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07:19 PM ET (US)
Regarding item 1
I enjoyed reading this. You have been a radical, out of step with your times (ahead of your times I think). I think an analysis of my collaborations would read similar. Even in a partnership, I work best where I understand what needs to be done and they leave me alone to do it.

In this proposed collaboration between you and I, we are trying to move what may be a unique view of system function from our minds to new sems? And then propogate those sems to change reality? We are stricking out into the unknown and we should attend to ways to assist each other. That is the collaboration we need, I think.

Larry Victor  8/25/2005


This is a report from my memory. I do not guarantee that it would be confirmed by other data. -- Larry Add your comment on this item2


            INTRODUCTION Add your comment on this item3


            What is collaboration?  As I call for more collaboration, for myself and for everyone else, it occurs to me that I am yet unclear about the meaning behind the term. Collaborating involves a few other "c" words: communication, cooperation, coordination, and possible compassion. It is a collective enterprise.  Does working on an assembly line involve collaboration?  Does being part of the clean up team after a large party involve collaboration?  I am not going to attempt any comprehensive definition of "collaboration" here.  Here I want to examine when, if at any time, I did collaborate in my life. And, the implications being that IF I believe we need more collaboration (including for myself) then I may need to enter a crash educational program to learn collaborating. Add your comment on this item4


            After completing this long summary of life events, I realize that for most of my life I never, ever sought out collaborating with others on joint projects.  So where does my deep feelings as to the importance of collaboration, now, come from?  This ended up much longer than I anticipated, but I got into an autobiographical mood; it was fun.  Hopefully, you -- my reader -- will find this somewhat enjoyable and enlightening. Add your comment on this item5


            A few summary, personal facts of my life: Add your comment on this item6


·        In all my paid employment I have worked alone, usually unsupervised as to day to day performance. Add your comment on this item7

·        With a few minor exceptions, I have never supervised the work of others. Add your comment on this item8

·        I have never participated in a planned project where what I did formally depended on what others did, or what others did formally depended on what I did.  However I have participated occasionally in group activity where our efforts were informally interdependent. Add your comment on this item9

·        I have participated in spontaneous group efforts, like setting up camp or cleaning up after a big party. Add your comment on this item10

·        Where there must have been some collaboration in my life, I appear to have no direct memory involved with those processes. Add your comment on this item11



            PROJECTS INVOLVING SOME LEVELS OF COLLABORATION Add your comment on this item12


            ANTARCTIC - Nov 1960 to Feb 1962   Byrd Station:  80 degrees South latitude, 120 degrees West (south of Calif, elevation over one mile on flat glacier over a mile thick. Add your comment on this item13


            My bosses for my work in the Antarctic were in Boston and I had no communication with them for over a year.  I had occasional KP duties in the mess haul and had responsibility of monitoring my scientific equipment, collecting, labeling and packaging data to be shipped to Boston the next Antarctic summer.  I also worked on my own private research projects.   This latter required some collaboration with Keith Marks who was responsible for geomagnetic data collection, which I had access to in my correlation studies with auroral micro pulsations.  I must have worked with Keith to make the connections and to insure that the connections were maintained, but there was no other participation by Keith in my research.  Prior to going to the Antarctic I had drawn up lists of equipment I needed for purchase and manufacture and must have consulted with those making and/or purchasing the equipment -- but I have no memory of these actions. Add your comment on this item14




            My official job in the Antarctic was to monitor the Auroral instrumentation, maintain the equipment, develop the film (50' and 100' movie reels), label, view for presence of readable data, and package for shipping.  Other than getting things ready for the Antarctic winter and darkness, I arrived at Byrd Station in the Antarctic summer - 24 hours of sun above the horizon, so I had other tasks.  I volunteered to operate the ham radio station and make phone patches for others, as well as for myself.  My expected work was to help construct a sub station (at Byrd) and then transport it 50 miles to a new site where it would be installed.  This involved group work with 4-6 other persons, daily for months. Given it was always light out - after dinner we often went back out to work.  I basically followed orders from those in charge of the substation.  There must have been discussion as to what we were to do next - as everything did not go as planned. Add your comment on this item16


            The most interesting challenge was that the substation had been pre-constructed as 8 foot cubes (that just fit into the C-130 that delivered them, without consideration of tolerances, which made it very difficult getting them off the plane an onto the 20-ton sleds, which were 16 feet wide and 24-36 feet long.  After unloading, the cubes were not in the orientation for hooking together.  Just as in the little game where you have a 3x3 array of squares with one space in the array blank, and you attempt to move the square to a prescribed pattern - we had this challenge moving 8 foot cubes into a 2x3 array with an adjacent 2x1 array (for the electrical power plant).  Once the cubes were turned over and arranged, we had the task of connecting them up, and adding the utilities, doors, etc.  Various delays led to the postponement of the move and installation of the substation until the next summer. Add your comment on this item17


            At the beginning of that next summer I was part of a three man expedition to lay flags 1/8 a mile apart in a straight line for 50 miles.  We lived in a snow cat for this week long effort - during which we endured a major blizzard.  Near the end of the second summer, a deep trench was dug and the substation (with large beams attached to it roof) was driven into the trench and suspended.  This solution (also used in the New Byrd Station constructed 20 miles away during my tour) was to avoid drifting and burying of the station.  In spite of all the work, the station could not be made survival safe and the project was abandoned at the last minute and the three men who were to have wintered over, alone, flew home. Add your comment on this item18


            I wanted to return by Ice Breaker so avoided being shipped out of Byrd, although my replacement had already arrived and had been oriented.  My last duty at Byrd was to work with the Navy in locating and digging out buried caches of nitro glycerin and other explosives, hidden for years, getting more and more sensitive.  Fortunately, no problems. However, when I arrived at McMurdo the sea ice was breaking up, the Orcas were surfacing under the plane wings, and I was ordered to fly to New Zealand and could not return by Ice Breaker. Add your comment on this item19


            Much of this work involved me working with others in a group.  This is not what I really mean by collaboration. Add your comment on this item20


            BANANA SLED HAULING OF OIL DRUMS Add your comment on this item21


            There were various distributed maintenance duties by all 20 men wintering over at Byrd Station.  Most were done individually.  One joint effort was the monthly hauling by banana sled (pulled by men) up the incline covering the drifted over station (40 feet of overdrift) loaded with large barrels of diesel fuel from where it was stored after being off loaded from airplanes or recovered after parachute drops to near the base for electrical generation and heat.  Everyone was involved in a party atmosphere.  In July we had a series of blizzards which delayed the haul until it became absolutely necessary to do the haul during the blizzard.  Was this collaboration?  Was participating in the Mid Winter Olympics and our Mid Winter Celebration collaboration? Add your comment on this item22


            MINNEMAST - Minnesota Mathematics and Science Teaching Project (K-6) Add your comment on this item23


            In spite of the fact that this million dollar NSF sponsored curriculum project involved many persons, and many, many meetings; what I actually produced was primarily composed by myself. Some artists contributed drawings, and my writings went back and forth through an editing staff (where I did learn a lot about writing), and thus there was a type of collaboration.  Although my name is not alone listed as the authors of the units, I was the primary author.  All lessons were field tested, and again that involved my working with others, teachers, and the children.  This was a form of collaboration -- but what I am beginning to become aware of is that HOW WE COLLABORATED was not explicitly discussed. We somehow recognized tasks and performed tasks.  There must have been some memos related to scheduled activities.  But we never examined our own process -- although we argued much - mostly about our choice of terminology in the curricular materials.  Yet, this was a very exciting time, we were pioneers in science-math curriculum development, beyond the frontier - so there must have been dialog.  I have notes of where I gave seminar presentations. Add your comment on this item24


            Yet, the US beat the Russians to the moon, and the need for science curricula lost political favor, the funds for MINNEMAST were cut and the project abandoned in 1968 with materials for only K-2 fully field tested and revised. Add your comment on this item25


            I can remember now, meeting early with NSF visitors, calling for a meta study of our processes.  We were evolving and changing so rapidly, ideas emerging, competing, and some being tested.  I believed that how we were working would be important for later projects. My proposal wasn't even comprehended.  At a conference in 1994 I met with some persons involved in new adventures in science curriculum development - and they had not yet caught up to where we were in 1968, and they had no knowledge of a MINNEMAST project: systems science based, that treated arithmetic as applied algebra, which was started successfully in Kindergarten.  MINNEMAST had been field tested in about 19 school districts across the country - and where it was used the reading levels of students jumped two grades -- from student participation in a math-science curriculum that required precise reading of text and diagram so the student would be able to perform experiments, record data and report in writing on their findings. Add your comment on this item26


            What also happened, which was not studied, was that the teachers who field tested the materials and provided copious feedback commentary; and some who participated in the summers in Minneapolis, eventually watered down the unique nature of the curriculum to fit their preconceived notions.  Almost all of the innovations that had been carefully included in the K and 1st grade lessons were removed during summer revisions.  This led to some talk about creating "teacher proof materials".  Studies were being published how after teaching new lessons, both teachers and students were given the same test, and the students often performed better than the teachers! Add your comment on this item27


            In reflection, now, I realize that I had an intuitive concern about collaboration, and I see it related to the then emergent idea of meta-cognition - but to be applied to teams working on collaborative projects. Add your comment on this item28




            After the demise of MINNEMAST I resigned my faculty position at the University of Minnesota and re-entered graduate school seeking a second PhD, this time in Educational Psychology.  This was a totally independent venture -- although my faculty advisor had hoped that I would work for him on one of his projects - I was then blind to his overtures and proceeded to work on a research project I had begun while working for MINNEMAST. Add your comment on this item30


            My time was divided in the 1968-70 period between:  Add your comment on this item31


                        1)  taking required courses in my degree program,  Add your comment on this item32

                        2)  working on my thesis project,  Add your comment on this item33

                        3)  separating and divorcing my first wife,  Add your comment on this item34

                        4)  working with Herbert Feigl in his Center for Research in the Philosophy of Science,  Add your comment on this item35

                        5)  holding a post-doc position at the Minnesota Center for Research in Human Learning,  Add your comment on this item36

                        6)  being VERY active in the anti-war and peace movements,  Add your comment on this item37

                        7)  exploring my inner mind with pot and LSD,   Add your comment on this item38

                        8)  enjoying the North Country of Minnesota and  Add your comment on this item39

                        9)  starting an explicit co-author collaboration with a colleague to create and market an innovative science curriculum for K-6 that would appear traditional. Add your comment on this item40


            Alan Humphreys was a professor of education, was part of MINNEMAST, and an instructor of many of my graduate classes.  Alan had contacts with a K-6 science series publisher, Steck-Vaughn from Texas.  Their series was obsolete and rapidly losing market value. Authors of state accepted series become millionaires. Alan and I conspired to create an innovative curriculum (using much that we had learned at MINNEMAST) but mask it as a traditional commercial curriculum. Alan was able to gain small advanced royalties contracts and we began to collaborate.  I am sad to say I don't remember how much we actually worked together. Add your comment on this item41


            I know that I outlined the curricula that Alan and I then discussed and jointly approved.  I then also was the main author of lessons, which Alan also reviewed, suggested revisions, etc.  Alan did all the negotiation with Steck-Vaughn -- I never met with any of their staff.  Our "collaboration" continued after I left Minneapolis and moved to Tucson, and for a few months lived on my $500/month advanced royalty, while otherwise unemployed (and seemingly unemployable in Tucson, two PhDs appearing to be an obstacle of over qualification). Add your comment on this item42


            The unique feature of our curriculum was to have different versions for each grade depending on how many years the teacher had taught the materials.  The curriculum was designed to teach the teacher as well as the student.  For example, a teacher who had already taught the second grade version the previous year would have a different teachers manual and the student materials would be supplemented.  We proposed a matrix of curriculum materials.  I can find no record of my writings on this format, and it was initially conveyed to Steck-Vaughn by Alan (or so I thought, and do believe it was so).  But I was never party in presenting this radical model.  Alan claimed that the model was accepted by the editor assigned to us by the publisher -- so I continued to crank out student materials -- the teacher material was to be composed later after we had a first draft of all K-6 materials.  Unfortunately, there was a rapid turnover of editors, and in 1972 a new editor scrapped the project - but did not ask for a return of the advanced royalties.  I had very little contact with Alan after that, and I doubt that he is still alive. Add your comment on this item43


            This was my only true attempt at collaboration, and I so trivialized the effort.  Yet, it truly was a great opportunity - to make significant money and to have a significant impact on science education.  Did I ever apply formative evaluation with Alan to assess whether and to what degree he comprehended my teacher education model, and how he actually presented it to the prospective publisher?  I can't remember ever really discussing our collaboration strategy with Alan, but I now realize that I was doing  most of the hard labor.  This reveals to me my gross naïveté re social and business relations.  I was basically doing my own thing in a weak context of potential, but not actual, collaboration. Add your comment on this item44


            The model of a teacher/student matrix remains viable - and as far as I know I have never seen it discussed. Add your comment on this item45


            AN ATTEMPT TO CO-AUTHOR A MONOGRAPH Add your comment on this item46


            I presented a paper titled "An Exploration of Paradigmatic Constraints on the Development of Quality Education",  at the National Conference on Teaching Excellence Conference, sponsored by NISOD, at the University of Texas, in Austin, TX, May 1983.  Some of this material has been integrated into my LQE papers, but I need to retrieve and edit this paper for a collection of edited papers on education for "publication".  Although I don't remember any responses to my presentation (which could only cover a small fraction of what was in the long paper), copies were taken.  A few months later a colleague at Pima College showed me a copy of my paper that had been distributed at another conference they attended.  Also, I received a letter (this was before most email) from a professor at Austin praising my paper and suggesting that it be expanded into a monograph. We corresponded about collaboration and actually met F2F at a halfway point between Tucson and Phoenix during  a time he was attending a conference in Phoenix.  I literally have no memory of what then transpired and why the collaboration failed - I believe we agreed to pursue the collaboration. His first name was Bart and his last name began with an H. Add your comment on this item47


            RECORDING PAUL WOLMUTH'S SYMPOSIUM Add your comment on this item48


            In June 1994 I presented a paper titled "The Fundamental Reality of Text" at the International Society for the Systems Sciences conference at Asilomar, CA.  After my brief presentation (the text had been available in a pre-published proceedings) Dr. Paul C. Wohlmuth, Professor of Law, University of San Diego approached me.  Having a few conversations during the Asilomar conference, Paul invited me to collaborate with him in organizing a symposium to be held that fall. We communicated by letter, and Paul was interested in having the symposium video taped - as was  his first symposium.  I volunteered to assist, and went a bit overboard, arranging for the use of three cameras and a mixing - so the speaker as well as the audience could be recorded.  Tony To, from Hong Kong, who had been a student aide for me, and was interested in helping me with my projects, worked with me on doing a competent video recording of the symposium.  The results were published in the Journal of Contemporary Legal Issues, Spring 1995. Tony and I flew to San Diego for preliminary work with Paul, and then again for the symposium. Add your comment on this item49


            There was a fair amount of collaboration involved in this project - in selecting and renting equipment, using some of our private equipment, etc.; and in learning how to mix and operate.  Then there was the making of copies.  I was not explicitly involved in the organization of the symposium itself, although I did participate in all discussions and had a paper published in the Journal.  But, after the symposium, there was very little contact with Paul; one reason was that he wasn't into using computers and I was moving rapidly in that direction at that time.  Paul has since deceased.  Another lost opportunity for collaboration; and looking back, the collaboration was really minimal. Add your comment on this item50


            BOY SCOUT CAMPER AND SCOUTMASTER Add your comment on this item51

              Add your comment on this item52

            I joined the Boy Scouts at age 11 - it was popular in my small town, with five highly competitive troops. Quickly boys of my own age left and I was alone at my age, becoming senior patrol leader.  We did extensive camping, having our own troop site in the hills above town, where we lashed rather elaborate structures. We attended local Jamborees and even one National Jamboree at Valley Forge.  We had multi-week long camps at the Bucktail Council's site - and there was very heavy competition between troops to keep our areas squeaky clean and orderly.  At that time, scout leadership were WWII vets.  Collaboration in setup, cleanup, preparing fires, cooking, etc. was where I learned some ability to collaborate - but again, without any real planning.  I was just very task oriented and did what I saw needed doing. Add your comment on this item53


            I was so into scouting that when I moved to Schenectady to attend RPI in Troy, I (and my younger brother George) became assistant scoutmasters of a brand new troop forming. It was a challenge (while attending a high powered technical college). It soon became more so when the scoutmaster had to take leave (a crisis at his work site at GE) and George and I became virtual scoutmasters for a few years.  But, every two weeks, rain or snow storm, there was a hike or camping trip. We became masters of bad weather camping, which got us some rewards.  I have few memories of what types of leadership I may have exhibited; but I do know that I did much detailed planning in preparation for our adventures -- but probably mostly by myself rather than in collaboration. Add your comment on this item54



            There is a possible exception to the absence of collaboration in my life, and it centers around political activism in the late 1960s at the University of Minnesota. Add your comment on this item56


            MY EARLY POLITICAL EDUCATION Add your comment on this item57


            My political and worldviews emerged slowly. I grew up during WWII (was 10 as the war ended). My father and his relatives and friends were very political and the house was filled with loud arguments (as Italians are prone to do).  Dad was leftist in a highly conservative small town, was called "Communist Joe" because he supported FDR. But I never remember seeing political literature or ever having a political discussion with him -- and it is to late to ask why.  I graduated during the Korean War and really didn't want to go (in high school I used to fantasize being a SEAL, or whatever they were called then), but I hated violence, hated fighting, couldn't step on an ant. Even evolution was outlawed in the town, my HS biology text had the chapter on evolution cut out, and the books in the library on even embryology had to be specially taken out by my father for me to read.  But, somehow I was alternately called Einstein or Darwin in HS -  but there was no oppression from fellow students.  The parents of a friend once stopped their car and forced me to get out because I was discussing evolution with their son in the back seat. Before I gravitated towards physics, I had been considering paleontology. Add your comment on this item58


            I listened to political news commuting to RP!, and the graduate student I rode with was a liberal. I heard the Ike-Stevenson debates and remember Stevenson crying at the RPI field house.  Because of my weird cognitive system I failed my draft deferment test but my high college grades kept me out of the draft.  It wasn't until I was living in a graduate dorm at the University of Chicago that I first encountered leftist literature - such as The Nation.  I attended controversial meetings - where stink bombs were set off. I became friends with people who were into movements, and had the opportunity of meeting with a black reporter, William Worthy, just back from both China and Cuba.  I supported Castro, and still do.  I became very interested in world events - but not yet an activists in Chicago. Add your comment on this item59


            At Yale, at the Rochdale Cooperative there were leftists, and conservatives. There was much literature that I had never been aware existed.  I joined a Marxist Philosophical Study Group, I was with Rev Sloan Coffin as we took the train from New Haven to Washington for the Civil Rights March to force JFK to stop putting racist judges in office -- JFK was a fantastic politician to turn the march into one supporting his NEW civil rights policies.  I was learning.  I knew of the violence in the south but somehow put it out of my mind and was not tempted to participate - I was even naive that there was something more I could do.  The Antarctic broke the pattern, and it was there, via Radio Moscow and The Voice of the Andes that we learned of the Bay of Pigs invasion.  On my return to the USA on the USS Arneb (the only civilian passenger) I risked being thrown overboard by defending Castro to the captain after he invited me to dinner and bridge.  Back in the USA, in 1962 I marched from Harlem to the UN against the Vietnam War -- the NYC police gave us protection and took our flyers -- few knew what was happening.  I was teaching 8th grade science in Tuckahoe High School in Westchester County north of NYC when someone opened the door an told of the assassination of JFK.  I then told the students that a lone leftist will be framed for the killing - having had no further news.  I began to scientifically study conspiracy and deception as the most common political practices - and the most covered up. Add your comment on this item60


            At Minnesota, and now married, I joined and took leadership positions in anti-war movements.  These organizations were usually taken over by the young Trots, after which we had to abandon the organization and start a new one.  We were continually bothered by government agents who tried to incite us to violence.  I went to Washington three times to march - with gas mask and helmet - but never having to use them.   One evening, in my hotel room there was a most interesting debate -- between the group supporting the North Vietnamese in their right to use violence to drive out the US invaders AND the totally non violent anti war group. Add your comment on this item61


            INSERT:  this is relevant to collaboration and leadership because, in retrospect I was taking some leadership action, or was lucky or intuitive in what I was doing. How did I know to be close to Rev Coffin so I was close to King when he gave his famous speech?  Why was that famous debate held in my hotel room?  Yet, that past is like sleepwalking.   To continue the narrative. Add your comment on this item62


            MINNESOTA PEACE COOPERATIVE Add your comment on this item63


            One day I read in the Minneapolis paper that one third of Minnesotans polled favored unilateral withdrawal. WOW. That is a lot of people with strong views. Why don't we see more of them.  At Minneapolis I had a lot of friends - it was probably that part of my life with the highest density of good friends -- friends I could pop in to visit without calling first. These were the hippy days, my hair was long, I had a long beard, I wore a leather fringed vest, I smoked pot and hash, but had yet resisted LSD.  The music was great and the bars fun. Great talk and great art everywhere. Add your comment on this item64


            So, and I don't have any memory of doing this; but I organized a few of my friends and we designed what we called the Minnesota Peace Cooperative. There was true collaboration involved.  I had the idea of "arm chair action" - focused writing of letters, focused boycotts or buying.  The MPC offered a service to mail a large envelop monthly to people on our list - and it contained flyers from all peace and anti-war organizations (2 flyers per org).  We had printed 3 versions of stamps (like large Xmas seals) with antiwar messages.  One was a red-green stop light - with Stop War and Build Peace.  We sold a sheet for a dollar. Most people bought 5 sheets. When a person joined their first mailing included 5 full stamped envelopes for them to promote the MPC to others. We started with a list of a few hundred names for the more active organizations (which was our mistake).  We got the head of the Univ of Minn Medical School to endorse us, and other well known persons.  The MPC rapidly grew into the many thousands, and we were often busy stuffing envelops and licking stamps.  It eventually got too big for us and a new org, The Clergy and Lay Against the War took over our task.  I know that I did not do all the work, yet I know that most of it was my idea. Somehow collaboration happened. Add your comment on this item65


            INSERT: That summer, of 1967 I had the opportunity to attend a six week special seminar on the Philosophy of Science, with a faculty of Nobel Prize winners in many fields and we students were either faculty or graduate students.  It was great learning.  I debated Nobel nuclear physicist Wigner on the war - the poor old man was so naive beyond physics that it was embarrassing.  I visited Haight-Asbury and heard the Grateful Dead in the park. Add your comment on this item66


            NEW POLITICS CONVENTION  - THANKSGIVING WEEKEND 1967 Add your comment on this item67


            But before I went to Palo Alto I stopped over in Chicago.  My forming the Minnesota Peace Cooperative had resulted in my being invited to be on the steering committee for a New Politics Convention to be held in Chicago over Thanksgiving 1967 -- where all activist groups from Peace to Women's Rights, to Black Panthers, to SCNC, SDS,  etc. were to send representatives.  The topic was the coming 1968 elections.  Back in Minneapolis a large group was emerging that were pushing for a King-Spock ticket in '68; and we did an elaborate survey of the city and found strong support.  So, in my naïveté, I took my reel tape recorder with me to this steering committee meeting (including people such as Stokley Carmichael) and asked their permission to record - so I could later share back in Minneapolis. I got their permission. Add your comment on this item68


            Back from the exciting six weeks at Stanford, I was back in Minneapolis hard at work planning for the New Politics Convention in November.  We went, and it turned out to be an education!!  First off, the Blackstone Rangers - a black gang in Chicago (most gangs were highly political, not primarily criminal as the media portrayed) organized their counter convention and siphoned off almost  all the blacks for the first few days.  I never slept.  While the convention when on with whites, the steering committee met at night with black representatives - who we were later to discover were schizophrenics that the blacks didn't want at their convention.  The blacks returned for the last day. Add your comment on this item69


            The process of the convention was highly structured.  It came down to three distinct positions: Full third party, only a third ticket, and no political activity at all (sponsored by SDS who considered anyone with wealth a non person).  I had an elaborate fourth position I tried to bring up, but there was no means.  Then, the voting was in blocks as to memberships of each group - which had unconfirmed and highly inflated numbers.  Even being on the steering committee I never was privy to the vote count. The final tabulation was an almost equal number between Third Ticket and No Action -- with a difference of about 10 votes out of some 34,000. (I don't really remember the numbers, but the order of magnitude was right).  Since Third Party was also for some political activity, and there was substantial vote for Third Party, a large  majority at the convention favored some political action.  Both King and Spock had visited and spoken at the convention. Yet the 10 extra votes were for the SDS "no political action strategy", and the whole convention went against political action.  We later learned that backroom deals had been made between the New York and California contingents, and fudged the results in favor of SDS so that each state could have their own Peace and Freedom Party.  Dirty Politics instead of New Politics. Add your comment on this item70


            Aside:  A week before the Kent State experiment (will the American soldier shoot an American student), the bombing of Cambodia, and the takeover of many university campuses - I received a letter from the New Politics Convention organizers saying that I was about to be called up to an un-American committee hearing because of my participation on the steering committee, and there was a list of lawyers to call once I got the summons. Events washed this away. Add your comment on this item71


            MINNESOTA POLITICAL ACTION TOWARD 1968 Add your comment on this item72


            So, the Minnesota contingent to the New Politics Convention retreated in extreme disappointment back to Minneapolis and other areas of the state. But we were not done. Minnesota has a party political structure that starts with the precinct meetings - and who controls those meetings (by attendance)  controls the whole process - or so it appeared.  We, we organized to pack all urban precincts for the DFL (Democratic Farmer Labor) Party.  The Lyndon Johnson forces were a distant minority, if present at all. The battle was between Humphrey supporters and we radicals just up from Chicago.  It is little known outside Minnesota how much Hubert Humphrey is hated by many liberals. Minnesota has has socialist politicians. Humphrey, when mayor of Minneapolis brokered a merger of the large Farmer-Labor party with the small Democratic Party, and then used Dick Nixon techniques to drive out all the radicals.  At least that was the story.  But, in the Minnesota cities, most precincts went with the radicals, which meant that the districts and on up were basically in the hands of the radicals.  The platform was strong, pro abortion, immediate withdrawal, etc.  But the game wasn't over. Add your comment on this item73


            Delegates and alternates were selected to the state democratic party convention - and from the cities the radicals dominated. But, we were unaware that although we represented a large majority of the population, the counting in the state gave much power to the rural areas with much lesser population.  And, over the years, the rural areas had swung towards the Humphrey position (or we were not aware of what they were doing while we were organizing in the urban areas). Add your comment on this item74


            Also, the very last meeting at district levels, were delegates to the Chicago National Convention were selected, AND where party leaders for the next four years were selected, the radicals didn't turn out.  Why?  The celebrated underground railroad for draft dodgers was hosting a big party on the same evening as the last Democratic Party district meetings.  So, by slim margins, the delegates to Chicago were Humphrey people and so were the leaders of the party for the next four years.  I didn't run myself for any office. Add your comment on this item75

            So, at the State Party Convention, the Humphrey faction ruled.  We were so close.  It was a hard lesson. Add your comment on this item76


            INSERT: Again, related to collaboration and leadership, I don't know what role I played.  I know I was active, and I expect I spoke a lot. This was before computers and the typewriter was clunky - and most of my typing was composing my PhD thesis.  I was both involved in the collective, yet I viewed it from above.  I have always been disturbed by my not really feeling deep emotion when participating in collective actions or when in special circumstances; as I believe that many others appear to feel. Add your comment on this item77




            Of course - what followed next was the takeover of the Univ of Minnesota student union by student radicals (I was not a part of this).  For some reason the administration capitulated and all classes for the semester were suspended and replaced by a 300 course Peace College -- of which I was party in organizing.  A few months earlier, my old mentor in physics and systems at the University of Chicago and futurists futurist John R. Platt had published a challenging article in the Journal SCIENCE "What Must We Do?" . I responded by writing a long essay entitled "A Strategy for Non-Violent Revolution" - which was circulating among the faculty and students at the time the Peace College was formed.  Platt's article and my essay were used as text in some of the Peace College courses.  But, the students let down their attention, the police invaded, the Peace College evaporated and the campus returned to normal. Add your comment on this item79




            I returned to completing my thesis, making a side trip to the Woodstock Festival, getting my second PhD, and heading for Washington, DC before Xmas, 1970 to take part in the Constitutional Writing Convention sponsored by the Black Panthers (which was undergoing some internal turmoil at the time).  Although a great many who attended the convention were white, by the time we got there we were no longer welcome.  The first evening as we gathered in a park, a phalanx of U-Haul trucks pulled up and out marched an army of leather jacket, black beret, Black men  who surrounded the crowd in their military stance.  On stage a band started with a song: "Kill Whitey".  My ex-wife (who had invited me because she had been part of the non racial planning group for the convention) and I broke through the wall and I went to Boston for the holidays.  I stayed East for a few months, writing on my typewriter, then went back to Minnesota and planned for my migration to Tucson.  In Tucson the political system was quite different, the parties don't want public participation, and my story went in another direction.  I did set up a large cardboard pentagon on the mall of the University (during a day of anti-war protest) and handed out flyers calling for the organizing of an RATC -  Revolutionary Activists Training College.  I spoke at the rally, and that was that. Add your comment on this item81


            ACTIVITIES INVOLVING LESS COLLABORATION Add your comment on this item82


            FAMILY AND SCHOOL PROJECTS Add your comment on this item83


            There were few to no collaborative projects within my nuclear and my two large extended families.  There were duties like cleaning up the cellar or attic, or shoveling snow, or burning the grass (we waited to long to mow it).  There were gatherings of the extended family clans, and I played with cousins, but never any collaboration. There were no major family trips.  We did play card and board games.  I had two younger brothers, but again no real collective activities.  Nor did I witness collaboration among the adults I knew. Add your comment on this item84


            There was never organized play with friends that involved teamwork. Most games involved individual competition. In the few ventures at softball or football I was always in reserve status or 13th fielder with few times at bat.  Golfing eventually became my primary sport, but I played in only a few tournaments. Add your comment on this item85


            During my last three years in high school I was part of a trio of "geeks".  Louie, Jim, and I would stay up all night, drinking tea and lemonade, composing plays, poetry and spoof assignments for classes. We also created pipe bombs and almost were killed. We created a simulated War of the Worlds (but Nuclear War) broadcast over the schools PA system, that must have taken some collaboration - we used a wire recorder. Add your comment on this item86


            BANDS - MARCHING AND DANCE Add your comment on this item87


            Music must involves some coordination.  I early learned to play the trumpet, and played in HS marching band and in our dance band (going professional and playing at nightclubs).  I played band at RPI for sports events.  But, I have never been able to entrain with other musicians and jam.  Even when I taught myself the guitar and started composing topical folk music.  No one wanted to play with me, as I really lacked musical talent. Add your comment on this item88


            I have never been coordinated, and although I did have periods when I danced, that degree of collaboration was minimal - except maybe for a short period I got into sophisticated square dancing that involved partners exchanging between squares.  My lack of coordination blocked learning to ski or skate. Add your comment on this item89


            ROCHDALE URBAN COOPERATIVE Add your comment on this item90


            In all my many years at college I never seriously collaborated with other students.  Sometimes we were forcefully paired in lab experiments. I can't remember any joint study sessions -- I usually kept up with work and never crammed for exams - I wanted to test my learning and not my ability to cram. Add your comment on this item91


            My two graduate thesis projects were loners - and even in cross disciplinary areas where there were no fellow students.  Many graduate students are part of tight research teams, and when you become senior member, that topic is your thesis.  I was naive to this process.  But, I was also not close to my thesis advisors.  Both Yale and Minnesota saw my thesis for the first time, fully published, even my advisors.  This required me to do some extra dancing to get my theses approved. Add your comment on this item92


            The one exception, and it was not with students in my area, was the years I lived in an urban commune in New Haven, while I went to Yale. The building was directly across the street from the physics building where I took almost all my courses - it could not have been more convenient.  And although we had a strong sense of community, and did some group activity (like camping, hosting parties and seminars) there was little to no collaboration.  Even when I took the labor of cooking gourmet meals for 30 some persons, I generally planned it so I could do all the work without help.  I often found time to clean up as I went and got labor credits for that as well as for cooking. Add your comment on this item93


            I held two "administrative" positions at Rochdale, the Labor Czar and President.  As labor czar I needed to literally see anyone personally only if they were negligent in doing what they signed up to do.  As president I was responsible for "running" our evening meetings after dinner, but we were so informal that my "position" was nearly invisible -- or I chose to make it so. Add your comment on this item94

            What this tells me is that proximity, time, and shared values do not necessarily lead to collaboration.  Indeed, while I was living at Rochdale and attending Yale, I was not thinking about collaboration. Add your comment on this item95


            My two years in the Antarctic split my time at Rochdale. As far as I can remember, I just came back and fit right in. Add your comment on this item96


            THE CHAZEN INSTITUTE Add your comment on this item97


            In October 1971 we arrived in Tucson, with our things in storage in Minneapolis or tied to the roof of our old station wagon. Eloise was stretched out in the back, as she had recently survived cardiac-pulmonary arrest and was ordered to leave Minnesota or die. We had just started dating so I invited her to join me in my move to Tucson, which was to have been a sole venture.  For a few months we survived on her Minnesota welfare and my advanced royalties for the science curriculum project. Her health remained poor, and we had her 3 year old daughter, Stephanie.  We found that positive pressure air treatment was an acceptable home remedy west of the Mississippi, and suddenly was Eloise not only able to breathe, but we could visit the wild beaches on the Gulf of California - running her breathing machine from the spark plugs of our car. Add your comment on this item98


            With 2 PhDs, employment appeared impossible, and I was sending hundreds of letters to colleges and universities. Five replies, and one invitation to visit; and that because one of my references was known to the person at the University of Iowa.  I called Eloise from Iowa saying that even I was having difficulty breathing. Eloise has 1/3 lung power from many bouts of pneumonia when a child. We were renting a small house and making friends.  An employment agency got me a job teaching drivers training for Sears. The hot summer day I was to start they called with another offer: would I teach math to emotionally disturbed boys for $50 a week?  I accepted. I will avoid the initial horror tales - in uncooled old buildings. Add your comment on this item99


            The Arizona Ranch School, recently purchased by shady entrepreneur Marshall Chazen was an ambitious experiment. Chazen saw the advantage of my credentials, and hired me in the fall at $1000/month to design a 7-12 grade QUALITY education program.  Which I did.  I carried it through North Central accreditation, hired and supervised teachers, and did some teaching myself.  I must have had help from the staff and my new teachers, but the job was mine alone and I did it without collaboration. It was so successful that Chazen purchased an abandoned medical institute in the Tucson Mountains and created Vista de la Montania --  move the boys up, and started to enroll delinquent girls. Add your comment on this item100


            I tried to expand the educational program, but delinquent girls are radically different than boys.  And, whereas there was paperwork on the clients, there was no paper involved in the management of the Arizona Ranch School.  Early morning f2f meetings, and walking the small campus was sufficient for staff organization. But Vista de la Montania was too large and management shifted to paper memos.  It all fell apart.  My frustration was relieved by being given the position of head intake psychologist (as Chazen chose to move his psychiatric services in  house - as the new facility had a "hospital") -- so one of the teachers became academic headmaster and I reviewed the multi-hundred page files for the new clients, tested them, interviewed them, and designed treatment plans for them -- without having any prior academic training for those tasks. I also had a client load for treatment.  It wasn't working.  I took my first vacation in much over a year in April of 1974, and going back to my office on returning from relaxing on Mexican beaches found a psychometrician in my chair.  All my files had been destroyed -- as they would have proven that Chazen was not performing as he claimed. But, I lost my legal battle with him, as he claimed that when I went on vacation he claimed I had resigned.  Again unemployed. Add your comment on this item101

            Thinking back, there was very little collaboration in all of my work at Chazen.  I learned a lot, but I had been engaged for almost two years in work I had not ever anticipated and for which I had no academic training.  During this time I really had only two foci - my work and my new family -- bigger issues were being put aside.  Although very active in political and social movements in Minnesota, Arizona was a dead backwater, and activism in general subsided into the calmer 70s. Add your comment on this item102


            FINDING NEW WORK Add your comment on this item103


            After being booted from Chazen, I set my goal on three positions -- all involving educating educators.  The University of Arizona was looking for a head of their faculty development program, as was the University of Arizona Medical School.  There was also the expanding Pima Community College - where I had taught astronomy as an adjunct faculty. I decided to target the top man in each position. I studied them, read their PhD theses, designed campaigns to reach them.  I almost got to the President of the UofA, but got sidetracked to a dean, only to find that the position was not really open, but being held for someone finishing up a position elsewhere.  The medical school position was scrapped.  I was fortunate to have known some faculty at Pima College and instead of making separate applications for five areas I was qualified to teach in, I was invited to talk with the new president.  After almost two hours of interesting dialog he picked up the phone and called the new dean of the new campus opening up that fall, and told him to make the adjunct position in psychology full time and put me in that position. I was hired illegally.  That summer, as the old Post Office was being remodeled to be the new Downtown Campus I worked on a few projects for the college president and the new dean.  One was setting up the advising and counseling system for the new campus.  But, now reflecting - I did not collaborate.  I met with those working in corresponding areas in the main campus, but made my own radical proposals after independent research. Add your comment on this item104


            The campus was not ready, it couldn't pass inspection. So everything was done at card tables in the hot Arizona sun.  And our small faculty worked day and night to get things operational.  This was seat-of-your-pants collaboration - and was a powerful bonding experience.   The campus was so small, with no cafeteria and only one nearby reasonable restaurant - that faculty gatherings were frequent and always had a good mix of academic and tech faculty, as well as staff and administrators.  We were, for about a year, a viable "family".  I was head of advising and counseling until they created a dean position for it, which I declined. I was beginning to experiment in teaching according to my new philosophy.  Also I had had my major Aha! insight about societal metamorphosis and took my fourth semester off as unpaid leave to compose Mission 2000. Add your comment on this item105


            COLLEGE COMMITTEE WORK Add your comment on this item106


            I was immediately engrossed in much committee work, both campus and district.  I helped create a Faculty Development and Reward System, and was on the committee for many years. I helped create the successive versions of our Faculty Association and subsequent Faculty Senate. I was on an experimental project to explore how to truly radicalize the system.  But what did I do in these efforts?  I spoke my mind and I wrote documents that I passed out which were probably not read.  I did have some influence, but I was not really tuned into collaboration.  However, I always respected the positions of others and was a fair listener -- although I could also break in when I felt what was being said was rubbish. Add your comment on this item107


            Given my interest in educating educators, the President put me in a committee to develop the Faculty Development Program.  I quickly concluded that it would be an extreme waste to prepare faculty to teach in a grossly dysfunctional and inadequately designed system - so in three days I hammered out a 100 page paper, EDUCATION FOR THE FUTURE, which I took to my Dean and the President.  I was politely listened to, but told to continue my ordinary assignments. That was when I requested, and thankfully was granted my unpaid leave after having worked only three semesters. Add your comment on this item108


            During my entire 23 years as faculty at Pima College I participated in many committees, but the only "collaboration" I can recall is when we had to come up with a joint report - which involved writing and editing.  There never was collaboration for creating something new.  Nor, did I make any attempt to become a leader.  I was named dept head of psychology, but never activated the position, so there really wasn't a department - just a collection of faculty -- most of the time I was the only full timer at our campus with many adjunct.  Eventually, one of the adjuncts who was also a full time counselor sought full time teaching, to which I agreed, and immediately turned the dept head position over to him. Add your comment on this item109


            I created and taught many classes not in the ordinary curriculum.  Futures: A Psychological Perspective; Systems, Science and Society; Learning to Learn and Love Mathematics, for example.   During my last years I ran for the position of District Chancellor, and was very active in future planning after the county voted the College a very large bond for improvement and expansion -- but the disorganization and politics involved in this forced my early retirement.  I could not see myself remaining silent and saw that if I continued to speak out as I was I would encounter difficulty.  I thought I was ready to do what I had initially planned after the 23 year detour of employment in a system I firmly believed could not be reformed. Add your comment on this item110


            FORWARD TO THE BASICS VIDEO PROJECT Add your comment on this item111


            Many of my special Future Studies classes in the spring semester extended themselves voluntarily into the summer.  The students in 1983 were a strange crowd, which I didn't discover until later.  We began to talk about organizing businesses - and I was playing with the idea of KING NEPTUNES TREASURES -- object for and things to do at the bottom of your swimming pool.  We had actually made some prototypes and were exploring manufacturing options -- or as I later realized, it was I that was doing all the investigation.  The others were great in stroking my ego. Add your comment on this item112

            Then the city, which had just acquired cable, had a $10,000 grant competition for their community cable channel. I suggested to the group, and was really pushed by some members, to apply -- and I wrote a proposal for FORWARD TO THE BASICS (in Education) and we won.  I then turned the management of the project over to the person who had been pushing the project - who was later revealed to be one of the Great Imposters - he did NOT have the experiences he claimed.  And the people he offered to volunteer where his bevy of gays as he was the Chief Queen.  So naive - but I had no bias against homosexuality, so it seemed OK.  There was great mismanagement of funds, theft of equipment, and total non comprehension of what I wanted to do.  I won't go into details here, but we eventually completed 8 of the promised 10 half hour programs, where the content is quality if the video production has much lacking.  Yet, in retrospect, it was a fantastic learning experience. Add your comment on this item113


            The big shocker, was one day I was excitedly talking to my director and he was jumping up and down with excitement and encouragement. Then I did a bit of formative evaluation.  He had not comprehended one word I had said.  He was responding to my emotion and wanted to convey that to the tv audience.  I just remember, he actually did produce a series of tv interviews he as moderator and myself in dialog with another.  One the films were in the can and delivered to Access TV, I forgot about the project.  I didn't attempt video again until 1995 in San Diego with Paul Wohlmuth's symposium. Add your comment on this item114


            BUILDING A NEW HOUSE Add your comment on this item115


            The early 1980s saw me involved in another major project - building a new house from scratch.  Earlier we had purchased an old house which we later discovered had been designed by Tucson's most famous architect, Joessler (for his work foreman) - as part of the first speculative housing development in Tucson, 23 unique high quality homes.  Unfortunately, they lay in the area that the University decided to build its hospital and medical school, so they were soon demolished and the house we purchased and one on either side were the only ones remaining.  On discovery that we owned a "Joessler", Eloise was motivated to research the Joessler-Murphy construction influence, she started to write a book on them, got unique access to the files, expanded to include two other SW architects -- and all this I was an encouraging supporter -- typical of my behavior to be easily distracted to support the interesting work of others.  But, the house was threatened by the University and after failing a bit to put it on the Historical Register (along with the truly historic Arizona Inn - now on the register) we sold.  We purchased an 18 foot long, old travel trailer, moved to a small RV lot, and began looking for land to build. Add your comment on this item116


            Here I was more directed by Eloise, and not even much of a collaborator. After an extensive search we (Eloise) was able to talk a man to splitting up a prize piece of property that had not been for sale.  Then we started designing -- the basics again being Eloise, with a Joessler influence.  I tried to contribute by adding ecological features like grey water, greenhouse with variable insulation, special water walls, and a central wood burning fireplace system.  Eloise hunted for an architect/engineer/builder who was willing to take on this weird project.  It was partly weird because with my lack of visualization I had to wait to make some decisions until part of the construction was completed.  We moved our trailer on the lot and watched the house emerge.  We personally stripped and polished a tree trunk to be the center of an inner spiral staircase.  We did all the painting and other construction tasks.  It was a wonderful house. Add your comment on this item117


            But, this was the same time I was discovering that computers had finally evolved to where they could be of use to me - I had been aware of their emergence for  many years, but I was not a hobbyist.  Mission 2000 that I authored in 1976 had failed to get published (I was close, one publisher I was under contract with went bankrupt), and my concerns about the future were resurfacing.  I had been under the influence of others for too long, both in projects at the college and in relation to the family. I had settled down into a quiet life - but the simultaneous potential of Cyberspace and Hypertext (learned about on the same day) began to move me. Add your comment on this item118


            As I drove home each evening from work - to a house pregnant with much more work to be done - I became more and more frustrated as to what was happening. Mid life crisis? 48!  Eloise's earlier support had waned and she was disturbed about my archaic hippy values.  I was doing too much wine, smoking pipes, and seeking sex outside marriage.  This pushed Eloise to file for divorce and I passively went along. She got the house and sold it. No alimony and no child support. I was free and went off to live in the little 18 foot trailer in the slums of Tucson - with my new Apple II computer WITH MODEM (a gift from Eloise after the college took the computer I had been given to give to the biology lab that needed an 8th computer).  I soon bought one of the first IBM's so I could operate MIST+, the first online platform for the PC -- and immediately devoted 8 months trying to design hypertext for it -- I was successful, but it was too complex for anyone else to want to learn to use. Add your comment on this item119


            Unfortunately, at that time our daughter -- who I arranged to be a college freshman instead of 9th grade, an experiment that almost succeeded -- but who returned to private country day school for grades 10, 11 and 12 -- from the new house -- attempted suicide, and was almost successful.  That immediately brought me back into support for my family (who had virtually kicked me out).  Many years of my daughter's drug abuse and rotten choices of men kept me close to Eloise.   As Y2K approached, and I really believe there was a good chance of societal breakdown -- and I took it as a new venue to update my Mission 2000 ideas, I moved back with Eloise, Steph and my two grandsons, in a house I had used my financial status when working to purchase for them -- and when they were working they could handle it all. Add your comment on this item120


            Now Steph is four years clean, the boys are a rebellious 15 and 16 (but good kids), Eloise is clean of Hep-C (but forcefully retired on disability) and I am slowly returning to the path I had intended when I retired from Pima  College in 1997. Add your comment on this item121


            What has any of this to do with collaboration?  Basically, collaboration has not been a big part of my life -- to my detriment.  My life seems to have been a strange mix of my naively following my own footsteps, ignoring the need to collaborate with others -- while at the same time naively following others along their paths, ignoring my own deeper drives.    Time to change? Add your comment on this item122


            STUDENT AIDES Add your comment on this item123


            At Pima College I was fortunate to have student aides, a few times more than one a semester. A few disappeared after a few weeks, but I am still close to others. What was frustrating to me was that I was never able to learn to "use" them with REEEE.  There were manual tasks related to transcribing grades, and the actually grading of multiple-choice answer sheets that they would do for me.  I also had them periodically enter the data collected into my computer data base.  I started with an early version of VisiCalc (the first spreadsheet) and ended with a complex system based on Excel.  These tasks most aides were quick to learn and were performed with quality. But,  there was always more time they were being paid for, for which I was never able to design meaningful tasks of mutual learning/service. Add your comment on this item124


            Some student aides went on to be great friends, and worked with me on projects long after they had ceased being aides and had even left Pima College. I regret having lost touch with some of them who had been quite dedicated to me for many years.  I fear that I gave the impression that I was going somewhere and that they would gain to follow and help.  It was a true vision, even if it hasn't yet been achieved.  Last week I ran into one of those aides I haven't seen for a decade, I hope he replies to my email to him. Add your comment on this item125

            But, this tells me that I will have difficulty creating and utilizing the SEAFing system I so desperately need. Add your comment on this item126


            I believe I was more successful in motivating about 1/3 of my students into really engaging with the process I offered them -- and many see me on the street years later and thank me for what a help my course had been for their whole career.  But I wish I could have helped more.  One/third took the course, gave minimal effort to get a passing grade (which did ensure much quality learning) but for them it was just a course.  The other third that enrolled couldn't engage for various reasons and either dropped out or failed.  All students failed because they didn't do the specific work asked of them. They had a choice - and I was very generous with make ups and alternatives. Add your comment on this item127


            I have a hard time characterizing the relationship I had with my best students. I was, in a sense, a leader.  I did stimulate critical thinking.  Many came in for private dialog. But I did nothing to build on our starting relationship.  I invited them to join my specialist classes - such as Futures Studies, and some did.  Eventually I taught multiple sections of the large one semester intro psych class -- really an experience in learning to survive/thrive college -- but gave up teaching any second semester classes.  There was always a mix of those who had me, and wanted to continue, and those who hadn't had me before, with whom I had to repeat.  I never discovered how to mobilize the older students in helping the newer student.  Given that I literally had tens of thousands of students under my influence for many hours - I really blew it. Add your comment on this item128


            Y2K ORGANIZATION IN TUCSON Add your comment on this item129


            My life changed direction when I learned of the Y2K threat, December 23, 1997 - about half a year after I had retired and before I had reorganized for my new push toward catalyzing Societal Metamorphosis.  Two long term friends and I, in my living room, chose to start a Y2K organization in Tucson.  The organization grew, as did other parallel Y2K groups.  I soon after became a house mate with one of the founders, and lived with him until I moved in with Eloise for Y2K as he was also moving in with his woman friend.  We really planned to engage in many collaborative ventures, and had much in common.  But, we never really did collaborate.  And, although I am in frequent email contact, and occasional f2f meetings, we have yet to formally collaborate on a project.  Why?  Not that we should merge 100%. Add your comment on this item130


            When I was still teaching at Pima and Tom was starting CIRC, I did assist him in organizing some meetings at Pima.  We would host Y2K planning meetings at our joint home, but seldom did any prior planning for them.  We both had our large computer setups in the same large room - but never networked. Add your comment on this item131

            We were never able to spark a growth of a Y2K movement in Tucson, and given that the date turnover didn't cause any difficulty, it is probably as well that we failed. But, I can remember how frustrated I was at every major meeting (and our own planning meetings) by the seeming lack of collaboration and even interest in somehow generating life into the people.  We even organized a few meetings to attempt to examine the dysfunction of our Y2K leadership - and those meetings were even more frustrating than the others, and indeed, produced "words" between Tom and I that I fear may have created scars that further block collaboration. Add your comment on this item132


            The three who started the Y2K have again begun meeting together -- but it remains only dialog.  We are each going along parallel paths, with few obvious means for collaboration. Add your comment on this item133


            NON COLLABORATIVE WORK Add your comment on this item134


            HIGHSCHOOL WORK:   PAPER BOY, LAWN MOWER, DRUGSTORE SHELF STOCKER, HOUSE PAINTER (inside uncle's mansion) Add your comment on this item135

            I had odd jobs when young, in addition to family and home tasks.  All of these involved individual work, usually unsupervised. Add your comment on this item136




            Tuition was inexpensive and I lived at home for my first four years. College loans and summer jobs kept me going without stressing the finances of my parents. The only way I could go to college was for my father to move to a city where I could commute - and that is what he did.  He chose GE in Schenectady, where I had the choice of Union College or RPI in Troy, and I chose the latter.  If he had chosen Westinghouse it would have been Carnegie Tech, or if had been one other corporation it would have been Stanford.  My father was draftsman/designer of the coils for the largest electrical generators built. Add your comment on this item138


            Through my father's connections with GE, I worked five summers for them.  The first two drafting shafts for medium induction motors -- I got so good at it that my boss insisted I slow down.  Then I worked at the Advanced Weapons Development Center in Schenectady, doing reiterative calculations for bombers trying to avoid missiles and exploring how to project radar information onto the inside of a jet plane's windscreen.  Then I worked at the GE plant in Cleveland, measuring the amount of visible light emitted by a surface irradiated by ultraviolet light.  In all of these GE science jobs, they weren't prepared for me. My sensitive recording in Cleveland had to be done in a room where hundreds of bulbs were being burned for testing.  I used cardboard and blankets and created a dark room in the middle of that very bright room.  I had so little contact with supervisors that I didn't know what they thought.  The GE lab in Cleveland, Nela Park, was like a college campus; the scientists came between 9 or 10,  took lunch between 11 and 2 (often taking in some tennis), leaving by 4, and seldom seen working.  The next summer I was back in Schenectady at  GE's Advanced Research Lab -- and I don't remember what I did - but every hour there was an excellent presentation on some scientific topic in a well equipped auditorium - and lunchtime was occupied by the new pastime - Frisbee catching in the extensive lawn overlooking the Mohawk River.  This was the summer mid my two years at the University of Chicago.  The summer between Chicago and Yale I was employed by Convair in Pomona, California.  My primary job was again doing reiterative calculations as to how the temperature would increase inside a missile as its surface temperature increases in flight.  There was literally no collaboration and very little supervision in all of these summer jobs. Add your comment on this item139


            There may have been some collaboration involved during the summer in Pomona, but not involved with work. I started living in the YMCA where I met a fellow who made his living reconstructing cars from pieces of other cars.  I was in need of a car of my own for the first time. He gave me his time and we bought three dead 1952 Fords, and in a rented outside garage we created a fantastic car in one weekend.  I just did what he directed me to do - I still am a dummy when it comes to mechanical devices.  I also moved in with 3 other guys in a rented house.  One outstanding event was one day, after being there a month I went into the back yard and saw a  mountain - the first time the smog had lifted.  My friend who helped me construct my Ford attached his Austin to my Ford and I pulled him back east with me, including going over the high roads in the Colorado Rockies.  I cut him loose in eastern Ohio where he headed for New Jersey and I was headed for the New York State thruway.  That evening, tired I pulled into what I thought was an empty parking lot to sleep.  I awoke in the morning on the runway of an airport. Add your comment on this item140


            Another summer job was teaching physics with calculus to 10th graders in Utica, NY -- where my father had been exiled for four years by GE (to do electronics design) as he didn't have sufficient seniority in Schenectady during layoffs, and GE wouldn't reclassify him as an engineer, although that is the work he did, but without the credentials (he had three years of college in architecture).  When he went back to Schenectady four years later he resumed work on the project he had left. Add your comment on this item141


            ALL ACADEMIC TEACHING POSITIONS Add your comment on this item142


            In none of my teaching position did I collaborate with any other instructor, and for one exception, no administrator cared what I was doing, so long as I completed the proper end of term forms and there were no complaints.  The one exception was from the physics dept. at the Univ. of Minnesota (where I had to teach one basic physics course in addition to working for the MINNEMAST curriculum project).  They wanted me to do more lab demonstrations in the large lecture hall. I preferred to devote my time to longer office hours and demonstrating problem solving in lecture.  The administration in physics strongly  disapproved and I was released from teaching and could devote myself full time to the MINNEMAST project - which had attracted me to Minnesota in the first place. Add your comment on this item143

              Add your comment on this item144

            COMPUTER LEARNING Add your comment on this item145


            All my computer learning has been self taught.  I had a two session workshop on an old software app Framework, but that was it. My first wife designed computer systems for IBM, Control Data and Univac. I was aware of computers but they could do nothing for me.  In Tucson some of my early friends were computer hobbyists, so I was aware when the PC was emerging.  I have never collaborated on mutual computer design projects.  I discovered that most computer users are not only self taught, but highly idiosyncratic. I have never been able to follow another person trying to teach me something on a computer, nor have I been successful in teaching anyone else on using a computer. Add your comment on this item146


            This does not mean that we can't create a L2L2UIT program.  It only means that computer use is not normally conducive to learning by observation, because it is often not obvious why a person is doing something nor what the longer term intention might be. Add your comment on this item147