DOCSLIB.ORG

From Brown V. Board to Ferguson

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
From Brown V. Board to Ferguson FROM BROWN V. BOARD TO FERGUSON: Fostering Dialogue on Education Equity and Incarceration About The International Coalition of Sites of Conscience The International Coalition of Sites of Conscience (ICSC) is a global network of museums, historic sites and grassroots initiatives dedicated to building a more just and peaceful future through engaging communities in remembering struggles for human rights and addressing their modern repercussions. Founded in 1999, the ICSC now includes more than 275 Sites of Conscience members in 65 countries. The ICSC supports these members through seven regional networks that encourage collaboration and international exchange of knowledge and best practices. Learn more at www.sitesofconscience.org. This project was made possible in part by the Institute of Museum and Library Services [MG-20-15-0072-15 ]. About The Institute of Museum and Library Services (IMLS) The Institute of Museum and Library Services (IMLS) is celebrating its 20th Anniversary. The Institute of Museum and Library Services is the primary source of federal support for the nation’s approximately 123,000 libraries and 35,000 museums. Our mission is to inspire libraries and museums to advance innovation, lifelong learning, and cultural and civic engagement. Our grant making, policy development, and research help libraries and museums deliver valuable services that make it possible for communities and individuals to thrive. To learn more, visit www.imls.gov and follow us on Facebook and Twitter. All photos in individual models are courtesy of the participant site and community partner(s). All other photos, unless otherwise noted, are courtesy of the International Coalition of Sites of Conscience. CONTENTS Introduction .............................................................................................................2 Children’s March and Youth Activism .................................................................4 Radical Inclusion in the Movement for Social Change .....................................6 Facing the Future .....................................................................................................8 Dialogue Program Models (with Primary and Contemporary Sources) Seeking Educational Equality: An Intergenerational Dialogue ........................................................... 11 Unfiltered ............................................................................................................................................................17 Making a Killing: Guns, Greed, and the NRA ...........................................................................................23 North Star Leaders Social Activism Workshop ....................................................................................... 27 Claiming Education through Youth-Led Active Dialogues: Race, Gender, Voice, and Equity .........33 Colorism Affecting Our Future ....................................................................................................................39 60 Years after the Crisis .................................................................................................................................45 Closing the Gap: An Intergenerational Exploration of Educational Equity ....................................51 Popping Your Bubble with Reality: School-to-Prison Pipeline Mural Painting Project ............. 57 Brown v. Board to Ferguson: Memphis Cohort for Dialogues ..........................................................63 Recommendations for Activism ..........................................................................69 Evaluation Worksheets and Key Findings ......................................................... 72 Program Group Share Template ......................................................................... 74 Program Survey Template ...................................................................................76 Program Video Template .....................................................................................78 Contents | 1 INTRODUCTION By Tramia Jackson International Coalition of Sites of Conscience Museums and historic sites are engaging in activism and are speaking to the challenges of today’s society by engaging marginalized or overlooked voices, particularly the voices of young people. The goal of the International Coalition of Sites of Conscience (the Coalition) is to help historic sites and memory initiatives around the world share their stories with the public, especially with young people. Race, gun violence, immigration, and incarceration are being discussed among youth in communities across the country and in museums as well. All over the world Coalition members are working with young people to create opportunities for engagement in movements for human rights using their voices and their stories. From Brown v. Board to Ferguson: Fostering Dialogue on Education Equity and Incarceration is one of those initiatives. The goal of From Brown to Ferguson was for youth to engage with difficult topics of race, education equity and incarceration for themselves and make opportunities for others to do the same. In November 2017, space was created at the National Civil Rights Museum for twenty two youth leaders from eleven different cities to gather and discuss these issues. Many of the youth attending the Summit were already engaged in their communities in various ways however NCRM, the Coalition, and a host of museum and social justice practitioners helped the youth put these issues into historical context, connecting the past to the present. The attendees were immersed in the legacies of the civil rights movement and were introduced to practical community organizing and dialogue strategies that they could take back to their communities. This toolkit reflects the programs developed by the youth using the tools from the Summit to address current struggles within their own communities and especially among other young people. This toolkit is the second of two which were produced over the course of the three- year project. In this toolkit, you will find facilitated dialogue models of the participating member sites. Most of the models in this toolkit were developed by the youth leaders for both intergenerational and youth audiences. Models that primarily focus on youth audiences are from Borderland Public History Lab, Jane Addams Hull House Museum, Birmingham Civil Rights Institute, Eastern State Penitentiary Historic Site and the Levine Museum of the New South. The models in this toolkit not only use the history of the respective site to address specific legacies that affect their communities around the core themes of race, education equity and incarceration, but they also address specific themes that speak directly to the youth experience in the US today, including topics like colorism and the media, engaging stereotypes, school closings and gun violence. Each site program describes the goals of their dialogue which were developed exclusively by the youth leaders at the Youth Summit in Memphis, and include lessons learned from the youth teams, materials, each site’s specific methodology, and step by step instructions for hosting a unique dialogue experience. Facilitators using this toolkit can mix and match materials, instructions and methodologies to best match their own dialogue goals. The toolkit also has a page on Recommendations for Social Action with quotes gathered from the youth leaders themselves. Evaluation forms at the end of the toolkit are also available for use. When combined with the first toolkit, together both are not only a resource for other Sites of Conscience and museum staff to design dynamic dialogic programming around these issues, but can be used to help assist social justice and youth organizations in developing their own programs, ensuring the project’s continued relevance to address struggles for justice and human rights. We are proud to be part of such important work and the From Brown v. Board to Ferguson program. 2 | From Brown v. Board to Ferguson: Fostering Dialogue on Education Equity and Incarceration Birmingham Civil Rights Institute Introduction | 3 CHILDREN’S MARCH AND YOUTH ACTIVISM By Charles Woods III, Education Programs Manager Birmingham Civil Rights Institute Museums and historic sites are engaging in activism and are speaking to the challenges of today’s society by engaging marginalized or overlooked voices, particularly the voices of young people. The goal of the International Coalition of Sites of Conscience (the Coalition) is to help historic sites and memory initiatives around the world share their stories with the public, especially with young people. Race, gun violence, immigration, and incarceration are being discussed among youth in communities across the country and in museums as well. All over the world Coalition members are working with young people to create opportunities for engagement in movements for human rights using their voices and their stories. From Brown v. Board to Ferguson: Fostering Dialogue on Education Equity and Incarceration is one of those initiatives. The goal of From Brown to Ferguson was for youth to engage with difficult topics of race, education equity and incarceration for themselves and make opportunities for others to do the same. In November 2017, space was created at the National Civil Rights Museum for twenty two youth leaders from eleven different cities to gather and discuss these issues. Many of the youth attending the Summit were already engaged in their
Load more

Recommended publications
  • The Listener As Addressee in Face-To-Face Dialogue
    This article was downloaded by: [Janet Bavelas] On: 21 September 2011, At: 06:49 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK International Journal of Listening Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/hijl20 The Listener as Addressee in Face-to-Face Dialogue Janet Beavin Bavelas a & Jennifer Gerwing a a Department of Psychology, University of Victoria Available online: 20 Sep 2011 To cite this article: Janet Beavin Bavelas & Jennifer Gerwing (2011): The Listener as Addressee in Face-to-Face Dialogue, International Journal of Listening, 25:3, 178-198 To link to this article: http://dx.doi.org/10.1080/10904018.2010.508675 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.tandfonline.com/page/terms- and-conditions This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan, sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
    [Show full text]
  • March 2016 Dialogue
    March 2016 Your Communication and Information Resource Strauss reflects on his 24 years as a Board member By Neil Warner meeting of unit owners on Feb. 16 in the Instead, Strauss served as assistant When Richard Strauss Windjammer Room, presenting him treasurer, treasurer, second vice first ran for the Malibu with a framed certificate of appreciation president and first vice president during East Board of Directors in that reads as follows: his long tenure on the Board. 1991, little did he know “Malibu East Condominium recog‐ One of Richard’s first accomplish‐ what he was getting into. nizes and thanks Richard Alan Strauss ments as a Board member was estab‐ Immediately after being elected, he for his sense of fairness, his dedication, lishing an investment policy, whereby discovered during the new Board’s his tireless work on construction one‐third of the Association’s reserve election of officers that there was a projects and the budget and for his funds would be invested in short‐term “cabal” determined to unseat the many contributions to the financial Treasury instruments, one‐third in bank incumbent treasurer. He was nominated stability and overall betterment of our CDs and one‐third with brokerage for the office, and when the vote community during the last 24 years as a houses. Strauss was well‐qualified to resulted in a tie, someone suggested director and an officer of our Board of devise the investment policy, as he that Richard be named the assistant Directors. spent most of his professional career as treasurer for the first year and then “Presented with unanimous agree‐ an independent investment adviser, at switch positions with the treasurer a ment by the Board of Directors, Septem‐ one point managing $70‐80 million year later.
    [Show full text]
  • Call Me Madam, P
    NEW YORK CITY CENTER EDUCATION INSIDE ENCORES! Your personal guide to the performance. S AR E Y 5 7 TABLE OF CONTENTS CONTEXT Inspiration for Call Me Madam, p. 4-5 Meet the Creators & Artists, p. 6-7 An Interview with Casey Hushion, p. 8-9 Call Me Madam’s Lasting Influence on Encores!, p. 10-12 Glossary, p. 13 RESOURCES & ACTIVITIES Before the Show, p. 15 Intermission Activity, p. 16-17 After the Show, p. 18 Sources p. 19 Up Next for City Center Education p. 20-21 CONTEXT INSPIRATION FOR CALL ME Perle Mesta WHO WAS SHE? Perle Mesta was the first United States Ambassador to MADAM Luxembourg. The original “hostess with the mostest,” Mes- ta was known for hosting lavish parties in Washington D.C for almost 30 years. Born in Oklahoma, her family came into wealth when her father became involved in the oil and real-estate industries. In 1917 she married George Mesta, owner of Mesta Machinery. Mrs. Mesta became interested in politics when her husband introduced her to several high-ranking officials, including President Calvin Coolidge. Following her husband’s death, she became heavily involved in the quest for women’s rights and joined the National Women’s Party as its Congressional chairman and Public Relations specialist. While lobbying for the Equal Rights Amendment, she made a multitude of con- nections with politicians who would later attend her famous social gatherings. A Republican for most of her life, Mesta realigned herself with the Democratic party, opting to give financial support to then Senator Harry Truman.
    [Show full text]
  • Reprinted by Permission of Modern Drummer Publications, Inc
    Reprinted by permission of Modern Drummer Publications, Inc. Copyright 2006. Reprinted by permission of Modern Drummer Publications, Inc. Copyright 2006. t’s not often in a career as a journalist that Today, it’s difficult sitting with Danny, hear- you feel as though you’ve reached the core ing a story of betrayal and personal agony. But of someone’s being, as though you’ve been he’s the perfect example of how one endures, Igiven an honest look into someone’s soul. self-investigates, points the right fingers (even It’s rare that an artist will be so open and self- at himself), and gets through it. Listening to analytical that he’ll give you a true picture of him tell the story of his recent and reclusive what he’s been through. Well, in the following years was upsetting. But I also had a sense of interview, Danny Seraphine bares his soul. relief knowing that the musician I always Danny Seraphine was my first cover story for admired was speaking from the heart and was Modern Drummer, in the December ’78/January finally emerging from what was obviously a ’79 issue. Like millions of fans around the terrible time in his life. world, I loved Chicago. Their music was an “I went from one lifestyle to another,” innovative fusion of rock and jazz, featuring Seraphine says of his firing. “I was in a great tight horn arrangements in a rock setting and band, and then I wasn’t. It was as if the Lord great songwriting. At the center of it all was a had flicked a switch and said, ‘Guess what? Your drummer with inventive chops and a swing sen- life is changing.’ I went from one extreme to sibility.
    [Show full text]
  • Love As Dialogue: Finding Human Connection in Conversation
    Nova Southeastern University NSUWorks Department of Family Therapy Dissertations CAHSS Theses, Dissertations, and Applied and Applied Clinical Projects Clinical Projects 2017 Love as Dialogue: Finding Human Connection In Conversation Iliamaris Rivera-Walter [email protected] Follow this and additional works at: https://nsuworks.nova.edu/shss_dft_etd Part of the Arts and Humanities Commons Share Feedback About This Item NSUWorks Citation Iliamaris Rivera-Walter. 2017. Love as Dialogue: Finding Human Connection In Conversation. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, College of Arts, Humanities and Social Sciences – Department of Family Therapy. (29) https://nsuworks.nova.edu/shss_dft_etd/29. This Dissertation is brought to you by the CAHSS Theses, Dissertations, and Applied Clinical Projects at NSUWorks. It has been accepted for inclusion in Department of Family Therapy Dissertations and Applied Clinical Projects by an authorized administrator of NSUWorks. For more information, please contact [email protected]. Love as Dialogue: Finding Human Connection In Conversation by Iliámaris Rivera-Walter A Dissertation Presented to the College of Arts, Humanities, and Social Sciences of Nova Southeastern University In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Nova Southeastern University 2017 Copyright by Iliámaris Rivera-Walter July 2017 Acknowledgments Thank you, Dad, for teaching me how to dialogue with God, with you, and with myself. Mom, for showing me unconditional love. Jim, for encouraging me to take the more difficult path, and for being the best listener and dialogue partner. Aurélia, for reminding me, daily, why this matters. Dr. Marquez, for your unwavering support and thought-provoking questions. Dr. Flemons, for teaching me how to live with and honor an idea.
    [Show full text]
  • The Roots of Music: Emotional Expression, Dialogue and Affect
    Article Musicae Scientiae 16(2) 200 –216 The roots of music: Emotional © The Author(s) 2012 Reprints and permission: sagepub. expression, dialogue and affect co.uk/journalsPermissions.nav DOI: 10.1177/1029864912440778 attunement in the psychogenesis msx.sagepub.com of music Ulrik Volgsten Örebro University, Sweden Abstract In this paper I sketch the outlines for a comprehensive theory of the psychogenesis of music. That is, a theory of how human beings may come to hear certain sounds and combinations of sounds as music. It is a theory that takes its empirical starting point in previous and well-known research findings on fundamental human interaction and communication. As such it incorporates at its core a developmental- psychological theory about the human being’s development of a sense of self in relation to others, from infancy on, and is further supported by findings from research on infants’ behavior and reactions to music. It is argued that human interaction and communication is at the outset musical – or protomusical – and that which makes interaction and communication work is the emotive, or affective power of sound (“communicative musicality” is another term that has been used for mainly the same phenomenon). Although the empirical foundations are familiar, the comprehensive picture offered by the theory is new. The theory is structured according to a main thesis that states that music is a way of “making special” human self-development, our “sense of self”. However, for this affective-communicative theory to explain not only our reactions to protomusical sound, but also music at large (music understood in a broad universal sense), it must be extended to answer certain questions about human cognition.
    [Show full text]
  • Media and Information Literacyand Intercultural Dialogue
    MILID Yearbook 2013 A Collaboration between UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue and NORDICOM Media and Information Literacy and Intercultural Dialogue Edited by Ulla Carlsson & Sherri Hope Culver Autonomous University of Barcelona, University of São Paulo, Tsinghua University, Cairo University, Temple University, University of the West Indies, Queensland University of Technology, Sidi Mohamed Ben Abdellah University The International Clearinghouse on Children, Youth and Media The International Clearinghouse The International Clearinghouse on Children, on Children, Youth and Media Youth and Media, at A UNESCO INITIATIVE 1997 Nordicom University of Gothenburg Box 713 In 1997, the Nordic Information Centre for Media and SE 405 30 GÖTEBORG, Sweden Communication Research (Nordicom), University Web site: of Gothenburg, Sweden, began establishment of www.nordicom.gu.se/clearinghouse the International Clearinghouse on Children, Youth DIRECTOR: Ulla Carlsson and Media. The overall point of departure for the Clearinghouse’s efforts with respect to children, youth SCIENTIFIC CO-ORDINATOR: Maria Edström and media is the UN Convention on the Rights of the Telephone: +46 31 786 66 40 Child. Fax: +46 31 786 46 55 The aim of the Clearinghouse is to increase [email protected] awareness and knowledge about children, youth and INFORMATION CO-ORDINATOR: media, thereby providing a basis for relevant policy- Catharina Bucht making, contributing to a constructive public debate, Tel: +46 31 786 49 53 Fax: +46 31 786 46 55 and enhancing children’s and young people’s media [email protected] literacy and media competence. Moreover, it is hoped that the Clearinghouse’s work will stimulate further research on children, youth and media.
    [Show full text]
  • Buberian Dialogue
    Restoring Dialogue to Political Debate A Modest Proposal October 2005 Institute for the Study of Coherence and Emergence http://isce.edu 2338 Immokalee Rd. #292, Naples, FL 34110 239-254-9648 Summary ISCE proposes to hold two one day events in Washington DC, a one day event in Budapest Hungary, and a three day conference in Naples Florida to experiment with the technique known as Buberian Dialogue. The goal of these experiments is to see if the use of Buberian Dialogue can provide transformative experiences for prominent political commentators and therby transform the quantity or quality of political stridency demonstrated in the media. Stridency and polarization dominate the conduct of political debate in the media. Like the endless repetition of a bad song, the melody becomes stuck in the public’s consciousness and like a squeaky wheel attracts undue attention and energy. Many recognize this problem but as with the problem of drug addiction feel mostly powerless to contain it … never mind stop it. When the head of a political party can claim, “This is a struggle of good and evil. And we're the good." the visceral stridency is nearing crescendo. Something needs to be done. Attempts to promote “dialogue” have traditionally been conducted along one of two paths – the line promoted by the Nobel prize winning physicist David Bohm – participants in a dialogue must attempt to put aside their partisan differences and enter into a “cooperative space” open to the generation of new ideas or the line promoted by “political realists” where the goal is compromise and partial victories.
    [Show full text]
  • Dialogue Writing: Analysis of Student-Teacher Interactive Writing in the Learning of English As a Second Language
    DOCUMENT RESUME ED 252 097 FL 014 793 AUTHOR Kreeft, Joy; And Others TITLE Dialogue Writing: Analysis of Student-Teacher Interactive Writing in the Learning of English as a Second Language. INSTITUTION Center for Applied Linguistics, Washington, D.C. SPONS AGENCY National Inst. of Education (ED), Washington, DC. PUB DATE Dec 84 CONTRACT G-83-0030 NOTE 435p. PUB TYPE Reports 7 Research/Technical (143) EDRS PRICE MF01/PC18 Plus Postage. DESCRIPTORS Classroom Techniques; *Dialogs (Language); *Diaries; Discourse Analysis; Elementary Education; *English (SeCond Language); Grade 6; Grammar; Language Patterns; *Language Usage; Limited English Speaking; Morphemes; Questioning Techniques; *Second Language Learning; Teacher Student Relationship; *Writing Processes IDENTIFIERS *Dialogue Journals ABSTRACT A study of the dialogue journal writing of six sixth grade students of English as a Second Language (ESL) examines the interaction with the teacher. The subjects had been in the United States for less than .a year, and came from Korean, Vietnamese/Chinese, Burmese, and Italian language backgrounds. Data for the study were drawn from the students' dialogue journals and classroom observations and from interviews with the teacher and each student. The study is divided into three sections. In the first, dialogue journal interaction is placed within the classroom context, as a multilingual classrooln management tool, and each student is profiled. The second section contains studies of the journal text,. focusing on various aspects of discourse, including teacher strategies to promote student participation, teacher's questions, characteristics of the language input students receive in the teacher's entries, and patterns in the language functions used by the teacher and students.
    [Show full text]
  • Dialogue”: a View from American States
    LEVINSON FINAL 5/23/2011 6:44 PM Courts as Participants in “Dialogue”: A View from American States Sanford Levinson I. INTRODUCTION: THE DISCOVERY OF “DIALOGUE” A perennial topic of interest and debate is the role that courts play, as a descriptive matter, and ought to play, normatively, within any given polity, particularly with regard to enforcement of bills of rights. At least since Alexander Bickel’s influential 1962 book The Least Dangerous Branch,1 the legal academy has been “obsessed” with the “countermajoritarian difficulty” that Bickel posited.2 Like most political scientists, I believe the description of courts as countermajoritarian is considerably overstated,3 not least because of the impossibility of explaining precisely why the dominant political leaders of any polity would in fact tolerate genuine countermajoritarian “judicial supremacy” over matters deeply important to them.4 It is not surprising, then, that W. St. John Garwood and W. St. John Garwood, Jr. Centennial Chair in Law, University of Texas Law School; Professor, Department of Government, University of Texas at Austin. This essay was originally prepared for discussion at a conference on “Judicial Supremacy of Inter- Institutional Dialogue: Political Responses to Judicial Review,” in Sydney, Australia, May 18, 2010, and then a workshop on judicial enforcement of bills of rights at the University of Melbourne on May 20. I am grateful to Jack Balkin, Robert Kagan, Michael Paris, and Dan Rodriguez for several very helpful suggestions. I have also benefitted greatly from the opportunity to present earlier drafts to the Boston Area Public Law Study Group and to a faculty colloquium at the Harvard Law School.
    [Show full text]
  • Embodied Conversation: Integrating Face and Gesture Into Automatic Spoken Dialogue Systems† Justine Cassell MIT Media Laboratory
    Embodied Conversation: Integrating Face and Gesture into Automatic Spoken Dialogue Systems† Justine Cassell MIT Media Laboratory Introduction In this chapter I’m going to discuss the issues that arise when we design automatic spoken dialogue systems that can use not only voice, but also facial and head movements and hand gestures to communicate with humans. For the most part I will concentrate on the generation side of the problem—that is, building systems that can speak, move their faces and heads and make hand gestures. As with most aspects of spoken dialogue, however, generation is no good without comprehension, and so I will also briefly discuss some of the issues involved in building systems that understand non-verbal communicative behaviors. Because most researchers in the field of spoken dialogue may not be familiar with the literature on how speech and non-verbal behaviors are integrated in humans, the form of this chapter will be as follows: first I will describe how gesture and facial/head movements are used by humans and how these non-verbal behaviors are integrated into conversation among humans. Next I will turn to some of the issues that arise when we attempt to use the information available to us about natural human communication in the design of embodied dialogue systems. I will describe these issues in the context of a number of prototype systems that my students and I have built relying on these principles. Finally, I will discuss the evaluation of these systems, and whether non-verbal behaviors add anything to dialogue systems. † Thanks to the Gesture Jack team, especially Catherine Pelachaud, Norm Badler, Mark Steedman, and Matthew Stone, and to the Gesture and Narrative Language team, especially Scott Prevost, Kris Thorisson, Hannes Vilhjálmsson, Sola Grantham and Erin Panttaja, for the major role they have played in clarifying the issues, and creating the systems.
    [Show full text]
  • Conversations on Dialogue
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Papers from the University Studies series (The University of Nebraska) University Studies of the University of Nebraska 1977 Conversations on Dialogue Reino Virtanen Follow this and additional works at: https://digitalcommons.unl.edu/univstudiespapers Part of the Arts and Humanities Commons This Article is brought to you for free and open access by the University Studies of the University of Nebraska at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Papers from the University Studies series (The University of Nebraska) by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Reino Virtanen Conversations on Dialogue I new senes no. 54 University of Nebraska Studies 1977 I i I ! Conversations on Dialogue The University of Nebraska The Board of Regents JAMES H. MOYLAN ROBERT L. RAUN chairman EDWARD SCHWARTZKOPF CHRISTINE L. BAKER STEVEN E. SHOVERS KERMIT HANSEN ROBERT G. SIMMONS, JR. ROBERT R. KOEFOOT, M.D. KERMIT WAGNER WILLIAM J. MUELLER WILLIAM F. SWANSON ROBERT J. PROKOP, M.D. corporation secretary The President RONALD W. ROSKENS The Chancellor, University of Nebraska-Lincoln Roy A. YOUNG Committee on Scholar~y Publications GERALD THOMPSON DAVID H. GILBERT chairman executive secretary J AMES HASSLER KENNETH PREUSS HENRY F. HOLTZCLAW ROYCE RONNING ROBERT KNOLL Reino Virtanen Conversations on Dialogue university of nebraska studies: new series no. 54 published by the university at lincoln: 1977 To Sylvia, Alice, and Vivian Copyright © 1977 by the Board of Regents of the University of Nebraska Library of Congress Catalogue Number 77-78547 US ISSN 0077-6386 Manufactured in the United States of America Contents 1.
    [Show full text]