The case is on appeal to the Ninth Circuit Court of Appeals. Judge Battin's opinion described why it is not possible to prepare an environmental impact statement during the exploratory states of develop- ment. Based on this case and in examination of facts in the present J-M situation, there appears to be insufficient legal grounds to require the preparation of an EIS. Impacts of the additional 3,000 feet of adit exploration on the physical environment and on the human environment is described and sum- marized in Sections III and IV. Although the continuation of the adit does have an impact on both the physical and human environment, it is the opinion of the Water Quality Bureau, that the impact does not con- stitute a significant impact. It can be argued that the entire exploration activity of the Johns- Manville Sales Corporation on the West Fork of the Stillwater River does have a significant impact on the physical and/or human environment. This PER, however, addresses only additional impacts created by additional exploration activity at the adit. The impact of the initial adit develop- ment, although of significant interest, is not the focus of this PER and impacts from this initial development have already occurred. Onlv impacts that will be caused by the additional development are under consideration in this statement. This constraint in the scope of this PER is an important factor in consideration of the need for an EIS. Based on the impact on the physical environment, the impact on the human environment and in consideration of the rules of the State, it is the opinion of the Water Quality Bureau that an EIS is not needed for the additional exploration activity planned by the Johns -Manvi 1 le Sales Corporation on the West Fork of the Stillwater River. -23- VII.


The Monetary Policy Reform Act of 1991 : hearing before the Subcommittee on International Finance and Monetary Policy of the Committee on Banking, Housing, and Urban Affairs, United States Senate, One Hundred Second Congress, first session, on S. 1611 ... November 13, 1991

The committee will come to order. Chairman Riegle is on the floor. We're dealing with a motion to proceed to the banking bill. He had very much wanted to be here to open this hearing, but hopefully, he'll be able to join us later in the morning. The Senate Banking C!ommittee meets today to discuss S. 1611, the Monetary Policy Reform Act of 1991, which would vest full re- sponsibility for the conduct of monetary policy with the Federal Reserve's Board of Governors. The bill is based on a fundamental tenet of democracy — ^those who make public policy must be ac- countable to the people. The Federal Reserve is both the most important actor in the Na- tion's banking sjrstem and the Government agency in charge of monetary policy. It consists of a seven member Boarid of Governors in Washington and 12 regional Federal Reserve banks. Within that sjrstem, the Federal Open Market C!ommittee is the most important policy making group. It sets the targets for money supply growth and interest rates, decisions which affect the eco- nomic well-being of all Americans and decisions which should pro- mote the Nation's broad economic goals. The Federal Open Market C!ommittee consists of the seven mem- bers of the Federal Reserve Board of Governors and five of the 12 regional bank presidents. The president of the New York Fed alwajrs has a vote; the other four have votes on a rotating basis. All of the bank presidents may attend and, as I understand, they usu- ally do attend the FOMC meetings and participate in the discus- sions. The seven Governors of the Federal Reserve are appointed by the President and confirmed by the Senate. They are publicly account- able for their conduct in office. The bank presidents, on the other hand, are selected by the board of directors of the regional banks.


Government and has no parallel cunong central banking systems in other major industrialized na- tions. Many Governments agencies use private citizens as advisers, but in no other agency are megor policy decisions made directly by indi- viduals who are not publicly accountable. A recent study for the Joint Economic Committee on central bank-government relations in other major industrialized countries found that in every megor OECD country, those who govern the central bank and set monetary policy are nominated or appointed by public officials. In Germany, for example, the President appoints the members of the Bundesbank Directorate, while the upper house of Parliament appoints the 11 Central bank presidents. Tne directors of the Bank of Canada are appointed by the Finance Minister. The voting mem- Digitized by Google bers of the Policy Board of the Bank of Japan are appointed by the Cabinet with the consent of the Diet. In Switzerland, members of the governing board are appointed by the Federal Council. The study, Central Bank-Government Relations in Msgor OECD Coun- tries, was prepared for the Joint Economic Committee by Professor John B. Goodman of Harvard Business School. The bank presidents have voting rights on the FOMC as the result of a political compromise made in the 1930's. Marriner Eccles, President Roosevelt's choice as Federal Reserve Chairman, sought some fundamental changes in the conduct of monetary policy, among them that the Federal Reserve Board should have complete control of all open-market operations. At the time, the district banks had that power, and Eccles suggested that their "narrow banking rather than broad social point of view'' contribut- ed to the Great Depression. Eccles prevailed on some of the changes, but not all. Open market operations were to be decided by O^n Market Committee, on which the Board of Governors would share power with the re- gional bank presidents.


Chairman, I would first like to thank you for calling today's hearing. I commend your continuing efforts to direct the committee's attention towards the important economic issues that affect our country. This guidance is extremely important as we are continuing to experience a State of economic decline. In my State, and throughout the Nation, Americans are anxious about the economy. Most are unsure about the security of their jobs, while many have no jobs at all. There is a growing despair as millions of American families worry about making ends meet. These are difficult times for much of America, and these difficult times demand immediate, yet prudent responses. The country is overburdened with debt, arid the overwhelming dimensions of the deficit make an economic recovery increasingly more difficult. Clearly we are experiencing economically criticcd times. We must use every tool at our Government's dispc^al to dig ourselves out of this hole. One such Governmental tool, used to affect our economy, is the regulation of the money supply by the Federal Reserve. Through their actions, important changes and modifications can help stabi- lize the economy and steer it in the right direction. It is exceeding- ly important, therefore, to see that this sjrstem functions appropri- ately. The hearing today examines S. 1611, which would alter the role of the presidents of the individual Federal Reserve banks. These 12 presidents participate in monetary policy decisions VIA member- ship in the Federal Open Market Committee, where they cast 5 of the 12 votes that determine monetary policy and interest rates. Consequently these individuals, who are not appointed by the President, nor confirmed by the Senate, hold critical responsibility for our economic well being. I look forward to hearing from the Digitized by Google witnesses assembled here today r^arding the role of these 12 bank presidents and their influence on monetcuy policy.


It only makes two changes in present law. It dissolves the Federal Open Market Committee, as- signs sole responsibility for open market operations to the Board of Governors of the Federal Reserve System. That's the first change. The second change is that it establishes a new Federal Open Market Advisory Committee through which the presidents of the 12 r^onal Federal Reserve banks can advise the Board of Gover- nors on open market operations and monetary policy. Digitized by Google 10 The whole point of this is simply to make the Federal Reserve properly accountable to the American people. The impetus for it comes from the history that you have mentioned a moment ago. It grew out of reports earlier this year that proposals by the Federal Reserve Beard Chairman, Alan Greenspan, to lower interest rates were being resisted by some of the regional Federal Reserve bank presidents who serve on the Federal Open Market C!ommittee. Those reports were for many of us disturbing reports. It indicat- ed the Fed was moving too slowly at a time when the economy was in some difficulty, in recession, moving too slowly to take the nec- essary steps to lower interest rates. But what strikes me most of all is that in a democratic Govern- ment, it really is not unusual for policy makers to disagree. But this was not in this instance a split among public officials. Instead, it was a split between, on the one hand, a small handful of individuals, presidents of Federal Reserve banks, who essentially represent private interests. They were impeding the efforts by public officials to conduct monetary policy in the way that they thought was best for the Nation's economy. As youVe said, the status of the Federal Reserve Bank presidents and the Federal Reserve system is an anomaly in our Government.


But nowhere other than the Federal Reserve, so far as I've been able to deter- mine, are private interests permitted to have a vote on Govern* ment policy. So that's the concern that we have in bringing this bill forward. Now there was a day when perhaps it didn^ make all that much difference. Bank presidents on the FOMC did not cause the kind of Digitized by Google 11 concern that they're generating today because the Federal Reserve did not exercise all that much influence over our economy, or at least not as much influence as it does today. I think all of the economists that are testifying now before the Joint Economic Committee, and Fm sure other committees of Con- gress, are saying that the economic action in this town today is at the Fed, not in the Congress and not with the President. So today, then, it is very well known that the Fed is the chief way in which the Government influences the economy. I m impressed in my own constituency that people are now asking a lot of questions about the Federal Reserve and Federal Reserve policies. It makes a lot of difference today how the Fed is structiu-ed. Perhaps it didn't make all that much difference some years ago. Policy making is the function of public officials, who have either been elected by the people or appointed in the appropriate manner. Tliat's the way it is everywhere else in Government. That's the way it ought to be in the Federal Reserve System at all. The Monetary Policy Reform Act addresses this concern by as- signing the conduct of monetary policy and the open market oper- ations to the seven member Board of Governors of the Federal Re- serve System, and that lodges responsibility among appointed public officials.


Simultaneously, Senator Saibanes and Senator Sasser ~ both Members of this Committee ~ introduced it hi the Senate, vdiere it has been assigned the number S. 1611. The Monetary Policy Reform Act would make two changes in the structure of the Federal Reserve. First, it would dissolve the Federal Open Market Committee and assign sole responsibility for open market operations to the Board of Governors of the Federal Reserve System. Second, it would establish a new Federal Open Market Advisory Committee through which the presidents of the 12 regional Federal Reserve Banks could advise the Board of Governors on open market operations and monetary policy. Together, diese changes woukl make the Federal Reserve propeiiy accountable to the American people. While the need for change has long been recognized, the inq>etus for this legislation grew out of reports earlier this year that proposals by Federal Reserve Board Chairman Alan Greenspan to lower interest rates were being resisted by some of the regional Federal Reserve Bank presidents serving on the Federal Open Market Committee. These were disturbing reports. The nation's economy was in a recession. Output was falling and unemployment was rising. There was widespread agreement that the economy could be helped by lower interest rates and that the Fed should reduce interest rates. Yet, as a consequence of this split among the policy-makers on the Federal Open Market Committee, the Fed moved slowly - some think too slo^^ - to take the necessary steps to lower interest rates and stimulate the economy. In a democratic government, it is not unusual for policy-makers to disagree. But this was not simply a split among public officials. Instead, a small handful of individuals - presidents of the Federal Reserve Banks - who essentially represent private interests was impeding efforts by public officials to conduct monetary policy in the way they thought was best for the nation's economy.


Hie status of the Federal Reserve Bank presidents in the Federal Reserve System is an anomaly in our system of govermnent. It requires some explanation. The Federal Reserve System was created by Congress in 1913 to manage the nationfs financial Digitized by Google 13 affoiis. It consists of the Board of Governors in Washington, which oversees the system and sets most of the policies, and the twelve regional Federal Reserve Banks, which cany out the day-by-day functions of the system. The Board of Governors has seven mexnbers, who are appointed by the President and confirmed by the Senate to 14-year terms. The Governors of the Federal Reserve are thus du]y«ppointed government officials who are accountable to the President and Congress, and throu^ them to the American people, for their conduct in office. At the Federal Reserve Banks, the top officials, in contrast, do not go throu^ the normal appointment process. The Federal Reserve Bank presideiits owe their jobs to the Boards of Directors of the regional Banks, subject to the approval of the Board of Governors. These regional Boards of Directors are dominated by local commercial banks, who appoint six of the nine directors. Neither the President nor Congress has any role in selecting either the directors or the presidents of the Federal Reserve Banks. Some of the Bank presidents are career employees, others have backgrounds in banking, business and academics; they are talented and respected individuals. But none are properly-appointed government officials, and they are not accountable to the American people for their performance in office. Nonetheless, they participate in monetary policy decisions througjh their membership on the FOMC, where they cast five of the twelve votes that determine monetary policy and interest rates. This situation, in which private individuals participate in monetary polky decisions, is an anomaly in our system of democratic government.


The participation of private members on the FOMC cannot be easily reconciled with the focus on accotmtability underiying our system of separated powers.... The proposed bills would rectify that constitutional flaw by limiting the role of the private bank presidents to advice, a function fully compatible with the private status of the bank presidents. The ctorent structure of tiie Federal Reserve, and the Federal Open Market Committee in particular, is not locked in stone. Over the years, there have been many changes. In fact, between the founding of the Federal Reserve System in 1913 and the enactment of the major banking laws in 1935 and 1936, there was no Federal Open Market Committee to guide open market operations. The regional Federal Reserve Banks boug^ and sold Treastiry securities on their own initiative, and the process frequentiy proved disruptive to Treasury financing plans and to the economy. When Marriner Ecdes became Chairman of the Federal Reserve Board under President Roosevelt, his list of proposals to make the Federal Reserve more accountable included giving the Board of Governors full authority over open market operations. The current structure is the result of a compromise. In order to consolidate open market operations under the nevdy-created Federal Open Market Committee, Ecdes and Roosevdt had to conqxromise with supporters of the Banks by giving the regional Federal Reserve Banks five of the 12 votes on the FOMC. It is now time to move further and take the next step to make the Federal Reserve more accountable. During the eariy decades of the Federal Reserve, anomalies such as the role of the Bank presidents on the FOMC did not cause the concern they do today because the Federal Reserve did not exercise the influence over our economy that it does today. Not much was known about the Fed years ago and people didn't feel it had much impact on their lives.


Government The Fed would submit its budget for the current year and the two following years to the President by October 16 of each year, and the President would be required to print the Fed's budget in the Government Budget without change. The Monetary Policy Reform Act would add a sixth change to this list, by making the duly-appointed public officials on the Board of Governors of the Federal Reserve solely responsible for the conduct of monetary policy. During the last Congress, the Subcommittee on Domestic Monetary Policy of the House Committee on Banking, Finance, and Urban Af6Birs conducted a hearing on the Federal Reserve Reform Act, and I would like to submit my statement from that hearing for the hearing record. In summary, the status of the Federal Reserve Bank presidents is an anomaly in our system of government. They do not go througjh the ncnmal appointment process but, nonetheless, they participate in monetary policy dedsioDS through their membership on the FOMC, where they cast five of the twdve votes that determine monetary policy and interest rates. In earlier times, when the Fed was less powerful, this was not a major concern. But today, it is widely recognized that the Federal Reserve is the chief way the government influences the economy. Decisions made by policy-makers at the Federal Reserve affect the lives and well-being of all Americans. Power vdthout accountability does not fit the American system of democracy. We have changed the Federal Reserve in the past. It is now time to move further and take the next step to make the Federal Reserve more accountable. Monetary policy today must be the responsibility of properfy-^qypointed public officials, who are accountable to the American people for thek perframance m office. The Monetary Policy Reform Act of 1991 would apply this principle of democracy to the Federal Reserve.


Senator Sarbanes, thank you very much. You and my colleague, Congressman Hamilton, have covered this subject in some detail and I think with great clarity. In an act of mercy, I shall be very brief, and Fm going to be brief because I can probably add very little to the two excellent state- ments. The recession that we now experience follows on the heels of a decade of almost dangerous and reckless fiscal policy, such that we don't have much capability in fiscal policy to respond the way Con- gress would have traditionally responded to recessions. The result is that monetcury policy has to bear the burden and carry much of the load. And as a result of that, most all of the spotlights are now shining on the same spot in this town with re- spect to what is being done to try to respond to the recession. That spot that the spotlights are shhiing on is the Federal Re- serve. The Fed is the center of attention at this moment. This is, it seems to me, an appropriate time to be discussing the Fed because of that. If you read economic history and financial his- tory in this country, you discover that in the last century, the sub- ject of money, interest rates, and related policies were widely dis- cussed as political topics in barber shops and bars all across this country. In this century, we've not seen much of that, largely because we created early in this century the Federal Reserve Board, which has grown to become an institution shrouded in some mystery, operat- ing in some secrecy. I think a lot of people don't quite understand how monetary policy works or how, if they chose to, they could impact or affect monetary policy. For that reason, I think this kind of a discussion is an appropri- ate discussion at the appropriate time.


Monmouth College Catalog

Yet day by Jay . . . with each new experience and challenge . . . :jreat changes seem to come over your life Wing college years. Each day as it comes, seems ittle different than the one before. But look Dack just a few weeks, and already your perspective seems to have become broader, your outlook nore real, your expectations more sure. There are so many ways to grow and learn st Monmouth College. By doing something fou might never have dared to undertake before . . . because it is expected of you. By strongly nteracting with and reacting to others . . . because ton feel sure of your beliefs. By achieving far Detter in your studies . . . because your professor took the time to help you become aware Df the broad scope of what you're learning. You'll find study at Monmouth College has all the marks of a quality liberal arts education. Even nore, you'll find learning for everyday living — in education which prepares you to approach any jecision-making situation with thoughtful creativity and strength. You will be educated with skills :o help you achieve your professional goals and /vith understanding to insure a meaningful creative life. experiencing Life on any campus has a unique quality all its own. The personal touch reigns high among Monmouth's students. They find it in the classroom, together in living centers, in student activities and organizations, in associations with their instructors, in their everyday lives on campus and in the Monmouth community. Monmouth students, all part of this close-knit community, come from 32 states and 7 foreign countries. They have a variety of economic and sociological backgrounds with a variety of interests and goals, but they are all interested in personalized education — a Monmouth characteristic. Recognizing that college students are mature, young adults and individuals, student life is developed around an aura of realism and responsibility.


Monmouth College Catalog

Their experience and expertise are for your benefit. Each Monmouth professor takes a deep personal interest in the subject he or she is teaching, and in the students in the class. The Largest freshman classes average 30 students; upper division seminars may have only three or four students. The educational process is an active, informal, personal experience. Each department at Monmouth College has a wide number of courses from which to choose to complete your specific major. In addition, you will be taking two or three courses from all other divisions — providing the broad liberal arts background you are seeking. At Monmouth, we feel this part of your education is very important. Sure, it's important to prepare for a career through your major. It's equally important that you are prepared to adapt your knowledge and your talents to the changing needs and demands that will crop up throughout your lifetime. achieving The traditional departmental major typically consists of no less than eight term courses in one topical area, Spanish, for example. At Monmouth College, juniors and seniors are allowed a broad scope of independent study projects and special seminars with the topic determined by the students and the instructor. The divisional major combines a minimum of 12 term courses from one division. A divisional major in the natural sciences, for example, might include eight courses in biology, chemistry and physics for a broader look at the sciences. A topical major is almost unique to Monmouth College. You may have a particu.ar interest, urban ecology, for example, which does not fit any of the traditional major possibilities. You and your advisor would design a program of courses especially for you which might include sociology, statistics, economics, biology and chemistry courses. You would then complete the requirements of your special program as you would for any other major.


Monmouth College Catalog

Students are encouraged to make commitments, define goals, and develop competences to enable them to choose wisely and to take initiative in directing their own and their society's destiny. At Monmouth, one purpose of education is to help each man experience more fully, live more broadly, perceive more keenly and feel more deeply in order to gain self-fulfillment and widsom to see that his own fulfillment is intricately involved with the general welfare. Diversity and individuality, both in the student body and the academic program, are a part of Monmouth's purpose also. Monmouth students, all part of a community of learners, come from 32 states and 7 countries. Students have a variety of economic and sociological backgrounds including a wide array of religious affiliations. Monmouth students are encouraged to be tolerant, to seek understanding and to develop abilities to make informed and responsible decisions characterized by reason and imagination, insuring freedom and the dignity of man. All members of the Monmouth College community share in the responsibility for the development and respect of conditions that encourage this freedom to learn and develop. The governance structure is designed to encourage candid and reasoned evaluation of academic, administrative and social issues. GOVERNANCE Monmouth's system of governance basically involves three bodies who work together to make decisions regarding the nature and operation of the College. The Monmouth College Senate. The Senate of Monmouth College is the ultimate authority of the corporation and is the final authority in the management, conduct and control of college matters. The body is composed of not fewer than 18 nor more than 33 directors, together with 9 trustees. Senate members come from widely varied geographical areas and represent a broad range of occupations and professions. Three students serve in an advisory capacity to the College Senate. Their participation insures student voice on the highest governing board of the college.


Monmouth College Catalog

Honor societies are in abundance at Monmouth College. In addition to national freshman honoraries, upperclass honoraries such as Mortar Board for senior women and Beta Beta Beta, national honorary biology fraternity, have chapters on campus. Other examples are Eta Sigma Phi (classics), Psi Chi (psychology), Pi Gamma Mu (social science) and Blue Key (service and scholarship). A variety of fine arts organizations include Crimson Masque, the college dramatic society. Musical organizations include the Chamber Choir, the Monmouth College Highlanders, the Sound of Five, the Jazz Band, Small Instrumental and Vocal Ensembles, the Concert Choir and the Wind Ensemble. Other organizations on campus include the Women's Recreational Association, International Club, Black Action and Affairs Council, "M" Club (for letter winners in varsity sports), Modern Dance Club, and Flying Club to mention a few. Four social sororities and six fraternities are represented on the Monmouth campus. The fraternities, Alpha Tau Omega, Sigma Alpha Epsilon, Sigma Phi Epsilon, Tau Kappa Epsilon, Theta Chi, and Zeta Beta Tau, have individual chapter houses. The four sororities, Alpha Xi Delta, Kappa Delta, Kappa Kappa Gamma, and Pi Beta Phi, do not have individual chapter houses but jointly use Marshall Hall, where they maintain chapter rooms. Approximately one-third of the student body are members of fraternities and sororities. VOLUNTEER EDUCATIONAL EXPERIENCES The Monmouth College Community and the city of Monmouth have, for many years, enjoyed a fine relationship. Much of this is due to the support of civic programs by the College and by continuing support of the College by the citizens of Monmouth. Possibilities for volunteer service and rewarding educational experiences in the Community and the Monmouth area are many. Among them are: Warren Achievement Center — Provides students opportunities to work in a variety of social service programs including facilities for mentally handicapped children and adults and community programs for the aged and culturally handicapped.


Monmouth College Catalog

Services of the audio-visual department, its director and staff, are available to faculty members and students preparing communication projects for class assignments, special projects, individual study, independent study and campus activities. ATHLETICS AND RECREATION Monmouth is a member of the Midwest Intercollegiate Athletic Conference, which maintains competition at the varsity level among 10 of the institutions in the Associated Colleges of the Midwest. Monmouth's "Fighting Scots" battle in ten varsity sports: football, cross country, basketball, swimming, wrestling, baseball, track, golf, soccer and tennis. Freshmen are eligible to compete in all varsity sports. Monmouth has a proud record of support for its athletic teams, and approximately one of every six men participates in intercollegiate athletics. The Women's Sports Program includes competition in basketball, softball, and volleyball with other Illinois universities and colleges. The Intramural Sports Program provides an opportunity for every student to participate in some type of competitive sports activity as regularly as his or her interest, ability, and time will permit. Students representing dormitories, fraternities, sororities, and independents are organized into teams competing for trophies and awards. Activities include tennis, volleyball, cross country, table tennis, wrestling, swimming, basketball, bowling, handball, billiards, track, badminton, golf, softball, archery, and decathlon. Lighted tennis courts and ice skating facilities are available on campus. RESIDENT LIFE At Monmouth College, living in one of the residence units offers opportunity for personal growth, intellectual development, social interaction and involvement through active participation. There are a wide variety of living styles from which to select, and students working with the Community Life Committee maintain and review this breadth of choices. Within each living unit, which is self-governed by the students, a small micro-community is developed which works toward individual growth and the development of a rational, effective and humane learning community. The coordinator 14 of Residence Life works with and supervises the staff of each of the living units.


Monmouth College Catalog

Gibson Center is constructed in a series of quads (four double rooms) around a shared bath with private outside entrances to each student room. Students living in Gibson have unlimited guest visitation hours. Quads for men and quads for women are available in Gibson for those student who are 18 years of age or older or who have parental permission. Winbigler Center for men is built in the traditional residence hall style with a comfortable lounge and TV room. It is carpeted to eliminate excessive noise. Winbigler residents also have unlimited guest visitation hours and students living there must be 18 or have parental Dermission. All room furnishings are movable. McMichael Center for women features large rooms, wash basins in the rooms, large closets, high ceilings, carpeted lounges and proximity to the Student Center, dining room and classroom buildings. All furniture in student rooms is movable and room decor is almost imitless. McMichael has a restricted visitation policy. Liedman Center has eliminated the long corridor effect Df the more traditional centers. The twenty-four women Dn each floor live in double rooms or suites of four surrounding a floor lounge, bathrooms, and extra storage closets. The furniture in the rooms is of modern design and largely "built-in" for efficiency. There is also a large recreation room in the basement to provide group socializing to remove noisier activities away from the iving areas. Liedman has unlimited guest visitation hours and women living there must be 18 years old or have Darental permission. Cleland Center is built in towers with men housed n one tower and women housed in the other tower. It :eatures modern design and lounges in each wing that are adequate to serve as living rooms or entertaining areas, ["he room furniture is "built-in" for efficiency and maximum utilization of space.


Monmouth College Catalog

AUSTIN HALL, home of the music department, contains practice rooms, classrooms, record and music library, and faculty offices. Located on the east side of the campus is the ART CENTER, with library, foundry, gallery, as well as painting, drawing and print-making studios. College theatrical productions are held in the LITTLE THEATRE or in the experimental theatrical space located in Carnegie Hall. WOODBINE HALL houses the Education and the Economics and Business Administration Departments and classrooms. The Monmouth College STUDENT CENTER is a center for all members of the college community, providing social, recreational and cultural activities. A snack bar, coffee house, billiard room, bowling alley, radio station, dining room, conference rooms and lounge areas characterize the building physically. Student Association, Ravelings, the Coordinator of Campus and Center Activities, and SAGA Food Service offices are in the Center. The activities of the Center are governed by the Community Activities Board, composed of both faculty and students. Many students serve on committees which operate the Center. STUDENT DEVELOPMENT SERVICES Today's student body is characterized by a growing diversity of experiences, academic preparation, socio- economic background, general ability, career goals and value orientation. Some students may be haunted 17 by self-doubts and insecurities about the future. Others may have clarified their educational and vocational goals and have satisfying value systems. In addition, this diversity within the student bodies of the 70's is cast in an extraordinarily rich, complicated and intense culture. Probably more so than ever, students today are consciously seeking to establish enduring commitments, a sense of purpose and meaning in their immediate and future lives, and a sense of belonging to a rewarding and humanly responsive community. The Student Development staff is committed to foster through efforts of personal contact, skills, services, programs, residential living, and personal example, a community that is responsive to each person's needs of importance, purpose, community and love, i.e. the needs of personal satisfaction.


Monmouth College Catalog

A faculty member is assigned as an adviser based on the student's initial college major interest. Students may change advisers at any time through initiating a request with the Registrar. A college counseling service is available to all students to help them effectively deal with concerns about self, education, relationships with others, sexuality, study habits, home problems, etc. In addition to a full time counselor, members of the student development staff and living center staffs are available for consultation. The development of confidence in self and the establishment of independent resourcefulness in life planning are important parts of education. For the benefit of all students seeking to determine educational and career goals, the Career Development Office provides a variety of services. Students are provided assistance individually, in special group meetings, and through publications. As an adjunct to pre-enrollment achievement testing, interest surveys and personality inventories are administered to assist students in arriving at realistic career and educational goals. Materials for self-help in career planning include a large collection of recorded career interviews, including a number made by alumni, and a vast collection of books, brochures and pamphlets describing careers and companies. Students contemplating graduate study are offered assistance in applying for graduate school acceptance and financial aid. A large collection of catalogs of graduate and professional schools is available. 18 Placement services are also provided by the Career Development Office which includes establishment and maintenance of centralized, cumulative professional credentials and resumes, coordination of on-campus job interviewing, and the publication of job information. HEALTH CENTER -Monmouth College maintains a campus nursing service and liaison with the Community Memorial Hospital and local physicians. Registered nurses are on duty during the day for referral and emergency treatment. Medical advice by the staff and non-prescription medicines are available without charge at the Health Center.


Monmouth College Catalog

Testing dates and locations as well as other information may be obtained from the high school guidance counselor or the Director of Admissions. Students planning to enroll in a mathematics course or foreign language course are required to take the SAT Achievement Test in Mathematics or the Achievement Test in the language in which they were enrolled in high school. 3. Request the high school guidance counselor or principal and the English teacher to complete and return the Monmouth College recommendation forms. 4. Submit a high school transcript after the completion of the junior year of high school. A final transcript will be required at the completion of the senior year. 5. Freshman applicants who have been out of high school a year or more and have not begun their college education must prepare a statement indicating their activities since graduation from high school. Candidates for admission must present 15 secondary school units including English, history, social science, mathematics, and natural science. A unit is a subject carried for one school year. Transfer Applicants Students wishing to transfer to Monmouth College from other four-year colleges and universities or from two-year colleges will find the transition to Monmouth College can be accomplished with minimal disruption of their educational program. All applicants must complete the procedures indicated below: 1. Submit the application for admission. 2. Request the high school to send a transcript of grades and test scores. 3. Request official transcripts to be sent from each college or university attended. Failure to do so may result in the student's inability to register for the succeeding term. 4. Request the Dean of Students at the last institution attended to complete and return the Monmouth College recommendation form. 5. If a transfer applicant has been out of college one or more terms, a statement must be provided indicating why the student left college, what he has been doing since leaving college, and why he wishes to return.


Monmouth College Catalog

(Private lessons in music on a credit basis are available at no extra tuition charge to those students registered as full-time students who qualify for credit status through auditions. Private lessons in music on a non-credit basis are available at $25 per term.) Payments All fees and charges are due and payable prior to the beginning of the term in which the student is enrolled. Students will not be permitted to register until their account has been paid in full or completed loan arrangements. Official enrollment is completed when fees due have been paid. Students having outside scholarships or loans, not already credited to their account by day of registration, must have written confirmation from the source before they will be permitted to register. Disabled Veterans will be treated as paid students if the Business Office has received VA Form 21E-1905 (Authorization and Certification of Entrance or Re-entrance Into Training) from the Veteran's Administration. Students shall pay all accounts due the College in accordance with regulations set forth for such payments by the College. While Monmouth College makes every effort to keep tuition and other expenses as low as possible, the College reserves the right to adjust tuition and fee schedules annually as required to maintain high quality educational programs. Monmouth College participates in two Federal Loan programs which aid in the financing of a student's 27 education. These include the College Student Guaranteed Loan Program and the National Direct Student Loan Program. Parents who desire to spread payment over several months may use the Monmouth College Pre-Payment Plan or one of several commercial plans available. Detailed information about these plans is available on request from the Business Office. Advance Deposit (a) A Tuition Deposit of one hundred dollars ($100.00) is required of all regular students accepting admission to the College.


Microcosm

There's so much action in Boston." Dawn Gagne, a senior at Simmons, interns at the Greater Boston Convention and Visitors Bureau. She works in the Public Relations Department as an Assistant to the Public Relations Director and Coordinator. This Bureau plans major city-wide functions, such as a press trip scheduled for the press from all over the country, as well as the United Kingdom and Canada. Rather than interning only during her second semester as most students chose to do, Dawn works 8 hours a week and also takes classes. She plans to continue interning during the second semester. Interestingly, Dawn got this job almost by accident. The Four Seasons was one of the places that she applied to, but because her application was a bit late, they did not have a position for her. However, her resume was noted, and they regretted not being able to take another intern. One afternoon, the manager at Four Seasons was having lunch with the Public Relations Director and Coordinator of the Greater Boston Convention and Visitors Bureau. She mentioned Dawn as an excellent candidate for an intern position, and the next day, Dawn received a call from the Bureau; they were looking to set up an interview. Dawn enjoys working much more than school, mostly because one can get into the inner workings of a company and begin to apply what was learned in classes. Boston, a world in itself, has a variety of attractions for all to enjoy. Some of the more noted are the Museum of Fine Arts and the Children 's Museum, which are shown here. The John Hancock and Prudential buildings can be seen from almost every point in Boston. IIIIIIHIHIP'! 15 Freshmen Lured With $500 K • New Student Activities Director Briddell Happy to be at Simmons • The Simmons News Faculty Groups Ask Holmes to Resign by Jill Harmacinski Editorial Staff When William J.


Microcosm

These goals were chosen during a brainstorm session at the SGA officers' annual retreat on October 6. According to SGA presi- dent Caitlin Carroll, each potential accom- plishment brought up at the session seemed to fall naturally into one of those categories. Under the diversity goal, SGA hopes to improve the college by forming a multi- cultural course that each Simmons student would be required to take before graduating. A committee will be in charge of researching the possible content and schedul- ing of the multi-cultural course. Nazli Gurer, SGA vice-president, said that rather than the mandatory four semester language requirement, students might be more interested in learning about different cultures. "The core curriculum here is too narrow," Gurer said. "It doesn't let you take the classes you want" SGA is also looking to develop a faculty group that will support a collective group on campus. The group will consist of Simmons community members that are not considered "mainstream," such as commuters, Carroll said. Monthly cultural programs may also be experienced on the Simmons campus this year. Carroll describes these as programs that will "advance awareness and acceptance of diversity." Their first major retention plan is to renovate the gym in the Main Campus Building into a student activities center. Gurer said that a floor plan for the renovation may include office space for student organizations as well as a student union area. 'It's not going to occur this year, but we'd like to set it in motion," Carroll said. "We think this will add to the student life at Simmons." SGA plans to raise the money for the project through grants or fundraisers that Simmons students can participate in. Two women's conferences are also in the works under the retention plan. The first potential conference will be held for one day, just for Simmons students.


Microcosm

What were the worst moments? It was at the Coast Guard Academy in CT. There were four of us sailing J-22's and none of us have any experience on how to fly a spinnaker. It filled through the shrouds on the side of the boat instead of the bow. Therefore we were pulled toward the bridge and we almost capsized. What are your hopes for next year? I hope we can get more sailers to commit their time. It would give us a chance to place better. And we all hope to get our spring season back. Words that describe the team. Ambitious Any other feelings you would like to add? Sailing is my favorite sport. It is relaxing and challenging. I have the best of both worlds. It is also the best sport when it comes to communication and working together. It is time consuming but it is worth it. y. -jffS®&'*~ riXSKiffl L to R Coach Jack Carney, Brandy Herget, Kristi Winer, Karen Markowicz, Jennifer Ziepniewski Missing Heidi von Ludewig, Melinda Pepin 59 SMALL BUT HARDY The 1991 Simmons College soccer team, led by new coach Darren Darwent, faced many challenges this season. After losing eight seniors, and with only three freshmen this year, they were the smallest team in their league. The team consists of only fourteen players, five players shy of a full team. With their talent and positive attitude, they were able to come up with several wins. Leading the team were junior co-captain Rachel Gladstone and senior co-captain Beth Fioretti. Gladstone at center mid-field gave any opponent a challenge. Whether a score was made of not, Fioretti, junior Susan Mattia, sophomore Lorena Martinez, junior Bonnie Slayter, and junior Dana Spangler produced outstanding offensive plays. Sophomore Alexis Boryczk and Heather Parsons showed talent and effort on the forward line.


Minority Male Grant Program Coalition Development Grant Evaluations and Coalition Demonstration Grant Evaluation Design, Final Report

Page 11-4 Defined role for each member—The roles and responsibilities of each member were usually defined by the lead agency early in the development process, but not always explicitly. The lead agency recruited members based on the skills, clout, or credibility they could bring to the coalition, which implicitly defined what their roles were. Some coalitions required their members to define their roles and/or responsibilities in letters of intent submitted with the grant application or in quarterly reports. Some coalitions were greatly helped by the fact that many of the agencies and individuals they wanted to recruit were very receptive to forming a coalition. These people wanted to encourage interagency cooperation and referrals and better serve clients with multiple needs. Coalition spokespersons said that potential recruits often turned down invitations to join the coalition at the outset, usually because past attempts in the community to form coalitions and coordinate services did not work out. Many of these recruits later approached the coalition and asked to join, after they saw that it had become a viable, effective presence in the community. In the initial stage of coalition development, it is common for members and potential members to be anxious about the issues of control and competition. This is especially true when members have a history of either not working together or not working well together. Time is needed to learn to trust other coalition members, particularly the lead agency and competing agencies. Required level of resource participation—The majority of coalitions did not formally require resources from their members. In extreme cases, this fostered the belief of all coalition members that the coalition could survive only as long as it was supported by OMH. There were many implicit, informal understandings for members to provide in- kind resources as the need arose, such as voluntary staff time, meeting space, and transportation.


A few coalitions asked members to specify the resources they would provide in letters of support. Most coalitions were wary of requesting too many resources from members, particularly monetary support, and especially from those members with limited finances and resources. Documentation— Most coalitions found it useful to document their efforts as a way of informing members and the public of what they have accomplished. Written minutes from coalition meetings were the most common form of documentation. Some recorded all that was discussed, while others provided overviews of the discussions. Minutes usually were furnished to all members, both those who were present and those who were absent from the meeting. Sometimes they were mailed and sometimes they were distributed in person. Minutes from one meeting usually were completed and distributed before the next meeting. One coalition tape-recorded meetings, and another videotaped a conference it sponsored. Establish relationships with the coalition and other members— All grantees reported that the level and type of relationship with the coalition and other members are a function of members' histories with one another. The four Birch & Davis Associates, Inc. Page II— 5 modified coalitions exhibited the most mature relationships with the coalition and other members because many members had been working together prior to the grant award and had overcome adverse situations together as well. New coalitions whose members did establish positive relationships tended to be those which existed as working groups or task forces prior to the grant award. These coalitions had a long-standing commitment to the idea of working together and formalizing their ties in a coalition, which encouraged strong, lasting relationships. Grantees were innovative in tailoring approaches to their situations. This expedited their work in a number of areas, including recruiting members, delivering services, and obtaining future support. Some coalitions combined one of more of the key variables to facilitate development.


Members provided in-kind services such as photocopying, postage, and meeting space. Two coalitions asked members to pay dues to help cover some operating expenses. 3.3 Successful Projects Followed Four Major Steps In Their Development We identified four fundamental steps in coalition development. According to their individual needs, coalitions emphasized some steps over others and focused on them at different times during the year. Each step helped the coalitions develop into viable and responsive bodies for delivering services by working to foster maximum cooperation among members and to retain and encourage their commitment to the coalition. • Develop Support For A Shared Vision—Coalitions generally begin to form when a community leader expresses a vision of how to address an identified problem facing the community. The leader shares this vision with community members and persuades them to identify and obtain needed resources. • Define The Organizational Purpose— Defining the coalition's purpose lays the foundation for the coalition's work. The coalition's members need to agree on the target population and coalition goals and objectives. Some coalitions ask representatives of the target population, such as current agency clients, to define their own needs by serving as members of the coalition, participating in focus groups, or responding to surveys. Coalitions that involved members of the target population always reported success in meeting target population needs. • Develop Consensus On Coalition Norms And Values— Gaining explicit consensus on key norms and values of the group appears to be a precondition for successful operations. The group must develop a common understanding of what it means to develop culturally sensitive approaches for delivering services to the target Birch & Davis Associates, Inc. Page 11-7 • population, and what is required to have attained the standard of cultural sensitivity. The group must also agree on organizational structure for the coalition, including how and when to conduct meetings, document progress, and attract and retain members. • Obtain Necessary Resources — Coalitions must identify and obtain necessary resources.


Most coalitions were said to have really gained momentum when key staff were identified and hired. Recruiting members is an ongoing effort in resource acquisition for most coalitions. Members are a key labor resource because they play a critical role in building and sustaining the coalition by providing essential support, including staff, funds, and in-kind services. Recruiting members because they have specific skills, clout, or credibility is key for gathering together a group of people capable of coping with the issues and challenges coalitions face in both developmental and delivery stages. OMH Coalition Development Grant Program dollars were said to have been a valuable resource, for reasons cited earlier. It was rare for coalitions not to mention that they had experienced delays with grant start up because of a lag of at least several months between notification of the grant award and actual receipt of funds. Some coalitions had requested no-cost time extensions to their grants; these extensions were always granted, although notification was not always said to be timely. Many coalitions were addressing the need to identify and obtain funding for the coalition when OMH funds ran out. Although most coalitions intended to continue working after the end of the grant period, only one had the funds to do so at the same level. This coalition had been awarded a demonstration grant. Most of the other coalitions began looking for additional funding as the grant year was ending, and some had even submitted proposals to other agencies and private foundations. Others were investigating RFPs and RFAs, meeting with foundation staff, or holding fundraisers. None of the grantees had a long-range plan for continued funding. Most coalition spokespersons told us they initially had assumed that their development grants would roll over into demonstration grants at the end of the first year of operation.


Then we modified the initial design to incorporate our findings. Projects that we visited are highlighted on Exhibit III- 1 . We learned that the coalition demonstration evaluation must provide useful information for OMH. These are the key study questions: • What services/interventions are being provided? • To whom are services/interventions being provided? • What factors facilitate or inhibit the implementation of the services and interventions? • How can implementation of the services/interventions be improved? We also learned that a feasible evaluation approach must consider data requirements such as availability, accessibility, and quality. Information is a basic resource for the evaluation, so data issues are a key concern. Other feasibility concerns are time, staffing, and cost. These are the resources needed for conducting the evaluation. 2. WE DEVELOPED THREE EVALUATION DESIGN OPTIONS Based on our understanding of the types of issues to be addressed by the study, the range of potential uses of the information, and possible constraints on evaluation conduct, we developed three potentially viable design options: • Case study • Self-assessment • Quasi-experimental The next section describes each design option in a standard fashion. We present a synopsis of each option along with a description of its purpose; population/sample; data requirements, collection techniques, and collection instruments; procedures; analysis; and product descriptions. Next, we identify strengths and weaknesses, along with possible approaches to overcoming the weaknesses. Exhibit III-2 summarizes key features of each option. 2.1 The Case Study Option Describes Projects The case study design option highlights the unique characteristics of individual projects and promotes the collection of detailed information on project implementation or outcome, or both. This design offers a qualitative approach to evaluating project implementation and outcome. Key characteristics of the case study option are: Purpose—The purpose of the case study option is to provide OMH with a ricl qualitative description of the implementation, operation, and outcomes of the rich le demonstration grant projects.


We know as well from study activities that little information is available at this time about either the process or outcome of implementing the demonstration grant projects. Thus we suggest a two-stage evaluation plan that generates useful data as early in the grant period as possible. • Stage One: Formative Evaluation- -The focus is understanding how coalition demonstration projects are implemented. The evaluation findings generate recommendations on how to (1) implement a project and (2) improve coalition demonstration management processes. Stage One is planned for the end of Year One. This allows the projects sufficient lead time to become operational, generate implementation data, and begin to identify areas that could benefit from improvement. Beginning this type of effort relatively early in the project benefits both OMH and grantees. Each demonstration project receives technical assistance. • Stage Two: Outcome Evaluation- -The focus is the results of project interventions. The evaluation assesses projects' effectiveness in achieving their objectives and their impact on the target population. These findings can identify strategies that appear successful in achieving program and project aims. Stage Two is planned for the end of the last year of the three-year grant. At this point the projects have sufficient experience to be able to generate performance data over time and identify areas that could benefit from improvement. Conducting an outcome evaluation at the end of the grant period provides time after Stage One to refine operations and implement recommendations generated by the formative evaluation. Conducting the evaluation in two stages is useful for both OMH and the projects because it allows them to address problems or potential problems during the grant period. Changes can be made in service delivery or interventions during the course of the grant period, when OMH maintains some leverage over the projects1 implementation. 3.3 We Recommend The Case Study Option For Stage One We recommend the case study option for Stage One because of its strength in providing descriptive information at the earliest possible stage in the grant period.


Jahnke - Extending Recovery Into The Li ( 1)

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 6 which can hinder integration of recovery program and church life. These realities have been recognized by recovering people since the formation of AA. None of these works seriously acknowledge that an intentional and mutual integration of Program-life and church-life has been difficult for people to achieve. Few attempts have been able to respect, fully, the basic integrity of the Program and the ongoing integrity of the local congregation, at the same time. Specific attention has not been given to what educational structures and methods might provide bridges between the life of the Program and the life of the church. It is observed in this writing project that Twelve Step members sometimes ask the question "Is the church a place for me?" at some point in their recovery. They can be helped to answer this question through educational experiences and various teaching approaches. Through educational experiences recovering people can be integrated into some key dimensions of the life of the church. Through these experiences they can come to feel grounded in the church as well as their program. Various teaching approaches can then be used to help people reflect on what it means for them to participate in both institutions. In following an educational approach the integrity of each entity, Program and church, can be respected and intercourse between the two can be encouraged to the overall benefit of Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 7 the individual. Obstacles to this intercourse can be acknowledged and retained or resolved. The emphasis on an educational approach to helping people extend recovery into the life of the church takes place with awareness of other integrative points in the life of the church for them.


Steps to Self-Parenting (Deerfield Beach, Fla: Health Communications, 1988). There are other programs of spiritually based recovery through twelve steps, which substantially alter the language of the original Twelve Steps, eg. "twelve steps to self parenting." Such programs are considered as attempts to integrate the Twelve Step program with psychotherapy, behavior modification, or religion. The terms Twelve Step program and the Program will be reserved for those programs which use the Twelve Steps of AA or have gained permission from AA to identify a problem other than alcohol in the language of Steps 1 and 12. For example the group called Emotional Health Anonymous has substituted the word "emotions" for alcohol in the first Step, but would still be considered a Twelve Step program. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 14 the Twelve Steps and Traditions for living during established meetings, and prayer. One problem in describing a Twelve Step program is that of distinguishing between a treatment program and the individual who is working the program. The question is whether the Program has an existence of its own, apart from individuals who are working the program. In the understanding of this writer there is not a Program apart from the working of it by persons even though components of the Program can be identified apart from the individuals who are employing them toward recovery. Twelve Step members may often be heard to describe their recovery program as a " spiritual^progra m.." Those who invite or guide members' inquiry about the church will benefit from understanding the difference between a "spiritual" program and "religion" in the philosophy of the Twelve Step program. Recovery is spiritual in the sense of "being possessed of a new sense of power and direction" after one admits that they are not able to manage their dependency problem. 27 For many recovering people, the Twelve Step group itself is the first expression of power and direction, but there is a spirit which transcends the group process.


According to Taylor, "The social element may get a man sober but in the last analysis only God can keep 27 M. 54. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 15 him sober." 28 To the originators of the Twelve Steps, abstinence from alcohol was the immediate and lasting goal of the Program, but a lifetime of spiritual growth was the reward as well. The personality of the one who is growing spiritually through the Program is characterized by a willingness to be transformed by honesty and open- mindedness. These qualities which run counter to the rigidity, judgmentalism and denial of life before the Program are evidence of "an almost childish faith." 29 Twelve Step participants make a distinction between this spiritual program and religion . Religion is typically thought of as the external forms of a particular faith tradition. Religion is the combination of rituals, symbols, and stories adhered to by that tradition, denomination or congregation. Spirituality involves the living engagement with a power and presence mediated through the many forms of religion, a power greater than the self or the group. Religion can have a positive or negative meaning for the recovering person depending on their past experience. However, religion is to be distinguished from religiosity if it is to have a positive connotation. Religiosity may be thought of as religion divorced from honesty about one's life problems, openmindedness to the spiritual journeys of 28 Taylor, 4. 29 aa. 54. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 16 others and willingness to change in personal feelings and outlook. In this case, religion is reduced to a set of doctrines, rituals, and values which are not subject to an ongoing transformation. Exclusive adherence to a particular idea of God can be both a symptom and a root of religiosity. Those who have given in to religiosity accept a sense of goodness which is imputed to them as a reward for conforming to a religious system.


Seymour, eds., Contemporary Approaches to Christian Education (Nashville: Abingdon Press, 1982), 15. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 18 integration of spiritual recovery with participation in the church. With recovering people, education will be done with particular forms such as study groups, forums, lectures, and individual mentoring. The decision as to which forms to use, who to use them with, and how to use them, can be guided by an overall approach, theory, or model of parish education. 32 The Shape and Direction of this Project There are several questions which have stimulated and shaped the research of this project. What does the presence of a program of spiritual renewal in one's personal life mean for the future of one’s corporate religious life? Why might people who are working Twelve Step Recovery Programs feel a need for or take interest in participation in the life of a church? How might they integrate their Program with the life of the church? What are the obstacles or resistances which will hinder participation in the life of the church? How might educational leaders aid the process of integration? What educational approaches and resources might be drawn together to provide an effective integration process for these people? Responding to these questions has provided the basic plan for researching the problem of a 32 Miller and Seymour, 31. In their schema of approaches, "religious instruction," "faith community," "spiritual development," "liberation," and "interpretation" models are described. They are roughly parallel to the models which will be described in Chapter 4. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 19 lack of integration of Twelve Step and church life for some recovering people. The thesis that intentionally developed educational experiences can be bridges for integration is explore as well in responding to these questions.


The methods of research into these questions vary from question to question. Chapter 2 will review stories of recovering individuals, giving a basic feel for the Twelve Step Program. One of the Twelve Steps will be used as a point of entry, as it helps answer the question of why an interest in church participation might develop during the recovery cycle. A review of literature on the Twelve Step Program and its relation to the church will be taken up in Chapter 3 to uncover the hindrances or obstacles to church participation for recovering people. Comments by recovering people about their experience of recovery, as it relates to church participation, will be noted and attended to as well. Chapter 4 will explore how Twelve Step members might be helped to integrate their Program and church life and to extend the recovery process through educational ministry. The example of one church's integrating ministry will be shared. A pedagogical method will be suggested for helping recovering people intentionally reflect upon the integration process. Several approaches to Christian education will be considered as well as an overall model for parish ministry. These will be suggested as both complimenting the suggested pedagogical method and overcoming some of the hindrances to Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 20 participation in the church which Twelve Step members may experience. With the scope of the project outlined above, some parameters of the project can be stated. It is the intention of this project to consider how English-speaking adults in Twelve Step recovery programs can be guided toward a satisfying and empowering interaction with a local churches. While certain limitations of both Twelve Step programs and local congregations will be recognized, the integrity of each is to be highlighted. This rule will also be followed in regard to whether or not the church should replace the Program, or vice versa, in the life of the recovering person.


This study will not explore deeply the origins of dependency problems nor its prevention. While the origins and prevention of addictions need to be understood, an investigation of these things is not rewarding for the explicit purpose of this paper. In fact, most recovering people do not concentrate attention upon them. The exploration of the recovery process will be limited to the lives of individuals and their existing or potential relationship with the church, and will not deal with their past experiences. The family nature of dependency problems and recovery has been well established in research and practical experience, but will not be dealt with directly in this project. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 21 This study will be an exploration of the spiritual dimension of recovery from dependency; a recovery which is guided by a certain history and community described in the Twelve Steps and visited by yearnings and resistances toward organized religious life with its own history and community. Twelve Step recovery will be described not only as a spiritual process but as an educational process as well. This educational process can be be supported and extended through Christian education with Twelve Step members in the context of the church. A start will be made toward evaluating the educational approaches with recovering people which may be most helpful to integrating them into the life of the church for extension of their recovery into the religious dimension of life. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 22 CHAPTER 2 A Spiritual Program with Religious Possibilities Twelve Step programs have provided a way of life renewal for millions of people since its birth in Alcoholics Anonymous 50 years ago. From the beginnings of the Program, significant numbers of recovering people have extended their recovery into the life of the church.


Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 24 What these steps describe is an ethical, theological and religious discipline that had impressed itself upon them because it helped them stay sober. These precepts were rigorous, interlocked, and consistent with the logic of coming to sobriety. For Wilson and his friends, these steps stood between life and death, or at least sanity and insanity. These steps grew out of the unique experience of alcoholics within the Oxford Group. This Christian confessional movement had begun in the early 1920s when a Lutheran clergyman named Frank Buchman felt called to employ an evangelistic method which could renew a vital Christian life in people through these points: "surrender, sharing, restitution, quiet time, guidance, witness, fellowship."3 The group had no official membership and met in private homes or rooms in a church. It was especially popular among upper middle-class Protestants. A number of prominent clergy were involved in Oxford Groups, but the emphasis was on group process and individual discipline, rather than coming under the ministry of some professional clergy. The attraction of successful men in the community to the fellowship and practice of the Group was one of the means by which the movement grew. It may seem surprising, from one viewpoint, that the Oxford movement would be open 3 Morreim, 21. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 25 to alcoholics, who were no models of success. However, the process of mutual confession in the Group offered a strong ministry to the needs of men whose consciences tended to be ridden with guilt. At the same time, it may have been because of the confessional nature of the Group's discussions that a parting of the ways took place between the Group's alcoholic and non-alcoholic members.


Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. program can be seen in the following section of the case study: 27 He [W.3 phoned his ex-wife and said, "I'm sick and I need help." His ex-wife and his mother brought an AA member to see him.... "The fellow came into the room.... I was going to brush him off. I thought he was talking about me [as he talked about alcoholism] but found out he was talking about himself. This was the first indication I had that anybody in the world understood how I felt.... I half promised him I'd go to a meeting." W. admits to someone else his need of help. 6 W.'s experience can be described as a "deflation of the ego" to use a phrase coined by Bill Wilson. 7 First he realizes that he cannot help himself. Then he realizes that he is not the only one living in an alcoholic universe. From a more positive perspective, W.'s private hell was visited by another who understood. He was encountered by someone who identified with him and who had a story with which he could identify. He was invited to come out of his private world to a meeting of others who understood. His psychological defenses against getting help were breaking down. He was invited, by the testimony of another, to acknowledge his own dependency problem. He was invited to a meeting of alcoholics. A stark contrast existed between how W. felt and how alcoholics at his first AA meeting appeared to him. 6 Clinebell, 521. 7 Kurtz, 54. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 28 The next two days were agony. The more I tried to get sober the more I shook. My wife took me by the hand and led me to a meeting at the clubhouse.


Both Bill Wilson and Doctor Bob Smith, co-founder of AA with Wilson, could acknowledge that the spiritual awakening of recovery had origins in forces beyond the human. In 1937 they reflected on the fact that at least 40 alcoholics were staying sober: "Suddenly it burst upon us- Something new has come into the world-a new life...where there was none before." 14 The "Something new" which Bill Wilson and Dr. Bob Smith spoke of may be thought of as originating in the same mystery as that of any spiritual renewal or revival. On the other hand, some of its roots can be traced. It can be argued that the spiritual awakening in recovery grows out of the fact that the steps which grew out of the Oxford Group experience describe a religious program which is tried and true. Clinebell described the program as it existed in the early 1950s: Alcoholics Anonymous was found to be a radical modification of the Oxford Group theory and technique. AA is the most effective religious approach to the problem extant. Its strength lies in its acceptance of the sickness conception of alcoholism, its non-emotional techniques for inducing sobriety, its orderly program for personality change, its emphasis on mutual self- 14 Kurtz, 56-57. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 33 help, and its ability to provide an accepting and permissive group experience. 15 It is not difficult to see how Clinebell could describe the original AA program as a "religious approach" as he reviewed the origins and guiding principles of the Twelve Step movement. Program members themselves, question whether it is a religious program. The AA philosophy is that it is a "spiritual rather than a religious program." 16 Why have they insisted on this distinction? Kurtz, for one, located the motivation for the distinction in the fact that alcoholics have "had more than their fill of pious admonitions to be good, and moralistic adjurations to be responsible. 1,17 A second answer is that the God described in the Program is a non-sectarian God.


By 1945, Twelve Traditions were being regularly reviewed at Twelve Step meetings. The Traditions are listed here in the language of AA's auxiliary group for spouses of alcoholics: 1. Our common welfare should come first; personal progress for the greatest number depends upon unity. 2. For our group purpose, there is but one authority--a loving God as He may express Himself in our group conscience. Our leaders are but trusted servants; they do not govern. 3. The relatives of alcoholics may call themselves a...family group, provided that they have no outside affiliation. 4. Each group should be autonomous, except in matters affecting another group or Al-Anon or AA as a whole. 5. Each...group has but one purpose; to help families of alcoholics. We do this by practicing the Twelve Steps of AA ourselves, by encouraging and understanding our alcoholic relatives, and by welcoming and giving comfort to families of alcoholics. 6. Our groups ought never endorse, finance, or lend our name to any outside enterprise, lest problems of money, property or prestige divert us from our primary spiritual aim. Although a Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 37 Steps Toward the Church Any spiritual awakening is a complex process. Surrender to a transcendent power, discovering the goodness of God in an accepting fellowship, and learning willingness, honesty and openmindedness, all play their part in life renewal. Spiritual awakening can take place within the life of the church or outside of it. In honoring AA's distinction between a spiritual program and religion an important question arises. Can organized religion be beneficial to a recovery program characterized by spirituality? In W.'s spiritual awakening, for example, could the church could help him expand, deepen, continue is spiritual recovery experience? The answer is not obvious in his case. W. appears to feel comfortable separate entity we should always cooperate with Alcoholics Anonymous. 7.


A model of multination multiplant operation

This study develops a linear program model representing such an operation consisting of three production stages and a distribution stage. A solution to the linear program maximizes the sum of net revenues produced by operating units at various stages of operation located in different countries by optimally determining the volumes of goods handled by the units and the sequences of these units . The total cost of operation consists of production and distribution costs, transportation cost, and import duty. The import duty depends on whether the good is a purchased item or a consigned item returning to the owner. INTRODUCTION Labor cost represents a crucial factor of success in market competi- tion for firms producing labor-intensive products. Hence, many of these firms have seriously considered the use of low-cost labor available in other countries. For this reason s some of them have already established or are considering to establish plants in some of the countries in Asia, Latin America, or Southern Europe. In this type of operation, components requiring capital intensive processes are usually produced by plants in more industrialized countries and then shipped to plants in low-cost labor countries for subsequent labor intensive processes such as hand machining, assembly, and testing. Products, thus assembled and tested, are then shipped out 'of these plants to distribution centers located in more industrialized countries. In this multinational operation, there- fore , it is not uncommon to find that all stages of operation are per- formed in different countries . This study considers a simple case of the above multination multi- plant operation in which only one product line is produced and distri- buted through a sequence of four stages , including three production stages -- component production, assembly, and test — and the final stage, or the distribution of completed products. The total operating cost consists of costs for the three production processes , transportation be- tween operating units, transfer of goods or processing of goods under con- signment, distribution of finished products, and import duty.


Milestones 1982

This event, sponsored by the Student Councils of both schools, offered entertainment of the Old West. Students had the opportunity to demonstrate their agility in dances such as the Four Leaf Clover, the Ocean Wave, and Threading the Needle; however, most students spent quite a bit of time on their "pardna's" feet. Red and white checked skirts, flying petticoats, clicking boots, and artfully positioned cowboy hats provided a decorative atmosphere. Although both the caller and the students were exhausted by the end of the evening, all enjoyed the dance immensely. Fall Combo One reason for the success of the Student Council Fall Combo in November was the request of the Council that the entire student body assist in its preparation. The seniors purchased food while the freshmen bought soft drinks. The juniors decorated the gym to accompany the backdrop painted by the sophomores. Decorations of suspended silver stars and an illuminated city skyline backdrop reflected the theme of "Between the Moon and New York City." The band, the "White Animals," played medleys from their album as well as other selections. As usual, many freshmen asked dates to the dance four weeks in advance and were very enthusiastic. Even senior participation was good, considering! 118 Fall Combo Club Challenges For the first year under the new two club system, the challenges proved enjoyable and successful. The challenge system was originated to raise the level of school and club spirit by reducing competition to only two clubs. Each challenge match added five to ten points to the cumulative scores of each club which also included points won in intramural championships. The Ar-Tri and An-Ecco co-captains designed the challenges as both athletic and academic contests, and they alternated their supervision. For the first challenge, the Ar-Tries proposed a cross-campus bicycle race involving twenty members of each team.


Milestones 1982

A spirited group of pub members, orphans, Londoners, and gang members compeleted the cast. Under the capable stage and musical direction of Mrs. Sandra Davis and Mrs. Ray Berry and with technical assistance of Mr. James Poston, the cast and crew succeeded in presenting a pro- fessional production. 126 Fall Assemblies: Senior Recognition During the Senior Capping ceremony, which took place during the annual Senior Week ear- ly this fall, the members of the Class of 1982 received their red and white beanies. The as- sembly began as the Seniors processed into the auditorium in their traditional white dresses. After Senior Class chaplain Jennifer Harwell offered a prayer, Louisa Gibbs, the Senior Class president, delivered her speech. Her mes- sage expressed the class motto, "We are a part of all that we have met," taken from Tenny- son's "Ulysses." Finally, the officers capped their classmates in recognition of their new sen- ior status. 128 Fall Assemblies Between announcements of on-campus events and a concert with Joe Bias, fall assemblies brightened every day. For monthly club competi- tion, the spelling bee, kickball game, and bike race raised school spirit. Performances of the Glee Club and Choral Ensemble exposed the tal- ents of the Upper School students. Kathy La- zenby entertained the student body with her mu- sic, and Jennifer Harwell inspired students to reach for excellence in her Cum Laude address. Other exciting programs included a slide presen- tation of the Tennessee countryside taken from the photographs of Mr. Robin Hood in the book, THE TENNESSEANS, and a ski movie to pro- mote interest in the outing club's annual ski trip. In addition to these presentations, assemblies fea- tured scenes from the Drama Club's fall produc- tion, OLIVER! Winterim At Harpeth Hall, the special January Winterim program provides in a relaxed atmosphere alternative learning experiences in addition to those of the regular academic year.


Milestones 1982

Among travel programs, the school offered a student exchange program in France, a guided tour of England, a home stay program in Mexico, and an internship under the Honorable Bill Boner in Washington, D.C. A few students opted for Bible study in Switzerland. The rest of the juniors and seniors spent an exciting month working in various fields of study such as student teaching, special education, law, medicine, government, the music industry, volume food services, communication, banking, merchandising, and veterinary medicine. On-campus programs provided many choices for freshmen and sophomores. One new course offered was "A New Approach to Improving Your Grades." Faculty members also presented such courses as "A Glimpse of Life in France," "Cosas Mexicanas," "The Nuclear Age," "Colleges??!!" and "Fabulous Fifties" (taught by Mr. Wood) as well as courses in money management, jazz, bridge, basic modeling, and typing. All freshmen took a CPR course while sophomores attended conversational art and music appreciation classes. 1 30 131 Interim The Middle School Interim during the third week in January provided a meaningful and amusing learning experience for sixth, seventh, and eighth graders and offered a relaxing break between semesters. Students had the opportunity to explore new areas of interest while working with girls from other grades and with new teachers. In choosing their courses. Middle Schoolers practiced decision-making and prepared for course selecton in the Upper School. The curriculum provided a balance of academic, physical, and hobby-like activities. The course titles offered for Interim 1982 included Chisambop, Mad Scientist, Historic Nashville, Creative Writing, and Primary Animation. Also offered were courses in careers, Chinese cooking, choreography, tennis, and a history of Harpeth Hall. Students especially enjoyed offerings in calligraphy, personal improvement, and cake decorating, all of which were offered again by popular demand. Some eighth graders learned about education from a different perspective as they spent each morning as teachers' aides at St.


Milestones 1982

During the Student Council's Career Week, successful women in professions ranging from medicine to the media presented their views on the different aspects of their careers. Topics raised in formal speeches to the student body continued in informal discussions with students over lunch. In March, two workers at the Rape Center where two Harpeth Hall students had interned over Winterim addressed the student body on this serious subject. At one assembly, the Davidson College Choir demonstrated its talent by performing several popular and classical songs. With the eighth grade participating. Upper School Student Council officer elections were underway by the end of March. In April, the Cum Laude Society of Harpeth Hall initiated its new members; and a meaningful speech delivered by Miss Hensley, the honorary speaker, highlighted this occasion. At a later assembly, select members of the faculty and board were honored by the Harpeth Hall Men's Club. Composition Red and Green, the joint arts week with M.B.A., began at Harpeth Hall with the showing of short film clips, the performance of select scenes of THE CURIOUS SAVAGE, and satirical performances by members of the Gonzo Theater. A part of many days at Harpeth Hall, assemblies enabled the students to relax for a half hour as well as benefit from intellectual enrichment. 136 Faculty Recognition Day On April 14, 1982, the Harpeth Hall Men's Club recognized three ladies for their achievements and contributions to the Harpeth Hall community. Each recipient was awarded a Harpeth Hall chair with an inscription commemorating her services. Barbara Fittz Carden, chairman of the French Department, leader of Winterim student exchange trips to France, and sponsor of the Upper School French Club, was honored for her excellence in classroom teaching and for her concern for students. Bettye Curry Abernathy, the eighth grade algebra teacher, received the same honor for ten years of dedication and superb teaching.


Locke, Berkeley, Hume Central Themes, Jonathan Bennett

This is the translation view of language: wishing to share with you something in my mind, I translate it 1Essay III. i. 1-2. into the public medium of articulate sounds; you hear the objective, interpersonal noises that I make, and re-translate them back into something in your mind; and so communication is complete. Thus Locke, explicitly: Man, though he have great variety of thoughts, and such from which others as well as himself might receive profit and delight; yet they are all within his own breast, invisible and hidden from others, nor can of themselves be made to appear. The comfort and advantage of society not being to be had without communication of thoughts, it was necessary that man should find out some external sensible signs, whereof those invisible ideas, which his thoughts are made up of, might be made known to others. . . . Thus we may conceive how words, which were by nature so well adapted to that purpose, came to be 2 made use of by men as the signs of their ideas. = This surely has truth in it. We do have private thoughts which we communicate through language, and when communication succeeds--when you and I attach the same meaning to my words --it is reasonable to say that I, through my words, transmit my thought to you. mm@aVicleslelay) Are you a developer? Try out the HTML to PDF API pdfcrowd.com An important detail: as sentences are built out of words, Locke implies, so 'thoughts' are built of 'ideas'; an idea is an atom of meaning, expressible by a word which is an atom of language. This deserves tolerance too, for is it not natural to say 'His idea of communism is different from mine', for example, meaning 'He does not mean by "communism" what I do'?


Locke might strengthen the conditions for understanding thus: I understand something by your words if they excite in mea thought which I take to be like the one you used your words to ‘stand for’. That would be a move in the right direction, since, broadly speaking, what I understand by your words is what I take you to mean by them. But just because the concept of 'hearer'’s meaning’ is in this way dependent upon that of 'speaker's meaning’, Locke's failure with the latter is also a failure with the former. My second criticism of Locke's theory is addressed to a single aspect of it, namely its implying that meaning is something which one does or undergoes while uttering. mm@Vicleslelay) Are you a developer? Try out the HTML to PDF API pdfcrowd.com Because one can utter words without meaning anything by them, ‘He uttered S and meant something by it' says more than 'He uttered S'. It does not follow, though, that the former statement conjoins a report on one thing he did (uttering) with a report on another thing he did at the same time (meaning). If it did follow, we should have to say that two synchronous activities are reported by 'He criticized Kant and thereby made a fool of himself’ or by 'He gave John ten dollars and thereby discharged his debt'--and that would clearly be wrong. So the conclusion that to utter-and-mean is to do two things at once is not adequately supported by the true premiss that one can utter without meaning. The conclusion is not just inadequately supported, but is false. I proceed to argue this by reductio ad absurdum. If meaning something by what you utter involves uttering while doing or undergoing something else, then the 'something else' must be an /nner activity or process.


This is just Chomsky's suggestion with the wraps off, and I submit that it is obviously untenable. His phrase 'unconscious mm@)Vicleslelay) Are you a developer? Try out the HTML to PDF API pdfcrowd.com theory of English' is misleading: it suggests that what Chomsky is supposing is indeed ‘rather like’ the sort of unconscious mental structure to which he alludes at the start of the quoted passage; but really it is not like that to any significant extent. I am not here objecting to anything in Chomsky's suggestion about what is involved in knowing English: for purposes of my present argument I do 'admit that the mind can incorporate unconscious theories’ etc. But I deny that it is therefore 'conceivable' that what we mean by some expression should vastly outrun the limits of our conscious knowledge. Of course, Chomsky's suggestion might be plausible if it were watered down to this: we unconsciously accept a theory of the form 'If x's behaviouris..., then x has whatever mental structure would account for this behaviour’, and we mean by 'x knows English’ something of the form 'x has whatever mental structure would account for his behaviours being .. .'. Iam not sure that this differs significantly from the Wittgensteinian thesis that what we mean by 'x knows English' is just something about how x does behave and how x would behave if... . In any case, the watered-down version cannot be what Chomsky wants to defend: if it were, then the ‘familiar argument’ could obviously be rebutted without appealing to a further double dose of unconscious theory. Let us now return to my first criticism of Locke's theory. It amounted to this: the theory makes no satisfactory provision for the notion of what is meant or understood by, an utterance; to escape connecting the utterance to the meaning far too loosely, it has to invoke a connexion (‘standing for’) which begs too much of the question.


Quinton, "'Properties and Classes", Proceedings of the Aristotelian Society, vol. 58 ( 1957-8). kind--cannot follow any rules or instructions. The instructions must take the form: ‘Classify x in such and such a way if and only if Fx'; and the novice can follow them only if he already knows how to determine whether Fx. But if he can establish some truth, no matter what, about x, then he is not a novice of the kind we want, for he can already classify without the aid of the proffered rule. A rule for classifying as such, then, could be followed only by someone who did not need it; any such rule must be competence- presupposing. The crucial statement about x which the rule or instructions embodied might be a relational one, but the argument still stands. A relation is just a property of pairs, trios, etc., and so someone who can determine whether Gxy or whether Hxyz is someone who can classify and is therefore not our novice. This use of 'classify' might be arbitrary or wrong in some contexts, but not here. There are no grounds for demanding a technique for monadic classifications--the kind involved in applying adjectives and general nouns to individuals--while assuming that no such aid is needed for dyadic, triadic, etc., classifications of the kind involved in relational statements about pairs, trios, etc., of individuals. mm@Vicleslelay) Are you a developer? Try out the HTML to PDF API pdfcrowd.com The foregoing argument predicts that any supposed rule or technique for classifying will be in some specific way competencepresupposing. This prediction is certainly fulfilled by what I shall call 'universalism’, i.e. the theory that we classify particulars by attending to the universals which they instantiate. 121 want to know whether a given particular, x, is of the same kind as certain others, because I want to know whether to describe x as ‘green’, say.


In criticizing attempts to base classifications on an all-purpose technique, I have taken a 'technique' to be something expressible in the form 'If .. ., do A’ which comes into play only if someone's doing A arises from his accepting the conditional and knowing (or thinking, or seeing, etc.) that its antecedent fits his given situation. It was of the essence of my argument that something like knowledge had to be brought to bear upon the antecedent. But there can also be conditionals of the form ‘If. .., then x does A', not embodying techniques or rules or recipes for doing A, but offering causal explanations of doings of A. A conditional of this sort bears upon my doing A just so long as the conditional is true and its antecedent fits my situation--I needn't accept the conditional or be in any way cognitively or intellectually involved with its antecedent. So a theory might, without circularity, explain every human achievement of classifying or recognizing. In explaining any intellectual feat of someone's, one must start from some fact about him; but this may be a fact about his brain or his bloodstream or his eyes, and need not be a fact about some preliminary intellectual feat which has helped him to the one being explained. Even a theory of this sort might come under fire from someone whose interest is not in human functions but in the Nature of Generality. Some philosophers--probably including Locke--have been inclined to ask 'What makes it possible for generality to be 29Gibson, Locke's Theory of Knowledge, p. 40. imposed upon a world of particulars?’ This seems to demand that our ability to classify mm@aVicleslelay) Are you a developer? Try out the HTML to PDF API pdfcrowd.com be explained, and yet it is plausible to say that even a causal-explanatory theory of classification would subtly beg this question, or pseudo-question.