Thomas Keneallyis a very good researcher, By chance, he met the owner of a Californianleather-goods shop who was one of the Polish Jews rescued from theGerman death camps by Oskar Schindler. After that, Keneally worked hardto find the facts that became Schindler's Ark, which became the film Schindler's List. Hecould have written another Holocaust history. Instead, he wrote hisbook as fiction - not because he wasn't sure of the truth, but becausehe didn't want it to end up on the packed shelves of Holocaust volumes.Keneally wanted his story to be read by people who never look at WorldWar Two histories. And he succeeded. I think I know how he feels. I parted company with one publisherbecause my fiction always ended up in the Military History section ofthe shop. That wasn't why I wrote it. I wrote it for the Keneallyreason, so that people might get an idea of what war is like at thesharp end. Not the daily scores in, say, air combat in the desert war(which is how military historians tend to see the battle) but how afighter squadron lives, kills and dies in the sand, flies and blood ofthe Western Desert. A Good Clean Fight is good history; Iresearched it thoroughly. But it takes you where the military historiesnever go. I hope that's true of all my flying stuff. Including the latest, Hullo Russia, Goodbye England. I've hadsome feedback from former Vulcan pilots and groundcrew. Chris in Londonflew Vulcans and said: "It was a good read, and took me back." Brad inLincoln said, "Have just finished it. Grand read!" Having beenfront-line ground crew for 15 years, he noticed a couple of placeswhere I slightly bent the truth - for instance, each Vulcan airbase waseither a Blue Steel or a bomb station, but not both. My mistake.And here's another detail I might have included: "There is no mentionof the dreaded P Tube, a rubber bladder with a fitted chrome receptacleinto which you could pee, if you really had to. After a sortie, eachcrew member emptied their own, normally at the side of the Crew Chief'shut on the pan." I suspect that's the kind of info my readers like toknow. Some people thought Baggy Bletchley bought it in a portable looat the end of Piece of Cake, and were pleasantly surprised tomeet him again in Hullo Russia. He survived Cake, and A Good Clean Fight; he may surface again. I was happy that Brad confirmed the problems of arming a Vulcan withthe Blue Steel missile. The fuel (HTP) was so toxic that any groundcrewsplashed with it had to dive into a nearby plunge bath instantly, orhis clothing caught fire. And loading the missile meant 230 gold studs(the Butt Connector) made perfect contact; if not, download and startagain. An exercise involving Blue Steel began hours before take-off. Afar cry from the famous 'four-minute warning' of an attack. Peter, a former Vulcan captain now in France, got the book andwrote: "I sat in a deckchair at the week-end and I pretty much read itstraight through. I think that says a great deal, and I found it a goodread. The story perhaps stretched the imagination a little in someareas. Certainly our hero Silk could not have been disposed of quite soquickly." Well, endings are often the most difficult part. Peter addsthat he joined the Vulcan OCU eight years after Silk. By then, theaircraft was a truly low-level machine, Blue Steel had long gone, andso had the WW2 veterans in the aircrew. (Maybe some of the mindset ofthose who had bombed German cities went with them.) But Peter also readPiece of Cake. "I think you have caught the repartee and banterof aircrew magnificently," he says. "My first Vulcan squadron used theSnow White party trick." (That's the one with everyone in line astern,marching on their knees, arms folded, singing 'Hey Ho!' - it's in Cake,page 75.) "With 55 aircrew on the squadron, there were sometimes morethan seven dwarfs!"
My overall objective in this dissertation was to develop more integrative perspectives of several aspects of academic motivation. Rarely have researchers and theorists examined a more comprehensive model of academic motivation that pools multiple constructs that interact in a complex and dynamic fashion (Kaplan, Katz, & Flum, 2012; Turner, Christensen, Kackar-Cam, Trucano, & Fulmer, 2014). The more common trend in motivation research and theory has been to identify and explain only a few motivation constructs and their linear relationships rather than examine complex relationships involving "continuously emerging systems of dynamically interrelated components" (Kaplan et al., 2014, para. 4). In this dissertation, my co-author and I focused on a more integrative perspective of academic motivation by first reviewing varying characterizations of one motivation construct (Manuscript 1) and then empirically testing dynamic interactions among multiple motivation constructs using a person-centered methodological approach (Manuscript 2). Within the first manuscript (Chapter 2), a theoretical review paper, we summarized multiple perspectives of the need for autonomy and similar constructs in academic motivation, primarily autonomy in self-determination theory, autonomy supports, and choice. We provided an integrative review and extrapolated practical teaching implications. We concluded with recommendations for researchers and instructors, including a call for more integrated perspectives of academic motivation and autonomy that focus on complex and dynamic patterns in individuals' motivational beliefs. Within the second manuscript (Chapter 3), we empirically investigated students' motivation in science class as a complex, dynamic, and context-bound phenomenon that incorporates multiple motivation constructs. Following a person-centered approach, we completed cluster analyses of students' perceptions of 5 well-known motivation constructs (autonomy, utility value, expectancy
A heterosexist campus climate can increase risk for mental health problems for sexual minority students; however, the relationship between campus climate for sexual minorities and academic outcomes remains understudied. Using a sample of sexual minority respondents extracted from a campus climate survey conducted at a large university in the Midwest, we examine relationships between multiple dimensions of psychological and experiential campus climate for sexual minorities with academic integration (academic disengagement, grade-point average [GPA]) and social integration (institutional satisfaction, acceptance on campus). We also investigate the protective role of engagement with informal academic and peer-group systems. Findings suggest campus climate affects sexual minority students' integration. In multivariate analyses, perceptions of whether lesbian, gay, and bisexual (LGB) people could be open about their sexual identity was positively associated with acceptance on campus; personal heterosexist harassment was positively associated with academic disengagement and negatively with GPA. Students' informal academic integration (instructor relations) and informal social integration (LGB friends) demonstrated influential main effects but did not moderate any of the climate-outcome relationships. Researchers should further explore the relationships between climate and academic outcomes among sexual minority students, both collectively and among specific sub-groups, and address the role of other protective factors. 2b1af7f3a8