For the Reason is not individualized but universal, the same for all intelligence. So far, then, all men must think alike. But the ideas of the Reason do not fill up the measure of the reacting mind. Beyond these primary elements which are univer-sal, the objective universe is a variable quantity, being for each mind the creation of its own endowment. As the endowment differs with the individual, it follows that no two persons can have precisely the same universe. Now, since all thinking is the explanation of experience, and as all experience is particularized, it follows that all thinking must be the abstract of the psychic being of the thinker. To this point we shall return a little later. 3. Our warrant for accepting the postulate that the principles constitutive of intelligence itself are also the principles of cosmic being, may find its illustration in the mathematical theory of the universe. Pure mathematics is a deduction from the Reason it-self, and wholly subjective. Its principles belong to the essence of spirit. And yet these mathematical principles are used in the interpretation of phenomena, and so precisely do they fit the sys-tem of things that prediction based upon calculation has become the mark of science. Knowledge is never scientific until it be-comes mathematical. io6 THE GETTYSBURG MERCURY. It was said above that a man's thought must be an abstract of his psychic being. This psychic being must be studied in order that all the elements which it supplies in the act of cognition may be definitely understood. It is never a chance product. What any man is at any moment is always the resultant of his reaction upon external stimulus under the bias of his inheritance and en-vironment. This statement recognizes three facts of human life —the fact of heredity, the fact of environment, and the fact of personality. Let us study their meaning as it relates to the thinker. i. By the term heredity we name that law according to which an organism tends to reproduce its kind. Its action in the biology of plants and animals is an every day fact, and needs no illustra-tion. Its action, too, in the human physical organism is well un-derstood. In the realm of psychology and ethics its meaning is only beginning to dawn even upon scholarship. There its sig-nificance is truly startling. For in human life it means that all life is an unbroken continuity; that each new life is but the last edition of a long line; that the babe which comes to you with all the appearance of sweet innocence—" fresh from the hand of God," as we are fond of saying—that your babe is but you and your ancestors making a new start in the old life—you and your ancestors, With sufficient marks of difference to constitute a distinct individuality." "He is a new product just because he represents a new combination of ancestral influences." Perhaps you are ready to doubt this teaching, and call for some higher authority than your speaker's. Listen, then, to Prof. Sully, one of England's most conservative and most prominent psycholo-gists : "The normal human brain, with its correlated psychical capacities, is, like the human organism as a whole, the result of the hereditary transmission of specific or typical characters from progenitor to offspring." "The child brings with it into the world an outfit of instinctive tendencies or dispositions constituting the natural basis of the civilized or uncivilized man." "In this way we all bring into the world, wrought into the very texture of our brain-centers, the physical basis ot our future individual charac-ter, mental and moral." " The child inherits from its series of ancestors, woven into the texture of its nervous system, a number of dispositions representing ages of ancestral experience." And Dr. G. Stanley Hall: " Heredity has freighted it (the THE GETTYSBURG MERCURY. 107 body) with all the results of parental well and ill-doing, and filled it with reverberations from the past more vast than science can explore." You cannot fail to see the truly awful significance of this un-doubted law. It means that the whole life of the offspring is largely, though, thank God, not wholly, conditioned by the men-tal and moral character of its progenitors. The thoughts which the child thinks, the feelings which it loves best to entertain, the bias and disposition which manifest themselves at such a tender age, and generally continue throughout life, are not original with it, but have their roots back in the lives from which its life sprang. It is not what it would be, and for what it is it is not responsible. Its bias and tendencies, its instincts and impulses, are such as its ancestors have transmitted to it in brain and nerve substance. 2. "Men start out, then, in existence with a vital capital sup-plied by their ancestry, which is modified more or less by the law of diversity." But from the very moment when that individual life begins, another fact becomes of supreme importance—the fact of environment. By this term we designate "the sum of the influences and agencies which affect an organism from with-out." Soil and climate, food and work, and, above all, hu-man comradeship, constitute a man's environment. And all of this is individualized. A babe opens its eyes upon a specific set of visual phenomena; its ears are responsive to a particular set of sounds; its other senses are in due time recipient of definite sets of appropriate impressions. Its mind at first is but potential; but at once it reacts upon the incoming currents, at first feebly, but then with growing strength. Its only content at first is the bundle of dispositions and biases, mainly neural, which are ances-tral in their origin ; and the entire furnishing of its mind is that which comes to it through sense-perception. In other words, each individual mind depends for the character of its ideas upon the environment in which it lives. But the mere physical facts that lie about do not constitute its true environment. A selective process is carried on. Out of the whole number of actual pre-sentations to consciousness, it selects such only as are most con-genial to its native disposition. This process continues with the development of the psychic being of every man, his objects of io8 THE GETTYSBURG MERCURY. knowledge being mainly those phenomena which are most to his taste. 3. Heredity and environment form a large part of every human life, but they do not constitute the whole of it. Their binding power is great, but not entirely irresistible. Men do make choices which are in direct antagonism to both. Many a man whose heredity was all evil has conquered his bias, and lived a true life. This power to choose in opposition to all pre-natal and post-natal influences we call the Will. It is the essence of personality. It is not wholly free, can hardly be said to be free at all at the start; but it is every man's privilege to grow into freedom, and this, in the last analysis, is his chief business in the world. To grow into freedom, to develop into a perfect ethical being, this is his birthright from God—it is the mark of God upon his forehead. The psychic being of every man, then, contains elements which are ancestral in their origin, elements which belong to his early environment, and elements which belong to the constitu-tion of the mind itself. And this is the problem of the educator: Given a human mind, which must react upon and explain the external world, but is itself under the biasing power of ancestral and environmental influences, how shall it construe facts in har-mony with their actual nature ? how shall its thought be a true transcript of reality ? If I have made clear what has been said, then one great prin-ciple has become patent, viz.: Every system of intellectual discipline must have as its supreme aim the mental emancipation of the studejit. All other objects must be subordinated to this. The mind must be so developed that it can cognize a fact in its bleak objectivity. Every prejudice must be laid aside and set at naught. The power of opinion must be broken. The colored lights must be dissipated by the white light of reason. For the true thinker can state his problem only thus : Given the fact, how am I to con-strue it in strict accord with its occurrence ? Now, this freedom of mind is a possible achievement. On its physical side, education is a process of brain-building. It is the creation of new brain-cells. It is a deepening of the convolu-tions . It is no longer doubted by psychologists that thought power depends upon the number and integrity of the brain-cells. Mind and brain are exactly correlated, and every psychic function is accompanied by a corresponding neural process. Since education THE GETTYSBURG MERCURY. 109 is thus on its one side the creation of new cells, may we not sup-pose that such cells lack, in large measure, at least, the bias which dominates the brain of the undisciplined man ? They will, I am sure, if the master-hand who guides the process be a true educator. But on its psychical side, too, education may lead to freedom. Whatever may be the elements of determinism, the will is yet free in the most of its choices. L,et a youth, dominated by the passion for pure thought, determine to conquer all the bias of his nature —determine to think the universe of his experience for himself— determine that facts shall be construed in harmony with their oc-currence, and then let him persevere in this determination, and the day will dawn which will mark his victory. The universe he thinks must still be his universe ; the facts he seeks to construe must be the facts which he experiences and as he experiences them. His thought, therefore, even when uncolored by sub-jective lights and shadows, must still be his own—must bear the marks of his own individuality. This, then, is the first step in the development of the thinker. The discipline through which he passes must have as its supreme aim his emancipation from every form of bias, gift or prejudice under which at the start he lies bound. This is the first step ; but there is a second of equal import-ance. If a man is to think truly he must have the privilege of thinking freely. His environment must be conducive to freedom of thought. I know of nothing which so paralyzes effort as the expectation of being misunderstood and persecuted. No scholar can object to his thought being brought to the test of reality. That is what he craves. Theories are worthless unless they ex-plain facts. All thinking, therefore, must at every point be brought to the test of things. And no true thinker ever shrinks from this test. What he must fear is that his thought will be brought to the test of opinion. Appeal in philosophy is so often an appeal to authority. Now, in some spheres of human interests authority may have its place, but the sphere of thought is not one of them. Each man's thought is valuable in the degree in which it is a true transcript of the cosmic processes, but upon you and me it can have no possible binding power whatever. From the beginnings of European thought to the present time the objective facts have been pretty much the same. Theories iib THE GETTYSBURG MERCURY have been offered for their explanation. The finest minds of each generation have grappled anew with the problem. Much has been achieved, but more still remains to be made rational. Never in its history has the world needed thinkers as in these days of ours. The world's necessity is the educator's opportunity, and more is being done than ever before to enable the student to de-velop into the thinker. But when his thought is laid before the world, and she sees upon it the stamp of his own personality, let her not scream "sceptic," and " infidel" and " atheist;" but let her humbly and gratefully sift his thought, and save the wheat for her granary. For the time has come when of the thinker we may demand that he accept facts as facts, and that he construe them in thought in harmony with the mind's own laws ; but not that he conform his thought to authority, either ancient or mod-ern. Opinion has no place in the test of thought. IN THE STO'RM. I Fast to the anchor on the shore The boat was rocking upon the deep, A cradle for the sleeping' child. The quick storm rose ; the old sea roar Riyalled the thunder ; jerk and sweep Of wave broke loose the boat, ere, wild, The father came. Though all was black, By the trembling- flash that split the east, He saw the child. Mad with alarms He neared the shore. The sea fell back To its vast heap—then rushing fast Swept safe his child into his arms. II Oh, Father, if the storms of sin Break my hold on the anchor of hope And cast me on the wild life sea, When on that shore the waves roll in, Thy everlasting arms then ope And save and clasp and pity me. I THE GETTYSBURG MERCURY. til THE DAWN OF IDEALISM. LDIHES A. WEIGLE, '00. A STUDY in the earlier history of our race, or of some phase **■ of its multiform life and belief, is a task of great difficulty, but which possesses, at the same time, a singular charm. For though that distant world of beginnings is but imperfectly recorded in those of its products which have reached succeeding genera-tions ; though it costs the greatest effort to make real for us the conditions of life and modes of thought of its remote people; thoughstep afterstep in their development can be but conjectured— in these very facts, it seems, there lies a delight which the student alone can attain. There is something intensely attractive about his work as he gropes among the dim shadows of the past, catching here a gleam and here a glimpse of light, which become, to his sensitive soul, a realization, however imperfect, of the dawn of society, of religion, of reason. Among these beginnings, then, that which perhaps appeals most strongly to the mind of the scholar is the dawn of reason, the genesis of real thought. Not without justice, too, for the pre-eminence of humanity lies in the reason, and so may the first steps in the true development of its nascent capabilities be most fit objects of study. There is a peculiar fitness as well as a delight iu looking back at the pioneers of thought approaching the problems with which their successors have grappled likewise; in watching the unfolding of intellect as their conceptions ad-vanced. The proper study of mankind is man ; may we not say with equal truth that the proper study of a rational being is reason. It is significant that this awaking of thought did not take place till so late a date in history as 600 B. C.—the time that men have thought of the great problems of the universe has been centuries less than the former period of mental apathy. But perhaps we should not term it so; it was the period of prepara-tion. The time was ripe for thought; the intellect was keyed to the strain that was to be put upon it; for from Thales, with his turning from mythology to philosophy, but with his poor princi-ple of moisture as the ultimate cause, to Plato, with his turning philosophy into the direction it has since kept, with his doctrines almost Christ-like, and with his idealistic philosophy which has 112 THE GETTYSBURG MERCURY. only lately reached its fullest development, was a period of only two hundred years—absurdly small as compared with the centuries that had gone before and those that have followed. A study of any period of those two hundred years, in many respects the most fruitful in the history of thought, must necessarily be of the richest character. Our subject is concerned with the close of this period, with the laying down, by one man, of the foundation of true philosophy. For Plato, with his idealism, however imperfect, turned thought in the direction it has since followed, and to him must be ascribed our gratitude for the first overthrowal of sensationalism. True, Socrates was the master, the real pioneer ; but all the best that we have of Socrates is through Plato; and he went far beyond Socrates. He caught up the scattered threads of his master's thought; he carried each precious suggestion to its logical end, and added his own crystalline reasoning; and then he wove it all together into a clear system of philosophy which must yet command our respect. Not to say that Plato embodied his thought formally and logically as a system, for it is widely scattered throughout his dialogues, and nowhere arranged with that intent; but it stands clearly and boldly distinct amid the multitude of chaff, so that a student of his writings gains a definite understanding of his thought-concep-tion of the universe. Most of his teaching is put in the mouth of Socrates, a fact which leaves open much for discussion. Many have conceived this Platonic Socrates as a purely dramatic invention. "Plato himself," says Walter Pater, "but presented, with the reserve appropriate to his fastidious genius, in a kind of stage disguise." Just how far this is true, or, on the other hand, how far Plato recorded dialogues that really took place, and the true utterances of his master, we shall possibly never know. But there is no doubt that Plato was an independent thinker, and not a mere scribe, a Boswell before his time. Socrates prepared and suggested; Plato finished that work, and the" enlarged suggestion from its logical completion made it possible for him to transcend the task his master had set him. And Plato's task was by no means easy. From the time of his entering the field of philosophy he was plunged into a combat with the Sophists, who had firm possession of the public mind. Their brilliant show of rhetoric and self-satisfied claim of wisdom THE GETTYSBURG MERCURY. 113 and ability to educate appealed to the minds of the Athenians, just awaking to their intellectual capabilities, far more trrau the modest claims of Socrates and his pupils, and their confessed search after truth. What the Athenian wanted was ability to help himself in the life of his day, and to defend himself before his numerous courts; and the quickest way to such an education was what he sought. There was a strong basis of fact in the Sophists' claim of superiority to Socrates and Plato—in point of popularity at least. There was no such glamour in the sincere quest of reality as in the Sophists7 wisdom—pyrites is sometimes more beautiful than gold. And it was not only in the common mind of the people that Plato had to overcome a presumption in favor of the Sophists. Their doctrines were dominant among the thinkers of the day, among those few pioneer minds who busied themselves with matters deeper than those called for by the exigencies of every day life. They taught what has been revived again and again by men after them, the doctrine of sensationalism ; and it is a mode of thought which appeals most strongly to our first reflection, an error into which it is the easiest thing in the world to fall. "Sensationalism," says Prof. Ferrier, "is supported by the natural sentiments of mankind; it is the scheme which suggests itself most readily to the untutored understanding; it is a product of ordinary thinking. When left to ourselves we are naturally of opinion that all our knowledge comes to us through the senses; that the senses are the main, indeed, the sole means and instru-ments ot cognition, and this opinion is nothing but the doctrine of sensationalism." When we remember, then, that this vulgar, natural error of common thought was supported and systematized by the Sophists, and upheld by their brilliant logic and showy pretensions, which appealed so strongly to the Athenian mind, we can understand in some degree what a force Plato was com-bating— the picture of Socrates drinking the hemlock "for cor-rupting the youth" is perhaps not so inexplicable. "Man is the measure of all things," said the Sophists, This reference of the universe to the individual not only relegated all knowledge to the realm of sense-perception, neglecting wholly the higher processes of thought, but wrought far greater mischief in the realm of ethics. Individual responsibility and individual judgment of the good without any abiding principle is nothing ii4 THE GETTYSBURG MERCURY. but moral chaos. Socrates saw this, and he brought all his magnificent powers of thought and speech to bear against it. He called vice, ignorance, and virtue, knowledge; the true life, to his mind, was the rational life. He taught the independent objective existence of the eternal principles, and that morality lay in the more or less perfect knowledge of these fundamentals. His first endeavor, therefore, was to find a correct theory of knowledge; his most particular aim was a logical definition of the concept. "At the basis of all thought, as Kant has clearly demonstrated, must be a critique of the mind's power to know." Such was the task, then, that Socrates gave over to Plato, and we can only understand Plato's work if we remember this as his aim. "His inquiry was—How to think the universe as given in experience." Plato did not undertake his work blindly, but with a full con-ception of all that it demanded of him. He has been called the creator of philosophy, and, indeed, his thought marks more than a mere step in the line of progress; but he did not make the mistake of attempting total originality. His thought bears the unmistakable marks of careful and thorough study in all that had gone before. Plato was a master of Pre-Platonism. His work was the outcome of a consideration of prior thought; he carefully weighed the previous systems, and took from each its principle of truth. From Heracleitus he derived the doctrine of the perpetual flux—itavra /kc ; from the Eleatics, the permanence of Being; from Pythagoras, the principle of number. For the realm of sense-perception the view of Heracleitus is correct. The senses present a succession of ever-changing phenomena. But Plato saw where Heracleitus failed—in affirming that there is no Being, but Becoming; that "the one thing permanent in a world of change is the law which governs the change." If this were true, knowledge would be impossible-—man would be no better than the brute. Consciousness recognizes-something other than this, for it reacts upon and interprets the phenomena of presenta-tion— there is interaction. And therefore, Plato rejected Becom-ing as the absolute principle of the universe, and adopted the Elea-tic notion of Being. There is Reality, he affirmed; but here again he modified the older doctrine, for the changing phenomena of the universe demand something other than the Eleatic Being, changeless, fixed, " a stony stare." And here came the last of the three prior systems to his help—the Pythagorean number; tafe THE GETTYSBURG MERCURY. "5 mathematical relation mediates between pure being and the changing world. "Pythagoras brought back to Plato's recog-nition," says Walter Pater, "all that multiplicity in men's experience to which Heracleitus had borne such emphatic witness; but as rhythm and melody now, in movement truly, but moving as disciplined sound and with the reasonable soul of music in it." Thus was posited the foundation, not only of Platonic philosophy, but of future thought, in a blending of the guesses of those gropers in the shadows who had gone before. There is change, but not change alone; there is Being, but not changeless Being; there is the union of the two in an interaction of harmony and design. Why that, we say, is modern! Plato is not an ancient philosopher! But Plato's philosophy did not stop here; the most distinctive doctrine of his thought was yet to be developed from this. Socrates had recognized the reaction of the soul in interpreting the phe-nomena of sense; he had seen how the mind abstracts the resem-blances and recombines them in a class-notion, a concept, and, as has been said, one of his most particular aims was the logical definition of this universal. This general concept Plato received from Socrates, and from it he reached his doctrine of ideas, which, more than any other, gives distinction to his thought. In some points almost fantastic, as we now see it, it was a tremendous stride toward the apprehension of reality, and was the starting point of idealistic philosophy. Every human being in the simplest act of knowledge makes use of these concepts or ideas, but he is unconscious of their nature, even of their presence as such; he does not apprehend them as the necessary and essential instruments of thought. Plato saw this, and his conception of ideas became far different from that of Socrates. For Socrates they had been serviceable creations of the reason, essentially subjective in their existence. But Plato detached them from concrete things and gave them objective existence by themselves as real things, independent of the individual mind. Knowledge, he said, is in some sense not active, but passive; these ideas are not the instruments by which we think our experience, but the cause of our thought. Walter Pater puts it clearly : '' They are themselves rather the proper objects of all true knowledge, and a passage from all merely relative experience to the 'absolute.' In proportion as they blend n6 THE GETTYSBURG MERCURY. themselves to the individual, in his effort to think, they create reason in him; they reproduce the eternal reason for him." These ideas are necessary, then; and hence it easily follows that they are universal and co-extensive with reality. Plato also conceived them as innate, not conflicting in this sense with their objectivity and reality; but innate in that they are not the products of experience, but lend themselves to the mind, ready to be called forth by the sense-impressions of experience. In this lay the principle that the seeds of knowledge have a pre-existence in the mind and may be brought forth by growth and development from within, but not imparted to the mind from without. And herein was another point of difference from the Sophists, for they looked on the mind as a waxen tablet on which nothing was originally inscribed, and boasted that'they could impart any knowledge to the pupil; whereas Plato judged with Socrates that true educa-tion lay in drawing from the child's own mind the principles there innate by stimulating the reflective powers. These ideas were conceived also, not as the creative agency, but as prototypes for its use and patterns for reality as we gain it in experience. There is a world of ideas immeasurably higher and purer than this world of sense—our earth compares with it as the shadow with the substance. Plato himself draws this analogy in the "Republic." He supposes a cavern which opens to the day by a long passage before whose mouth is a great fire. Within the cavern are men bound in such manner that they can look only toward the inner wall of the cave, on which are the shadows of the men and animals passing in the outer world between the fire and the mouth of the cave. "These captives exactly represent the condition of us men who see nothing but the shadows of realities. And these captives in talking with one another would give names to the shadows as if they were realities. And if, further, this prison-house had an echo opposite to it, so that when the passers-by spoke the sound was reflected (from the same wall on which the shadows were seen) they would, of course, think that the shadows spoke. And, in short, in every way they would be led to think there were no realities except these shadows." He then imagines that one of these captives is loosed and dragged up into the outer world, and pictures first his pain and blindness in the presence of the true light and his disbelief in the reality of his impressions ; then how he is gradually enabled to see and to THE GETTYSBURG MERCURY. 117 know the truth, and his unwillingness to take up again his former condition. "We must liken the visible world to the dark cavern and the fire which makes objects visible to the sun. The ascent upwards and the vision of the objects there is the advance of the mind into the intelligible world; at least such is my faith and hope. . . . God knows if my faith is well-founded. And, ac-cording to my view, the idea of the Supreme Good is seen last of all and with the greatest difficulty, and when seen is apprehended as the cause of all that is right and excellent. This idea produces in the visible world light and the sun the cause of light; in the intellectual world it is the cause of truth and the intuition of truth." And so these ideas are not co-ordinate, but at the head of all is the notion of the Good. Plato's philosophy has led us to the conception of the Infinite, as must every rational system. And so dawned idealistic philosophy, with its roots far back in the very first of the thinkers, and its plain development in the thought of one man. There is much that is chaff in the pages of Plato, but there is more that is truth. Scribens est mortuus, says Cicero—"he died pen in hand ;" and his work has lived ever after him. For we cannot get away from Plato; his thought is an anticipation of all that has followed. He is ever new and fresh ; his thought is always modern. THE VOICE OF THE SEA. C. M. A. STINE, '01. I sat by the shore of the heaving- sea As the darkness of night grew deeper, And the limitless ocean seemed to me Ivike the lace of a dreaming sleeper. So I listened to the deep-toned murmur, ' Watching the fog wreaths creep Slowly, treacherously nearer To the pallid sands at my feet. I questioned the gray old ocean Who is ever, yet never, the same, "Whereunto hath God created us ? Is't but to sorrow and pain ?" But the all knowing, fathomless sea, As it rolled vast, foam crested and dim, To the paling light of the horizon, Was gray, relentless and grim. n8 THE GETTYSBURG MERCURY. The billows sighed for the mystery And the sorrow of this mortal span ; For man's short life and the losses That come in "three score and ten." "Is this all of your fabled knowledge ?" Broke from me then in my pain, For I sought to find comfort and soothing In the voice of the tossing main. In agony of soul I gazed seaward, When softly over the deep Stole an imperceptible radiance, As the dawn lights on the mountains creep. The mystery of the tossing billows Was hushed, and the thunderous murmur One cadence breathed on the night wind,— "Forget not the love of the Father." Ah, the peace that then came stealing As deep called afar unto deep; The assurance "Thy Father loves thee" Soothed my spirit to dreamless sleep. A CRITIQUE OF THE DOCTRINES OF MERACLITUS. WILLIAM W. FREY, '00. T TERACLITUS. the last representative of the Ionian school of * *■ Greek philosophy, lived, according to Laertius, in Ephesus, about 500 B. C. He belonged to one of the first families of Ephesus, and this is very manifest in the tone of his writings, in his contempt for the masses. In character he was of a melancholy temperament, without political ambition, disliking social inter-course, but greatly inclined towards philosophical speculation. His style of writing, as revealed to us in fragments, was concise, abrupt and very obscure; this obscurity has been attributed to dif-ferent causes by the historians. Ritter supposes it to have been due to the early infancy of prose philosophical writing and to the inadequacy of words to express accurately the thoughts of the lofty range of speculation in which he indulged. Mallet, Descartes and others ascribe it to an intention of the author not to make his meaning accessible to the common people. As to the contents of his work, there is also much controversy. Some regard it as ethical, others political, others solely metaphysical. It seems THE GETTYSBURG MERCURY. 119 likely, as Mallet says, that Heraclitus gave a wider range to phi-losophy in that he included physical, political, moral and mythical questions within his discussion. The problem he sought to solve—common to the Ionian school—was to discover the physical ground of all phenomena ; the principle which pervades and lies back of all natural phenom-ena. It was the "end of wisdom," Heraclitus held, to find this principle. He differed from the others, however, in assuming the position that Reality has necessarily its ground and principle in an "absolute, universal, illimitable, living, perfect essence," en-dued with vital energy or force, and, disregarding the hypothesis of the independent existence of individuals, he endeavored to grasp this notion. Furthermore, he attempted, too, to find out the law of development,—how all things came from this first principle. Let us now view more closely his philosophy, noting the falsity of some of his doctrines as we do so. The principle which seemed to him the most powerful, subtle and pervading of all elements was ''fire;" so he founded his system, according to Draper, upon the simple axiom "that all is convertible into fire and fire into all." By this fire, however, he means not a flame but a sort of dry vapor, using it symbolically to represent the principle of universal vital-ity,— something more than the "arche" of previous philosophy— a life pervading all. He held that from this one principle, all things proceed, and are again resolved into it by a perpetual flux. Nature resembles a river flowing incessantly. There is no Being but Becoming; the common character of all phenomena is a perpetual strife, but still a strife according to necessary, irresistible laws. By opposi-tion wehave harmony ; by rarefaction and condensation, all things, by contraries, all movement. So fire in producing all things; passes through a series of transformations—this is strife; and again, by assimilation all things die out—this is peace. Testing this thought by actual life experiences, one cannot help but notice how true it is. Life is a struggle; death is rest. In his adaptation of fire as a symbol, again we seethe appropriateness, for fire is rest-less, striving, longing to pass into other forms, continually active until extinguished. But when we consider further that he denies existence to everything except the Law of Change, fallacies are very apparent. I 120 THE GETTYSBURG MERCURY. For motion always implies something that moves; change sug-gests materials which are transformed. There can be no "real" phenomena thought of, except in connection with something ex-isting. One attribute is necessary to every substance, viz. Being; and, of course, we must have substance in order to conceive of any attribute at all, such as capability of motion, which is essen-tial to the phenomena of motion or change. Though there is con-tinual change, nevertheless we see more than the process, we see also the things themselves changing. At this place, we must con-sider another false doctrine of Heraclitus—shared later by other philosophers. His teaching that our senses are unreliable and practice deception when they give us certain impressions, is found in different forms and under various guises in the writings of Hamilton, J. S. Mill, Bain, Spencer and others. To discuss this subject,—"the relativity of knowledge," would require a greater expansion of our topic than would be proper. Suffice it to say, in Dr. Valentine's words, that "this theory in whatever form, would do away with the possibility of attaining truth of any kind." The best philosophy of centuries affirms the truth that the ''ratio cognoscendi is grounded in the ratio essendi.'' Of course, Heraclitus, not accepting the senses as giving us truth, and start-ing with the assumed basis of eternal motion, could easily deny Being. Another doctrine, palpably false, which reappeared again many years later, was the "universality of belief as the criterion of truth." He maintained that the universal or divine reason, that medium which surrounds us, which is common to all, only could be relied upon ; but the conceptions of the individual reason were not to be trusted. He says, "to think is common to all; and he that would speak rationally must abide by that which is main-tained by all in common." It must be borne in mind that all his doctrines concerning things both subjective and objective are wholly speculative, not empirical. In pursuing his "vital principle" he lost sight so entirely of the individual that he considered it only as purely phenomenal and delusive. "The only proper starting point is the individual.'' Having begun, as he did with the assumption of the reality only of the universal energy, and then, too, considering this as pure transition alone, it is no wonder that the individual drops out en-tirely as such, and is merged into the universal. THE GETTYSBURG MERCURY. 121 As to his theory regarding the physical universe little need be said. If one bears in mind that it was all theory and not observa-tion, all a priori speculation and not science, his hypotheses will not appear so very unreasonable after all. He supposed the heavens to be basins or bowls, the concave part turned towards us; the stars and sun, flames from earthly evaporations; the size of the sun is just twelve inches ; it is kindled every morning and goes out every night; eclipses are caused by the turning around of the basins. His moral system is based upon the physical, the fundamental doctrine being the excellence of fire. Thus he accounted for a drunkard's acts, by his having a moist soul, and drew the infer-ence that a warm or dry soul is best. His doctrine of the soul of man was that it is a ray from the great fire that is in every phe-nomenon and throughout all nature. He did not approach the idea of a soul as we conceive it to-day,—it was not spiritual at all; in fact some of his writings seem so near later materialistic theories, that Cousin calls them, "Materialism in its infancy." Fatalism is very evident in Heraclitus ; movement is the essential. In Heraclitus as in almost all the better Greek writers, we can easily trace the strong national feeling. Political considerations enter frequently. Note the maxim : "A people ought to fight for their laws as for their walls." With such a system and viewing the conditions of his native country at that time, one is not surprised at his deprecatory esti-mation of humanity which finds expression in this : "The very birth of a man is a calamity—a birth unto death." THE NOBLE HERO. S. W. AHALT, '02. ABOUT two miles south-west of Keedysville, and a mile and a half from Sharpsburg there is a beautiful little cottage sur-rounded by a magnificent grove. In front of the house there is a small porch which is covered with ivy. Directly in front of the porch is a fountain, around which there is a gravel drive. For many years this place was owned by an old man named Hastings. He was a very rich old fellow, yet he spent his yearly income on his only daughter, Naomi. Naomi was a beautiful, fair-cheeked girl with golden hair and dark blue eyes. She was very fond of 122 THE GETTYSBURG MERCURY. fine clothes (as most girls are), and her father tried his utmost to please her in every way possible. Mr. Hastings gave many re-ceptions and dances for his daughter and her numerous friends. At these balls Naomi was looked upon more as a queen than an ordinary girl. Unlike most girls of her age, she did not have any particular gentleman friend, but she was of the opinion that all men are born equal and she treated them as such. One day a young man named Roberts, from N. Y., who was stopping at the Ross hotel in Sharpsburg, called to see Mr. Hastings. It being near the middle of the day, he was asked to stay and take dinner with them, which he did willingly. Mr. Hastings was very much pleased with the appearance and the manners of the gentleman, so he invited him to attend a dance to be given the following evening. Mr. Roberts thanked him very kindly for the invitation and promised him to be present. In the evening, Mr. Roberts was among the first to drive up to the house. He, being a stranger to all the guests, asked for Mr. Hastings, who introduced him to all present. It was a very short time until Roberts became acquainted with all. He was quite a graceful dancer, and of course all the girls were very anxious to dance with the fine-looking stranger. All the time he was dancing you could see that he kept his eye on Naomi and would give her a pleasant smile whenever a chance was given. He had asked her several times to be his partner, but it seemed that she always had an engagement. The dance continued far into the night and it was now time for the friends to say, "Au Re-voir." Roberts was slow in taking his departure, as he desired to speak a few words with Naomi before leaving. One by one the carriages passed through the gate of the yard, until but one re-mained. Naomi and Roberts stepped out on the porch and as soon as Naomi heard the trickling of the water from the fountain the thought struck her that she must have a drink, and in a few moments the two stood beside the beautiful fountain drinking the water from a silver cup. The moon shone brightly and the stars twinkled like diamonds in the azure sky. A few snow-white clouds were floating in the heavens, and a slight breeze, made fra-grant by the rose-buds and peach-blossoms, was moving the leaves of the trees. They watched the little fish swim in the moonlight, and talked about the enjoyable evening they had spent, and Roberts told her THE GETTYSBURG MERCURY. 123 how anxious he had been to dance with her. Roberts now took his departure, but not until Naomi had invited him to call again to see her. After this his visits were very numerous, and at last they became engaged to be married. About this time the famous battle of Antietam was fought and on the 16th of July, '62, Roberts decided to go into the battle and fight for his country. He spent that evening at Hastings', and Naomi tried every way possible to induce him to stay out of the battle, but he was determined to help his struggling country and he did so. When he departed that night Naomi left these words with him: "Farewell! The sun no longer shines, The skies no more are blue Above this lonely life of mine ; The sunlight goes with you. But oh, whatever lot I see Thro' sunshine or thro' rain, My L,ove, I will be true to thee Until we meet again." Yes, the battle was fought and the victory won. The noble hero had done his part, although it cost his life. Naomi watched both day and night for her lover's return, but alas ! she watched in vain. He was among the many hundreds of soldiers who were lying dead upon the battlefield, covered with blood and dust. There was a letter in his pocket from Naomi, which was the only thing that kept him from being buried among the unknown. A few days afterwards, Naomi was walking past the graves of the soldiers and she saw her lover's name (A.M. Roberts) in her own hand-writing tacked upon a slab at the head of a grave. She burst into tears, but consoled herself by thanking God that she knew where he was buried. For many years Naomi kept flowers upon the hero's grave, and you can now see his name upon the headstone on the western slope of the National Cemetery at Sharpsburg. I24 THE GETTYSBURG MERCURY. WOMEN AS TEACHERS. GERTRUDE FREY, '00. HPHE higher education of women is a problem which has been * agitated for many years. Formerly woman's subjection to man was very nearly complete in all respects, whether considered from a social, a political or an intellectual point of view. But from being the property of man, she emerged, under civilization, from the sphere of drudgery to that of social power, and conse-quently to the liberty of cultivating her mental faculties. Some people profess to believe that the development of woman's mind is undesirable, because there is a tendency toward what is called "strong-minded" women. But the higher education, rightly pursued, does not make women cold, hard and semi-mas-culine, as many claim it does. Indeed, the more a woman knows of life, the better she understands the past and present of the world, and the experiences and conclusions of its greatest thinkers, the less likely she will be to confuse the masculine and feminine ideals, or to underrate the latter in comparison with the former. Experience has proved to us that women are capable of just as high intellectual development as men ; and many have taken ad-vantage of the opportunity given for the higher education, whether they expect to enter a profession or not. A study of the census statistics leads to the broad statement that there are but few lines of remunerative employment not now open to woman. She is found in nearly all departments of pro-fessional life—ministry, medicine, literature, art, music, the drama, education and science. Of the 128 occupations classified in the census of 1890, only one—military pursuits—had no femi-nine representative. There are some professions which I think are not desirable for women to enter. Generally when the college woman thinks of doing something as a means of livelihood, she thinks of teaching. There have been many objections made to this, because it cannot be assumed that 50 per cent, of all college women have special gifts in the same direction. Experience shows that the special gift for teaching is as rare as other talents, and as valuable when it finds its true expression. Kate Claghorn writes that the evil results to the teacher her-self of this overcrowding of her profession are many. First, ' 'she THE GETTYSBURG MERCURY 125 must accept a low rate of pay for her work ; next, she must be content with an inferior position; furthermore, she must lengthen her period of preparation, not always with advantage to the work that she wants to do." She also says, that the remedy for this is plain : That women who graduate from college with the inten-tion of earning a living, should look about for other occupations than that of teaching. " With lowered competition, not only would salaries be raised, but quality of service also." While it is admitted that there are many teachers who perhaps would do better work in other professions, yet it cannot be denied that teaching is one of the best and most suited professions for women. There are many more female teachers than male, yet there are many discriminations made against them. There is no longer a discrimination of position, because women hold just as high posi-tions as men. Women are holding the positions of State, City and County Superintendents. These are principally in the West. But there is a discrimination in salaries, except in the higher positions, where they are the same for all. Let me give a few of Mr. Wright's reasons why women receive less than men. First, "stepping out of industrial subjection, woman comes into the in-dustrial system as an entirely new economic factor. Secondly, woman occupies a lower standard, both in physical features and in mental demands. Thirdly, she receives low wages through an insufficient equipment for life's work, which is not the result of incapacity or lack of skill, but is due largely to the hope that the permanence of work will be interrupted by matrimony." This is in some cases true, and it has a tendency to lower the wages, so that those who do intend to make it a life-work, and do it because they feel that they can do better along this line, cannot receive the salary that they should have. There are many other reasons given why women are paid less than men; but it seems to me that there should be no discrimina-tion made in the payment of salaries if the work is equally well done. Agues Wright says : " The growing importance of woman's labor, her general equipment through technical education, her more positive dedication to the life-work she chooses—all these combined will place her on an equality with man. As she ap-proaches this equality her remuneration will be increased and her economic importance acknowledged." 126 THE GETTYSBURG MERCURY. While I am in favor of the higher education of woman which places her on an equal basis with man, I think she should net be given the right of suffrage. This would not elevate her. It would take her out of her proper sphere, and tend to destroy all the characteristic traits which are especially desirable in a true womanly character. SPRING. C. R. SHDLTZ, '03. As I hear the bluebird's song And the robin's sweet refrain, I know that Spring- has come again, With pleasures for weak and strong. O, the beautiful days of Spring, Of all the days the best! When Nature, renewed by rest, Again the flowers doth bring. The Earth has been quickened by rain, And hath donned her cloak of green; And leafless trees, by a hand unseen, Have been brought to life again. Hail, then, thou glorious Spring ! For we greet thee with good cheer; Hail, blessed season of the year! Thy praise we do gladly sing. _-L .'THE. GETTYSBURG MERCURY Entered at the Postoffice at Gettysburg as second-class matter. Voi,. IX. GETTYSBURG, PA., JUNE, 1900. No. 4 Editor-in- Chief, S. A. VAN ORMEH, '01. Assistant Editors, W. H. HETRICK, W. A. KOHLSE. Business Manager, H. C. HOFFMAN. Alumni Editor, REV. P. D. GARLAND. Assistant Business Manager, "WILLIAM C. NEY. Advisory Boards PROF. J. A. HIMES, LIT. D. PROF. G. D. STAHLEY, M.D. PROF. J. W. RICHARD, D. D. Published monthly by the students of Pennsylvania (Gettysburg-) College. Subscription price, One Dollar a year in advance; single copies Ten Cents. Notice to discontinue sending1 the MERCURY to any address must be accompanied by all arrearages. Students, Professors, and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Business Manager. Articles for publication should be addressed to the Editor. Address THE GETTYSBURG MERCURY, GETTYSBURG, PA. EDITORS' DESK. ^~\N Saturday evening, May 12th, the Y. M. C. A. entertain- ^-"^ ment course was completed with a lecture on Literature as a Personal Resource, by Hamilton Wright Mabil, editor of The Outlook. None but words of appreciation were heard from those who are interested along the line of Mr. Mabil's lecture. The lecture was delivered in a conversational rather than in an oratorical manner. His smooth flow of plain language, to-gether with his great breadth and unusual discrimination, are the characteristics that captivate his audiences. He gave us the best thoughts that have accumulated from his broad experience in the field of literature. Mr. Mabil seems to have felt the pulsations of the hearts of the masters, and received their vitalizing in-fluences. ! 128 THE GETTYSBURG MERCURlt \V7E gratefully acknowledge the receipt of Commencement pro- ** grams and invitations from State College and Dickinson. J> 'THE cause advocated by the following letter merits recognition *■ in THE MERCURY, hence we publish it in full, hoping that by so doing we may lend some assistance to a worthy cause. The tireless efforts of President Passmore will, we hope, be rewarded in this meeting. ■To TEACHERS, DIRECTORS AND FRIENDS OF EDUCATION IN PENNSYL-VANIA : I desire to call your special attention to the next meeting of the Pennsylvania State Teachers' Association, which will be held this year in the city of Williamsport, Pa., July 3rd to 6th, inclusive. Every enrolled member of this Association will receive a copy of the addresses and other proceeding's, not only of the State Teachers' Association, but of the City, Borough and Township Superintendents' Association, and also of the State School Directors' Convention, thus getting1 the very best thought along these different lines in the State. I appeal to the friends of education in Pennsylvania to enroll in large numbers. There are over 26,000 teachers in the State in the pub-lic schools alone, and the number of superintendents, teachers, direc-tors and other friends of education enrolled should not be less than 10,000. The trip to Williamsport is a pleasant one. It is an ideal place to meet—fine hotels, its citizens noted for their hospitality, elegant drives; and the excursion to Eaglesmere will be a great attraction. The pro-gram is excellent. Turn out in large numbers, and show your interest in the great educational Association of your State. If you find it utterly impossible to attend the meeting, send your enrollment fee of $1.00 to Prof. David S. Keck, Treasurer, Kutztown, Pa., who will promptly send you a certificate of membership. Let me not plead in vain for our dear old Commonwealth to make this meeting a record-breaker. JOHN A. M. PASSMORE, President. A S this is the last issue of THE MERCURY this college year, it ■**■ seems in place to express our appreciation of the courtesies of the Student body and Alumni who have so generously fur-nished us the material with which to fill our pages. The primary object of the journal is to encourage writing on the part of the students, both in prose and verse; and it seems to be accomplish-ing this end. Not all the articles that appear are of the first or-der, nor can this be expected; for, if only the best were accepted, THE GETTYSBURG MERCURY. 129 we should want for material, and again that needed stimulus would not be furnished to the students in general—which is THE MERCURY'S mission. The present number—and such is the case with most issues—contains articles above the average, articles worthy of study. \V7E are glad to acknowledge the receipt of the May numbers " of The Washington Jefferso7iian and The Western JJyiiver-sity Courant, two journals that have not been reaching us. OTSEGO LAKE. WM. M. ROBENOLT, '02. f~\F the many little sheets of water found in the mountainous ^-' districts of central and eastern New York there is none which surpasses Lake Otsego either in the beauty and variety of its surrounding scenery or in the number and interest of the historical events connected therewith. "Peerless among- these mountain gems, Unmatched 'mong nature's diadems, Is Lake Otsego, 'Glimmerglass,' Whose grandeur rare naught can surpass." This body of water, forming a basin ten miles in length and one in width, is located on the hills forming the watershed between the Mohawk and Susquehanna rivers, its elevation above the sea level being about 1,300 feet. At its outlet is where the Susque-hanna enters upon its long and winding and troubled course toward the ocean. It lies within the territory formerly occupied by the Mohawks, and this region was their favorite fishing and hunting ground. Along its western bank was the trail of these Indians in their journeys toward the south. From this region, undoubtedly, furs and skins were sent to Ft. Orange to be bartered with the early Dutch traders, for the hills abounded in fur-bearing animals of different species. This lake furnished a means for Gen. James Clinton, after making his expedition up the Hudson and the Mohawk, to convey his army southward to meet Gen. Sullivan who was to yAn him from the south and then march into the country of the Cayugas and Senecas. On the first of July, after carrying his boats over-land from the Mohawk, he embarked at the head of the lake with 130 THE GETTYSBURG MERCURY. over two hundred boats and began his journey over its placid waters toward the Susquebanna—a larger fleet, doubtless, than shall ever again float on these waters. After landingat the outlet they encamped on ground now occupied by the village and waited for orders to move southward. During the stay here of nearly six weeks he and his men amused themselves by hunting the deer on the hills and fishing in the lake. This beautiful sheet of water is the first on which James Fenimore Cooper's eyes fell with a conscious look, and be-ing reared along its shores, it was always a charming spot to him. It has been made famous by his classic pen, for in and about this lake are laid some of the most interesting scenes found in his "Leather Stocking Tales.'' In this vicinity is where Natty spent his time in hunting with the Indians, and now may be seen on the eastern shore near the foot of the lake a fine marble statue of him, standing erect on a small monumental column ; the tall white figure of the old hunter stands gleaming among the higher branches of a grove of young pines, looking over lake and valley. The one who visits this lake to-day does not see the unbroken sylvan surroundings that were here in the days of Clinton and Cooper. When Clinton encamped here there were no permanent dwellings and very few in Cooper's younger days. Now may be seen a village at either end and cottages and beautiful farm houses around its shores. To one who has an eye for the beauties of Nature, the views about this lake are an unceasing source of delight. Hills, inter-spersed with woods and meadows, abounding in springs whose water trickles down their banks finding its way to the basin of the lake, rise from either side, those to the east being for the most part steep and rugged, while those to the west have a more gentle slope. Thousands of visitors seek this spot every summer, and the entire length of its beach is dotted with tents and camping houses. A roadway parallels the whole lake and pleasure seekers often take a drive, making the complete circuit, a distance of twenty-five miles. The village lying at its southern shore is called Cooperstown, from the name of its founder. Here are the summer residences of some of the most prominent people of this country. From the pier at this place one can get a view of nearly the whole lake. To the right of the pier and not far from the outlet THE GETTYSBURG MERCURY. 131 may be seen the rock which formed the place of meeting for Deer-slayer and Chingachgook, with the limpid waves rippling about as they did at the time of this meeting. It is now known as Otsego or Council Rock. The river for the first few rods, after receiving the water from the lake, flows so smoothly that scarcely a ripple may be seen. Its terraced banks are covered with scenery which may well challenge a rival. It has been termed the "Lover's Lane." To the eastward of the outlet and beyond the village, rising in terraces, is the "Lakewood" cemetery, one of the most beautiful in the country, among whose marble columns, one erected to the memory of Cooper towers above the rest. On its base are sculptured emblems of the author's thought, and on the top, with dog and gun, is Leather Stocking—Fiction's son. The body of Cooper, however, was laid to rest in the village churchyard nearby. At the east from the cemetery one of the slopes rising above the others is known as Mt. Vision. From this height where the whole lake is visible it appears like an opal enclosed in an emerald. To the north of the cemetery, a little distance up the hillside from the beach, is found the Fairy Spring. Chaliced in a solid rock, its waters form a mirror here in the hillside. Every summer many little parties picnic here for a day and many interesting little stories are connected with the consecrated spot. Farther up along the eastern coast and not far from the shore has been erected a tower which commands the view of the lake. The name "Kingfisher Tower" has been given this. A short distance to the north and up on the hillsides, which here are so steep they can scarcely be climbed, may be found a rocky glen, the famous "Leather Stocking Cave." "Sulphur Spring" is the next point of interest, whose waters are valuable for medicinal purposes. A short distance from here two streams side by side glide down the mountain with a narrow ridge between them in the form of a roof, called the "Hog-back." When viewed from the lake the deep ravines which form the bed of these streams appear like a large "W." Farther on the hills take a gentle slope and through them flows a stream which is one of the most beautiful places about the whole lake. Its banks are lined with trees whose images are reflected in the water. It is termed the "Shadow Brook," the northern "Lover's Lane." Nearby lies a promontory whose f 132 THE GETTYSBURG MERCURY. gentle slopes have been cleared of their forest growth. This viewed at a distance assumes the form of some monster crouching for his prey, and from this resemblance has been called the "Sleeping Ivion." Tradition tells us that in Cooper's day an island lay off the coast of this promontory. (On this island was Hutter's cottage.) It, however, has since been submerged and lies but a few feet below the surface. An interesting story is connected with this and the "Sleeping L,ion." It is said that the lion outstretched his paws, struck the island and caused it to sink beneath the water, and to-day we have the "Sunken Island." This brings us near the head of the lake where the village of Springfield is situated. The points of interest along the western shore are not so numerous, though the views gained from this side are much more beautiful than those gained from the east side. Two points of interest, however, command our attention, Three Mile and Five Mile Points, situated, respectively, three and five miles from the village of Cooperstown. It is scarcely possible to imagine a spot more charming than the one first mentioned. Jutting out into the limpid waters of the lake at the foot of a height, lined with a pebbly beach, covered with trees and a grassy carpet, it seems to possess every charm to render it a favored spot. A limpid spring, remarkable for the coolness and sweetness of its waters, rises from the gravel of the beach at the very root of ancient trees. A wild brawling brook coming down from the hills has torn for itself a rude channel, adding variety to the ground, and often blending the troubled murmur of its waters with the gentle play of the ripple on the beach. The views in every direction are unsurpassed. In the rear, rise hills which seem to touch the sky in the distance. The eye, having wandered over a beautiful expanse of water, sees hills on the opposite side covered with woods and meadows from the strand to their crest. To the northward is the isolated height before mentioned as the "Sleeping Lion." To the southward lies the village of Cooperstown and the valley of the Susquehanna with a background of low mountains in the distance. This was one of the places selected by Cooper for several of his most impressive scenes. On this point the "Mingoes" are encamped when Natty's daring rescues Hist; and here he sends the canoe with the Indian lovers adrift and remains himself a THE GETTYSBURG MERCURY. 133 prisoner. And here is where Deerslayer was captured by the Indians. Ever since the days of Cooper this spot has been sacred. During the summer several boats make daily trips from one village to the other, stopping at the intermediate points of interest. Who, after enjoying a ride on the Natty Bumpo, can forget the beautiful scenery gained from her deck ? Smaller crafts may be seen floating on the glassy surface for its entire length. This lake will always be held dear in the memory of one who has visited it. All whose paternal homes lie on or near a fine lake shore can readily say with Natty, "My eyes never a-weary looking at it." Irving waters are the very soul of a landscape. There is certainly no other natural object, however fine, whether imposing like a grand mountain or winning like a smiling valley, which carries with it so much of the spirit of companionship through all the successive years of a human life, as a lake, and one of a limited size awakens more of this feeling than a larger body of water. THE TURK IN RELIGION. A. H. MERDINYAN, '01 (KONIA, ASIA MINOR). 'THE Mohammedan world is proud of her children, who have intense loyalty to their religion, and are active for its wel-fare. Although the nation is a prey to the misteaching of the Koran, still feeling it j»o be the best pioneer of truth, they live under its obscure banner and the misery of misleading religion. The Turk is intensely religious in his belief, and endeavors to accomplish all the rites and duties of his religion. He is held within the limits of his false religion, and his freedom of thought and private judgment is crushed, and he cannot find an occasion to develop for better. He has no freedom to accept the other re-ligion, which is far better than his. The Turk in religion is what he is, and remains what he is, because his religion is Moham-medan. There is no leaven in it. Elements of kindness, politeness, hospitality and religious fer-vor are their good qualities ; but they show anger, hatred and bitter cruelty when occasion offers. In the highest attitude of his religious inspiration he often gets too wild, and is not less than a beast. He is a cold-blooded murderer and butcher to carry on the false mission of the Koran, as he believes it to be his reli-gious duty. In his religious inspiration he cries out, "O Eord of 134 THE GETTYSBURG MERCURY. all creatures ! O Allah ! Destroy the infidels and polytheists, thine enemies, the enemies of the religion ! 0 Allah ! make their children orphans, and defile their abodes, and cause their feet to slip; give them and their families, their households, their women, children, possessions and race and their wealth and lands as booty to the Moslems, O God of all creatures !" The Turks are missionaries as well as Christians. They press steadily forward to convert the world. They labor under a mis-erable delusion and misconception that Mohammedanism is an elect, and paves the way for a purer faith, which leads to the life eternal. The sword of Mohammed and the Koran are the most stubborn enemies of civilization and truth the world has yet known; and every believer in the Koran is in the same propor-tion anxious to bring many under the bloody and shameful banner of his religion. They have the great honor (?) of being the most destructive and cruel nation of the world. To-day the largest religious university in the world belongs to the Mohammedans— " Ayhar," the university in Cairo, where nearly ten thousand young men are preparing themselves for the priesthood, to spread and proclaim the doctrines of Mohammed to the wide world. Al-most every town and city of the country is provided with theo-logical schools, graduating every year scores of young priests for the mission of Mohammed. Iconium, with its sixty thousand population, has thirty-five Mohammedan theological schools. Mohammedanism is an aggressive religion, and is anxious to bring "kafirs" Infidels (as they call the Christians or non-Mo-hammedans) within its pale. We cannot overlook the fact that in late years they have written pages of history with their sword dipped in Armenian blood. Their extreme civil and religious measures were more than an Armenian nation could bear, and the result has been cold-blooded murder throughout the land. The blame is on Christian nations, who, being unconcerned, tol-erated their brothers and sisters to suffer unto the death under the paw of a wild and cruel nation, which every day strives to exter-minate all those who are outside of their religious sphere, as well as on the Moslems. So long as the political power and supremacy rests in the Turk, there can be no real civil and religious liberty in that country. There are 200,000,000 Mohammedans in the world—nearly one-eighth of the human race—who live and die under the stub- THE GETTYSBURG MERCURY 135 born doctrines and statutes of the Koran; under its sway the radi-cal evils of polygamy and divorce are fully practiced among them. Islams can legally and religiously take as many as four wives, but the number of concubines is not limited. The Turk not only looks upon polygamy as right and proper, but he considers it a religious duty. The practical duties of a Mohammedan are pro-fession of faith, " L,a ilahe illallah Mohammed er-resoul-oallah" (There is no God but one God, and Mohammed is the Apostle of God); ablution with prayer; giving alms to the poor; and going to Mecca. Kach faithful believer ought to pray five times a day —at dawn, at noon, in the afternoon at three o'clock, at six o'clock, and in the evening at eight o'clock. Before each prayer ablution, washing of hands, feet, mouth, ears and face is impera-tive. "While doing this certain prayers are offered for the for-giveness of the sins which are committed with these several mem-bers. The form of worship consists of kneeling down, rising, bowing down, kneeling again, and putting face against the floor, and each time whispering certain prayers; then clasping the hands over the face, passing them down and off as if driving the devil away. The mosques are open at all hours during the day. The external part of the mosque is most gorgeous and mag-nificent, but internally it is very plain. The floor is covered with beautiful rugs or carpets. No chairs are in the mosque. Here and there some texts from the Koran are written in large letters. Mosques have no bells. "Magin," with loud voice, yell from the top of minarets, " There is no God but one God, Mohammed is the Apostle of God;" "Come to prayer, come to the temple of life." That is the echo which comes from the hundreds of mina-rets each day five times. Friday is their Sabbath. After ablution each believer enters into the mosque, after taking off his shoes at the vestibule or door, and takes his place beside his fellow-be-lievers. An ultimate reverence and respect prevails during the prayer—no talking, no laughing, no sleeping ; even coughing is checked by each believer, in intense reverence to prayer. In perfect harmony the immense body of believers worship in such a solemn manner as can hardly be seen in any other place of wor-ship. The preacher is at the altar. He is without any special garment. He leads the prayer, and each of his movements or prostrations are observed and imitated by hundreds and thousands of worshipers. After prayer they may hear some exhortations from the Koran on their practical duties of religion, and then they are dismissed. 1 PATRONIZE OUR ADVERTISERS. C F. SOLT MERCHANT TAILOR Masonic Bldg., GETTYSBURG Our collection of Woolens for the coming Fall and Winter season cannot be surpassed for variety, attractive designs and general completeness. The latest styles of fashionable novelties in the most approved shades. Staples of exceptional merit, value and wearing durability. Also altering, repairing, dyeing and scouring at moderate prices. .FOR UP-TO-DATE. Clothing, Hats, Shoes, And Men's Furnishing Goods, go to I. HALLEM'S MAMMOTH CLOTHING HOUSE, Chambersburg St., GETTYSBURG, PA. ESTABLISHED 1867 BY ALLEN WALTON. ALLEN K. WALTON, President and Treasurer. ROBT. J. WALTON Superintendent. Hummelstooin Broom Stone Company Quarrymen and Manufacturers of Building Stone, Sawed Flagging and Tile Waltonville, Dauphin Co., Pa. Contractors for all kinds of Telegraph and Express Address. Cut Stone Work. BROWNSTONE, PA. Parties visiting the Quarries will leave cars at Brownstone Station on the P. & R. R. R. For a nice sweet loaf of Bread call on J. RAMER Baker of Bread and Fancy Cakes, GETTYSBURG. PA. EIMER & AMEND, Manufacturers and Importers of Chemicals and Chemical Apparatus 205, 207, 209 and 211 Third Avenue, Corner 18th Street NEW YORK. Finest Bohemian and German Glassware, Royal Berlin and Meissen Porcelain, Pure Hammered Platinum, Balances and Weights. Zeiss Mi-croscopes and Bacteriological Apparatus; Chemical Pure Acids and Assay Goods. SCOTT PAPER COMPANY MAKERS OF FINE TOILET PAPER 7th and Greenwood Ave. PHILADELPHIA PATRONIZE OUR ADVERTISERS. The Century Double-Feed Fountain Pen. Fully Warranted 16 Kt. Gold Pen, Indium Pointed. GEO. EVELER, Agent for Gettysburg College PRICE LIST. No. 1. Chased, long- or short $2 00 No. 1. Gold Mounted 3 00 No. 3. Chased 3 00 Spiral, Black or Mottled $2 50 Twist, " " 2 SO Hexagon, Black or Mottled 2 50 No. 3. Gold Mounted 4 00 Pearl Holder, Gold Mounted 5 00 THE CENTURY PEN CO., WHITEWATER, WIS Askyour Stationer or our Agent to show them to you. Agood local agent wanted in every school mmmv,-,_.,u. sammmmmmwmwmmmmmmmmmmwwwgg Printingand Binding We Print This Book THE MT. HOLLY STATIONERY AND PRINTING CO. does all classes of Printing- and Binding-, and can furnish you any Book, Bill Head, Letter Head, Envelope, Card, Blank, or anything- pertain-ing- to their business in just as good style and at less cost than you can obtain same elsewhere. They are located among the mountains but their work is metropolitan. You can be convinced of this if you give them the opportunity. Mt. Holly Stationery and Printing Co. K SPRINGS, PA. =3 H. S. BENNER, .DEALER IN. Groceries, Notions, Queenswcire, Glassware, Etc., Tobacco and Cigars. 17 CHAMBERSBURG ST. WE RECOMMEND THESE BUSINESS MEN. Pitzer House, (Temperance) JNO. E. PITZER, Prop. Rates $1.00 to $1.25 per day. Battlefield a specialty. Dinner and ride to all points of interest,including the tb ree days' fight, $1.25. No. 127 Main Street. MUMPER & BENDER Furniture Cabinet Making, Picture Frames Beds, Springs, Mattresses, Etc. Baltimore St., GETTYSBURG, PA. You will find a full line of Pure Drugs and Fine Sta- People's Drug Store Prescriptions a Specialty. .GO TO. {}otel (Gettysburg Barber Sfyop. Centre Square. B. M. SEFTON J. A. TAWNEY ». Is ready to furnish Clubs and Bread, Rolls, Etc. At short notice and reasonable rates. Washington & Middle Sts., Gettysburg. W.F.CODORI, M*£T£&! Dealer in Beef, Pork, Lamb, Veal, Sausage. Special rates to Clubs. York St., GETTYSBURG. Davxb Croxel, Dealer in ^tne (groceries cmb notions «-«-4}ork Street. .GO TO. CHAS. E. BARBEHENN, Barber In the Eagle Hotel, Cor. Main and Washing-ton Sts. YOHN BROS. Agents for the Keystone State, Waldo, Washburn, Groupner & Meyer. Highest Grade Mandolins, Guitars, Banjos, Mandollas and Mandocellos. Headquarters for Phonographs, Graphophones and supplies. Trimmings of every description. All sheet music one-half off. Large discounts on Books and studies. 326 Market St., Harrisburg, Pa. FAVOR THOSE WHO FAVOR US. Spalding's OFFICIAL Athletic Goods Officially adopted by the leading Colleges, Schools and Athletic Clubs of the Country. Every requisite tor Baseball, Football, Golf, Tennis, Athlet-ics, Gymnasium. Spalding's Offi- 'cial League Ball is the Official Ball of the Na-tional League and all the lead-ing college asso-ciations Handsome cata-logue of Athletic Sports free to any address. Spalding's Baseball Guide for 1900,10 cts. A. Q. SPALDINQ & BROS. New York Chicago ROWE. YOUR GROCER Carries Full Line of Groceries, Canned Goods, Etc, Best Coal Oil and Brooms,at most Reasonable Prices. OPPOSITE COLLEOE CAMPUS. S. J. CODORI, Stationery, Blank Books, Amateur Pho-tographic Supplies, Etc., Etc. BALTIMORE ST. R. H. CULP PAPER HANGER, Second Square, York Street. COLLEGE EMBLEMS. EMIL ZOTHE, ENGRAVER, DESIGNER AND MANUFACTURING JEWELER. 19 S. NINTH St. PHILADELPHIA. PA. SPECIALTIES:- Masonic Marks, Society Badges, College Buttons, Pins, Scarf Pins, Stick Pins and Athletic Prizes. All Goods ordered through A. N. Bean. To Repair Broken Arti-cles use Major's Cement Remember MAJOR'S RUBBER CEMENT, MAJOR'S « LEATHER CEMENT. Meneely Bell Co. TROY, N. Y. MANUFACTURERS OF SUPERIOR BELLS The 2000 pound bell now ringing in the tower of Pennsylvania Col-lege was manufactured at this foundry. PATRONIZE OUR ADVERTISERS. The Pleased Customer Is not a stranger in our establish-ment— he's right at home, you'll see him when you call. We have the materials to please fastidious men. J. D. LIPPY, Merchant Tailor 39 Chambersburg- St., Gettysburg, Pa. G. E. SPANGLER, Dealer in Pianos, Organs, Music, Musical Instruments, Strings, Etc. YORK STREET, 1ST SQUARE. GETTYSBURG. L. D. Miller, GROCER Confectioner and Fruiterer. Ice Cream and Oysters in Season. 19 Main St. GETTYSBURG City Hotel, Main St. Gettysburg. ^ Free 'Bus to and from all Trains Thirty seconds' walk from either depot Dinner with drive over field with four or more, $1.35 Rates $1.50 to $2.00 per day John E. Hughes, Prop. Capitol Cit? Cafe Cor. Fourth and Market Sts. HARRISBURQ, PA. First-Class Rooms Furnished. Special Rates to Private Parties. Open Day and Night. European Plan. Eunch of All Kinds to Order at the Restaurant. ALDINGER'S CAPITOL CITY CAFE. POPULAR PRICES. F. Mark Bream, Dealer in Fancy and Staple Groceries Telephone 29 Carlisle St., GETTYSBURG, PA. .Photographer. No. 3 Main St., GETTYSBURG, PENNA. Our new effects in Portraiture are equal to photos made anywhere, and at any price PATRONIZE OUR ADVERTISERS alright, 140-142 Woodward Avenue DETROIT, MICH. Manufacturers of High Grade Fraternity Emblems Fraternity Jewelry Fraternity Novelties Fraternity Stationary Fraternity Invitations Fraternity Announcements Fraternity Programs Send for Catalogue and Price List. Special Designs on Application. MOTEL GETTYSBURG LIVERY GETTYSBURG, PA. LOING & HOLTZWORTM, Proprietors Apply at Office in the Hotel for First-Class Guides and Teams THE BATTEFIELD A SPECIALTY TTbe JSoIton Market Square "Ibartfeburg, lpa. Large and Convenient Sample Rooms. Passenger and Baggage Elevator. Electric Cars to and from Depot. Electric Light and Steam Heat. J. M. & M. S. BUTTERWORTH, Proprietors Special Rates for Commer-cial Men "EZ 1ST IMMER CUT ET WAS ZU WISSEIN." These are the words of Goethe, the great German poet, and are as true in our day as when uttered. In these times of defective vision it is good to know something about eyes. A great deal has been learned about the value of glasses and their application since Goethe lived. Spectacle wearers have increased by thousands, while at the same time, persons losing their eyesight, have been greatly diminished. If your eyes trouble you in any way let me tell you the cause. Examination free and prices reasonable. We grind all our own lenses and fit the best lenses (no matter what anyone else has charged you) for $2.50 per pair and as cheap as SO cents per pair, or duplicate a broken lens if we have one-half or more of the old one, at a reasonable charge, returning same day received. .E. L. EGOLP. 807 and 809 North Third Street, MARRISBURG, PA. r PATRONIZE OUR ADVERTISERS. (^entFal [lotel, ELIAS FISSEL, Prop. (Formerly of Globe Hotel) Baltimore Street, Gettysburg, Pa. Two doors from Court House. MODERN IMPROVEMENTS. Steam Heat, Electric Light and Call Bells all through the House. Closets and Bath Rooms on Every Floor. Sefton & Fleui-mrng's Ijivery is connected with this Hotel. Good Teams and Competent Guides for the Battlefield. Charges Moderate, Satisfaction Guaranteed. Rates $1.50 Per Day. GET A SKATE ON And send all your Soiled L,inen to the Gettysburg Steam Laundry R. R. LONQ, Prop. R. A. WONDERS, Corner Cigar Parlors. A full line of Cigars, Tobacco, Pipes, Etc. Scott's Corner, Opp. Eagle Hotel. GETTYSBURG, PA. J^ Try My Choice Eine of A t. High-Grade Chocolates 3 L p y. J. V. at 40c per lb. Always fresh at ,\ £ CHAS. H. McCLEARY j £ Carlisle St., Opposite W. M. R. R. j) l. Also Foreign and Domestic Fruits A j" Always on Hand. ** JOHN M. MINNIQH, Confectionery, lee, • andIee Creams. Oysters Stewed and Fried. No. 17 BALTIMORE ST. HARRq f}. 3EFTON The Leading Berber v>f)op (Successor to C. O. Sefton) Having- thoroughly remodeled the place is now ready to accommodate the public Barber Supplies a Specialty. .Baltimore Street. GETT*l5§UR(i, PA. ESTABLISHED 1876 PENROSE MYERS, Watchmaker and Jeweler Gettysburg Souvenir Spoons, Col-lege Souvenir Spoons. NO. 10 BALTIMORE ST., GETTYSBURG, PENNA. L. (\. klltW Manufacturers' Agent and Jobber of Hardware, Oils, Paints and Queensware. GETTYSBURG, PA. The Only Jobbing House in Adams County.
