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BIG BIG BIG NONLINEAR INSTRUCTIONAL DESIGN SECRET  NONLINEAR DIGITAL INSTRUCTIONAL DESIGN OVERVIEW

ONE NONLINEAR ASSIGNMENT WILL CHANGE INSTRUCTION AND LEARNING.

ASK THE PROFESSOR A QUESTION NONLINEAR DIGITAL INSTRUCTIONAL DESIGN.

CREATIVE NONLINEAR DIGITAL INSTRUCTIONAL DESIGN TRIADS.

NONLINEAR DIGITAL INSTRUCTIONAL DESIGN.

NONLINEAR DICTIONARY INSTRUCTIONAL DESIGN.

NONLINEAR DIGITAL INSTRUCTIONAL DESIGN AWARDS.

NONLINEAR DIGITAL INSTRUCTIONAL DESIGN REAL LIFE LEARNING.

NONLINEAR DIGITAL LEARNING FINAL PAPERS JOB AIDS.

NONLINEAR INSTRUCTIONAL DESIGN INDIVIDUALIZED TESTING.

NONLINEAR INSTRUCTIONAL DESIGN CASE STORIES
REAL CASE STORY JAMES L FISHER LTD REPORT ASSESSMENT.

TEXTBOOK TRIAD OF IMPORTANT INFORMATION.

NONLINEAR WHAT CAN YOU DO?

VIDEO'S INSTRUCTIONAL DESIGN.


VITA ID LINKS.  CONTACT NONLINEAR DIGITAL INSTRUCTIONAL DESIGNWEB RELEASES


QUESTIONS AND ANSWERS TO AND FROM THE FIELD OF INSTRUCTIONAL DESIGN.



CREATIVE NONLINEAR DIGITAL

 INSTRUCTIONAL DESIGN TRIADS

CHALLENGES TO CHANGE EDUCATION

THE NEW OLD WAYS


Creative Nonlinear Forms of
Instructional Design

Three Combined Pages on Instructional Design

Photo of Dr. David Morris Professor

CREATIVE NONLINEAR DIGITAL INSTRUCTIONAL DESIGN TRIAD
mp3

There are many creative forms of learning that have been with us for thousands of years. The educational system in general has done little to include these forms in courses.  I have used creative forms to express any concept including marketing and business. I also give extra credit to any student that can express their thoughts about marketing through a creative form.  I find about 15% of the students write a marketing poem.  I have written many business and marketing poems. They are available to read and listen to on my website and through the American Marketing Association's website.

I have developed my own form of nonlinear poetry that has nine lines. It is divided into three different groups of three lines. My goal as a professor is to move students within this structure to express themselves in simple forms. This is what marketing and indeed all communications attempts to do. I have taught my poetry system to people from the third grade up. Each year the third graders would write a poem using my poetry form and come on my radio show to recite their poems.

If you want to learn how to write and teach nonlinear poetry to your students the job aid is after the following three poems.

Please think of my ideas as a place to start. I will add you in puts.

Content I



Advertising

I am always right;
I do not have to share;
you owe me.

Why should I respect others?
I am never left out;
you follow my lead.

I am the goddess of consumption;
the sun shines for me;
social status in mine.

David Morris
c 2005

 

E-Books
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I have five E-Books on my website. Two are textbooks in story form. One on leadership. The last two are dialogues. One of them is a marketing play.

The alpha leader is one of the three universal clann leadership roles that we all assume from moment to moment. The three roles are leader, trusted follower, and support staff. Each person must change his or her role in relationship to the group configuration at of the moment. When it is your turn, you lead, you are a trusted follower, or support staff. Role shifting is instantaneous and done with joy and to the best of your ability. According to David Morris the alpha leader is the one that all must follow at a particular moment in time and distance. Clann leadership is called Theory W or the way of the corporate warrior.

This E-book won an award on leadership in 1998.

Form, Force, and Power E-Newsletter

I decided to begin my own E-Newsletter. I wanted to keep is simple and on just one side of a page. I typed the E-Newsletters and send them out by e-mail to people that I believe would be interested. I try to have my Form, Force, and Power E-Newsletter to more people each month. I all my E- Newsletters and put them in my yearly updated of my works that I ed. More of us will have to begin this type of yearly updating of ing as our intellectual property becomes more valuable. When I get tired of the E-Newsletter If you want to receive From, Force, and Power E-Newsletter then E-mail me. at I pass out my E-Newsletters to my students each month and ask for comments. I am also trying to show my students through deeds and examples of my setbacks. The set backs are the more important issues to cover because as professors we usually talk as if everything we say and do works out.

Form, Force, and Power E-Newsletter

Professor of Marketing and International Business
University of New Haven
Marketing and Management Advisor to Corporate Leadership

I plan to keep my E-Newsletter to as few words as possible. I thank the new subscribers. Feel free to e-mail me anytime. If you want off the E-Newsletter just e-mail me. If you know of someone that would like to get on the list, then have them e-mail me. Marketing is exciting but most of us have become too risk adverse. I hope that this Form, Force, and Power E-Newsletter and other E-Newsletters start us in many new directions.

My E-Newsletter was not successful at that time. This does not mean it was not a good idea. Perhaps just the wrong time and subject.

Guests
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Thai students invited a Buddhist monk to come to class to talk about marketing from a Buddhist perspective. He came on the train at his own expense from NYC. This was one of my most interesting classes. My knowledge of marketing was greatly enhanced by having students invite guests to our classes.

Of all the activities that I do as a Professor we all learn the most from a guest coming to the class to talk. I have had hundreds of guests and I can say that I have felt that only one was a bit too much. I explain to all my students what is required and how to behave and act with a guest in the classroom. The students must be walked through each step of the process. I also insist that students do not attack, or sleep through the guest's presentation. If the student feels like either he or she may quietly leave the room. I have rarely had any problems. If something does arise, stop the action immediately and suggest that this may not be the appropriate time for such a discussion. Any discussion of the guest may occur after the guest has gone and the door is closed.

Students are also encouraged to bring anyone that they would wish to attend one of my classes. Many spouses, children, and friends are not aware of what goes on in a university classroom. If a person is sitting outside waiting for someone they are encouraged to join us while they wait. Any guest is encouraged to contribute and to ask questions. We have had people of all ages in my classes and they are all welcomed by everyone. All I ask, is that the visitor is introduced by the person that they are with. I also invite people to visit my classes. I introduce them and welcome them to the class. We all clap after the introduction. No extra points are given.



Artist Frances Morris For Sale $3000



New Product Development

We live our lives within a story;
any change in the story changes everything;
stories annihilate competing stories.

Marketing justifies a storys resource allocations;
all products and services validate the story;
new products and services must venerate the story.

The story determines wants;
marketing supports wants;
wants endorse the story.

David Morris
2005

 

 

Nonlinear Poetry Job Aid
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Many students have written their own poems. My poetry has been successful with students from the fourth grade to the doctoral level. Marketing is poetry. Learning to compress your ideas into the least number of words has always been power.

Nonlinear Poetry

Nonlinear poetry differs from linear poetry in that the reader or speaker may switch and add lines at will. The meaning is within each line. A linear poem begins and then moves the poem forward to a conclusion. Meaning is developed through the linear sequencing of the words that follow. If a line is left out or moved meaning is lost.
Step 1
Think of a one to four word statement that has value to you.

Step 2
Write the same exact line eight times followed by a comma.
one to four word statement,
one to four word statement,
one to four word statement,
one to four word statement,
one to four word statement,
one to four word statement,
one to four word statement,
one to four word statement,

Step 3
Capitalize the first word in each of the three stanzas
One to four word statement,
one to four word statement,
one to four word statement,
One to four word statement,
one to four word statement,
one to four word statement,
One to four word statement,
one to four word statement,
Example

Step 4
Think about each of the eight lines and add a completely different thought that supports or negates the eight lines.
One to four word statement, a new thought about the first part one to four word statement, a new thought about the first part
one to four word statement, a new thought about the first part

One to four word statement, a new thought about the first part
one to four word statement, a new thought about the first part
one to four word statement, a new thought about the first part
One to four word statement, a new thought about the first part
one to four word statement, a new thought about the first part

Step 5
Add a semicolon to the first two lines of the first two stanzas. Follow with a period on the third line of the first two stanzas and a period on the second line of the third stanza. After each semicolon the new word follows with a small letter, unless it is a proper noun.
One to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part.
One to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part.
One to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part.

Step 6
Think of a final line putting all the above into perspective.
One to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part.
One to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part.
One to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part.
Final line puts the entire poem into perspective.

Step 7
Add a title to the poem. Use as few words as possible and do not repeat any group of words in the poem.
Title of Poem
One to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part.
One to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part.
One to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part.
Final line puts the entire poem into perspective.
Example

Step 8
After the last word and the period or question mark, add the sign. Skip a line and add your first and last name after the end of the poem.
Title of Poem
One to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part.
One to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part.
One to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part.
Final line puts the entire poem into perspective.
First and Last Name

Step 9
Look over the entire poem and make sure that you want the order of the thoughts to remain the same. Make any changes.

Step 10
Center the entire poem
Title of Poem
One to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part.

One to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part.
One to four word statement, a new thought about the first part;
one to four word statement, a new thought about the first part.
Final line puts the entire poem into perspective. 8
Writer's First and Last Name

Step 11
Bold the titles, make your name smaller, bring in the margins
Title of Poem

One to four word statement, a new thought about the first part; one to four word statement, a new thought about the first part; one to four word statement, a new thought about the first part.
One to four word statement, a new thought about the first part; one to four word statement, a new thought about the first part; one to four word statement, a new thought about the first part.
One to four word statement, a new thought about the first part; one to four word statement, a new thought about the first part. Final line puts the entire poem into perspective. 8
First and Last Name
David Morris

Step 12
Put copies of the poem on a separate piece of card stock (heavier paper). Sign the poem in pencil next to your name. Number your poem (if you like) on the left side of your name. 1/50, 2/50 or 1/100, 2/100, 3/100 or 1/1000, 2/1000, 3/1000, 4/1000. The higher the number the less the perceived worth of the poem. This Nonlinear Poetry Instructional Design is only a guide to get you started. Do whatever your heart desires. I make all kinds of changes but I strive to keep the number three, and to have a repeating theme. E-mail me, and I will send you one of my poems.


Poetry for business and marketing can be anything you wish. The issue is, does it accomplish what you desire?


Painting as a Final Exam
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I gave a student that was a very exceptional artist Holly Gauthier the option of doing a painting that represented what she learned in marketing class. The other students were asked to interpret the painting and see if they could find linkages to the course content. They were exceptionally successful in doing this assignment. I sent the photos with student comments and a write up to the University public relation department and suggested this as an article. Nothing happened and they returned the photos.

Quotations of Professor

When marketing is recognized, it has failed.
There is no continuous improvement.
Your mind wants you to succeed.
Every action is a prediction.
Once we know something, its value begins to decline.
Corporate leadership uses terms but not ideas.
Planning is the first step to failure.
Nothing that we know, is known.
All conflict is philosophical.
Compassion, Sacrifice, and Diplomacy
Combine and simplify.
Control the story and rule.
Find the poet within you.
Don't let anyone take you down.
Theory W: We change roles from leader, trusted follower to support staff in an instant.
Assembly Model: Everything comes apart and goes back together.
Do simple things first.
Do it now.
There is no box.
Do not worry if others do not perform.
Life is nonlinear.
Success or failure is followed by arrogance.
Help everyone who comes into your circle.
Answers are right under your nose
People will kill to protect their story
Statistics tell nothing
The written word is dead


Artist Frances Morris For Sale $5000

The Secret of Planning

 This plan is great, and so they keep planning;
plan your work and work your plan, and so they keep planning;
no one wants to work anymore, and so they keep planning.

We must discover employees who have disguised their negative thoughts about the plan, and so they keep planning; we will replace the resisters with graduates from the top business schools, and so they keep planning.

Planning does not work, and so they keep planning; transforming humans into machines is not planning, and so they keep planning. No human knows the next moment, the ego constructs plans that life refuses to follow.

David Morris
1998

 


Website
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A web site of the student's professor or other web sites may be a helpful instructional design and distance learning tools. I mention my web site (www.marketingandstorytelling.com) and ask students to take a look and give me suggestions on how I can improve. This also begins a discussion on the web as a marketing tool for business. Any student that has not had the experience with the web is invited to come to my office and I will help get them started. Our university has training but some students are afraid to take the first step.

I also suggest that any student may have their own web site and that the experience for them will help them in the future. It is a must that students take the time to learn as much as they can about the Web. If the student come across a page that they think the class would like they may write it down on the board and give a brief overview. All of us can then write it down and take a look if we wish.

Form

Form is all the seen and unseen resources in the universe.


Force

Force is the choices that we make each moment from seen and unseen resources. This is accomplished by always applying the same method, process, problem solving strategy through direction, analysis, design, development, implementation, and evaluation (DADDIE). The application of form and force always results in a story.


Power

When we select a story from all our available resources (DADDIE) three timing and distance possibilities occur: right place right time; right place, wrong time; wrong place right time; wrong place wrong time.


Timing

Temporal, momentary, transitory, intuitive, instinctive, natural, impulsive, rhythmic, instantaneous, seasonal


Distance


Challenges to Change Education

Education has always been serious business. Knowledge has been protected and distributed with great care within closely knit groups. To be taught was a matter of future survival and prosperity. The adult leaders of society controlled and transferred the knowledge, skills, and attitudes that they value. The United States has been unique for many reasons.  Our educational system was decentralized and under local, ethnic, and religious control. I believe this occurred to avoid the real and continued problem of ethnic conflicts.



Content II

 

Administrative Critics
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It is my belief that current university administration is moving to assure that their profits from textbook conglomerates continues to grow exponentially.  If there is a attorney general in the USA that would like to begin this investigation please contact me.

Areas Covered

I made a partial list of areas that I cover in marketing that are not covered in depth in the textbook.

This approach is to make marketing more interesting to my students and give them a broader understanding than what they receive from just the textbook.

I try to give my students the flexibility to explore areas in marketing that are developed from their own interest. It is called "self directed learning." The idea is to start with the self interest of the student and then move them to develop habits and skills in marketing.


Areas Discussed

As hard as it may seem marketing coursed teach very little about marketing. Areas discusses in my course that are not covered in other marketing courses

The impact on addictive foods and substances on the sale of large numbers of products and services.

The impact and history of public relations. Current strategies and examples of use and abuse. Both government and private sector. The field of PR derived from the propaganda efforts of World War I.

The impact on decision making derived from great stories of the world. Leading the student toward an understanding that marketing is a creation derived from the great stories of societies. Change the story and marketing changes.

The impact of verbal and nonverbal language on marketing and the selling of products. Examples of different cultures and of changing norms within our own culture of meaning.

The impact of the change in the USA back to a Christian story and how this is manifested in differences in marketing efforts such as the film on Christ.

The methods that are incurred to identify truth in marketing derived from both secular and metaphysical approaches.

The 7 areas of academic marketing and how they are all linked together. How this approach is derived from a secular view of science.

Monolinear, polylinear, and nonlinear thinking and the changes that occur to marketing when each type of thinking process is applied.

The relationship in marketing within the organization of leader trusted follower and support staff. Different understandings of the organizational structuring of people and resources and the impact of these structures on marketing.

The impact on government funding of universities and schools of business (private and State) on the development of ideas and practices in marketing.

The development of the MBA after World War II and the drive toward the large centralized marketing approach. Examples and history are discussed in a chronology. The understanding that marketing that is taught is to assist people in the marketing within large national and international firms. Example of individually developed firms and differences in what it takes to compete in the marketing of these firms.

The role of the different areas currently in marketing and future employment within those areas. Advertising Public Relations, sales and research.

The changing landscape of marketing with the addition of the Internet. Local and geographic pricing is much more difficult because of the Internet. The role of the government in this change in marketing.

The impact of the Internet on marketing between nations.

The role and impact of crime within marketing. Knockoffs, patient , and theft. Many examples given from local to international.

The continued role of marketing as a political tool that allows other nations access to US markets.

The history and the positive and minus outcomes of the WTO on product development. The impact of the WTO on the American middle class and their consumption.

The history of the rise of the middle class and ethnic groups in the USA to purchase the added production of mass society.

The shifts in the production of products and services outside of the USA and the impact of this change on all areas of society.

The impact of corporate control of natural resources replacing national control and the shift in the cost and access to products and services. Identifying the history of this change and current trends.

The ability of the student to purchase products at much lower costs the products and services that they desire. Up to 80% less. The personal benefits that will follow from this change in the students life.

The added cost of mass marketed products to consumers that quickly decline in resale value to worthless.

The selling of the same products that are differentiated through marketing not added production costs. IE Gasoline, Propane, foods cars, clothing, education at universities.

The impact of social status on consumption. The influence of the social elite on consumption.

The shift to a star system in the USA to create a new social elite. Actors sell medicine not doctors.

The links between dangerous products and support of these products by government and industry. Example cell phone, TV, pollution, and cathode ray tube on childrens brains.

The impact on drug sales and costs in the USA and other countries.

The relationship between cost and profits. PR strategies for preventing competition from outside industry. Reasons and rational for each decision area.

The marketing of ideas and the importance of the defense of these ideas to different economic interests.

The impact on new product development on the stability of society. The governments role in assuring stability.

The monopoly position and the impact of new product development.

Example of products where markup is more than one thousand percent. How this is maintained, protected, and enhanced.

The idea that waste is where the profits from marketing are to be found is to be found. The marketing of what others perceive of as waste is a major source of new product development.

The marketing and selling of toxic products that are known to be harmful. Reason and trends for this. New trends in selecting and assembling products where products and there waste is not as harmful.

The impact on global warming on the methods of production and the selection of products to be sold.

The change in the production of food and the relationship of these changes in the costs to consumers. The impact of hidden cost not directly related to


Challenges
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Education has failed the promise that we will make a difference in the instruction and preparation of students.

Textbook conglomerates have taken control of content away from academics.

Wisdom has been replaced with memorization and training.

Education has failed to adjust to the structural changes in society.

University leadership has failed to inform themselves with the research and practice of instruction design. This has made them vulnerable to exploitive outside firms promising profits over their students' education.

Those deemed to be scholars have spent a lifetime following content and instruction that has separated themselves from business practice.

The liberal arts are not incorporated into business and marketing courses.

Testing is controlled by textbook conglomerates.

Religions, myths, and stories are excluded from business and marketing courses.

Distance Learning or Distance Training
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Distance learning has been in the United States for centuries. It was and is still is part of the correspondence education movement. One can remember looking at the back cover of a pack of matches and reading an advertisement on how to learn locksmithing or clock repair at home. After World War II the United States government put effort to begin teaching the American public through television. There were many morning television programs that viewers could watch and learn from areas ranging from art to science. These television programs were seen to be a failure because the public did not respond as expected.

A reason that was given for the failure of television as a substitute for classroom learning was the availability of many other outlets for learning, such as trade schools, colleges, and universities in the U.S. Network television was simply unnecessary as a method of formal instructions. A professor of mine once said, A Television is too valuable to waste on education Another reason was that many other nations after World War II did not have the national infrastructure and the capital to develop the American style of education.

One of the first and most successful distance learning programs was started at the British Open University. Many people in England had been excluded from higher education before World War II because of a lack of space in the universities. Because of this situation, the British government devoted the time and effort to extend a college education to thousands of citizens through the new concept called learning at a distance or distance education. The results were very impressive. The students were happy to be learning at home, while continuing to work full time. Employers were satisfied and believed they were upgrading their workforce.

At the same time corporate America and the United States military became interested in teaching and transferring Knowledge to large numbers of people in a short amount of time. I have often said the United States military is the most interested in education, because of the consequences of pointing a missile or dropping a bomb in the wrong place.

The Internet has arrived and now several private institutions have become very successful in developing distance degree programs that appeal to a growing number of students. The dream of many corporations has been to take education out of the hands of the inefficient institutions and then assume the role of education from the cradle to the grave. These institutions believe they now have the political and financial resources along with the proper hardware and software to deliver instruction at a great savings to everyone. Observing this trend, many business schools have decided to also enter the distance learning market.

Final Thoughts

The world is now full of instructional design and distance learning experts. The jargon will change, but it take a great deal of personal strength to sit there and improve the performance of your students without becoming a trainer. The military and corporate domain do not require a person that is educated beyond high school to be a trainer. The reason is that these individuals can continue to say and do the same tasks thousands of times and never be bored the same joke at the same time in every situation.

The test for you is whether you can or would have the understanding that you would need to begin today to teach and do research successfully in three to nine of the so-called functional specializations outside of the current specialized training that you call marketing. My answer to you would be, it is easy. The reason is that the transfer of knowledge, skills and attitudes is not beyond humans; rather, we are prevented from doing so.

I have tried radio, television, games and many other methods of presenting instruction. I will try my best to help anyone with instructional design and distance learning, and I will discuss my results in these areas with you if you wish.

D. Morris

First Trip to Russia 1996
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I wanted to help my Russian students and business friends with my knowledge of marketing but believed that no one even in my own country wants to learn from outsiders. I knew that I could never be the insider and transfer meaning because my experiences were so different. My experiences would not help the Russians and could actual do them harm. I was clear to the Russians that I never could be a Russian but I also never wanted them to be an American. My constant thoughts given to me before I left the USA by my friend Dr. Satish Chandra was to live with others with Compassion, Sacrifice, and Diplomacy.

The thoughts of Joseph Campbell hit me like a thunder bolt that people learn through stories, myths, legends, and poetry. I would tell stories and write poetry that could be interpreted through the myths and legends for each to find marketing. This would allow individuals to bring their own experiences and to find their own meaning and ways to conceptualize and apply marketing. It is difficult to give the gift of encouraging others to bring their own experiences to their education. No one will ever see and interpret anything I do or say the way I mean it. It is impossible because we have lived different stories. My search is for the transfer value to myself and others through stories myths, legends, and poetry that draw upon the foundations of our thinking and actions.

Human actions and consumption are derived from our participation in stories, myths, legends, and poetry. No two people ever see a story in the same way. The identical story changes as we change. The linear Western understanding of marketing restricts human meaning and consumption to one unchanging model derived from science. Universal fears and desires are linked through cause and effect, mass production, and marketing. This scientific marketing philosophy maintains a focus on the individual, adolescences, greed, and social status. No society has ever survived on these principles (stories) for long.

From One Instructional Designer to Another

You are welcome to use any idea or part of my course materials. Your course materials will be derived from your own interest and development as an instructional designer and marketing professor. I must be honest with a Ph.D. in Instructional Design and as a Professor of Marketing I have tried many different ideas with the goal of moving all students to and A grade. I found this to be impossible to get all students to do anything. This bothered me for years until I came to the conclusion that it was just impossible.

We are all so different and no two people hear or see anything close to the same things. A review of the research on the brain and memory support my findings. Never to be incorporated into our educational system. Is it possible to be a private professor for each of our students? I actual think it is. This idea of education has been corrupted by linear educators that wish to develop the same exact material for all students. This is an extension of the long held belief that the poor and middle class are uneducable. We are perhaps capable of learning a trade but not attain an education.

Comparing performance of each individual and giving them some type of number that represents how much we know is a low class education....

Instructional Design
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My field of doctoral study was Instructional Design, Development, and Evaluation at Syracuse University. When I did the research on my dissertation, I studied sales persons and sales managers searching for similarities rather than differences. This led to an adjunct teaching assignment at Syracuse University in sales management. I was then called to be the first American marketing professor to teach in a special marketing program at Trinity College, Dublin.

This experience in Ireland changed my life and thinking about marketing and business. I was able to enter the field of marketing from the perspective of an outsider with a very well developed skill in the organization and delivery of content.

I took Philip Kotler's textbook and began to teach marketing in Ireland. I was amazed at how poorly designed and organized the textbook was. I started to apply Instructional Design to marketing content. When this occurred the textbook became a useless artifact.

I returned to the University of New Haven to begin my career as an assistant professor of marketing. I began to write books and articles from a nonlinear understanding of the concept of marketing and business as an academic discipline.

During these beginning years I divided my classes into three worlds: the world according to me, the world according to the textbooks, and the world according to guests from the field. I cannot emphasize how much I have learned from the hundreds of guests who have visited and talked with my students. Because of my background as a student in a linear system I was very much interested in all my students performance. I wanted everyone to learn. This concept I called nonlinear transfer.

For twenty years I worked to improve instruction in marketing. I have implemented many new and innovative ideas.

Instructional Design Helpful Hints

Never try to in any way to influence or criticize any other professor's linear instructional capabilities. Expect all students to do their job to an A standard. Tell them you are not afraid to give everyone an A grade. Students are then not competing against anyone except themselves.

Spend a great deal of time and energy to make the assignments (tests or papers) clear to each individual student. It can take twenty times for some students to actually understand what you are looking for and how you want your assignment to be done. Show your students examples of assignments (tests or papers) that have been completed by previous students. Change the assignment on your computer as soon as you learn a new way to improve the assignment clarity that will benefit each student.

Write out everything that you expect from the student. A storytelling and marketing approach to learning can actually consume more pages than the assignment. Give each student his or her own copy. I now e-mail to each student. Be flexible with your first few new assignments with a new design and willing to modify them right on the spot. Then make sure that all students make any changes on their own copies. Send an new dated email.

Rather than writing to repeat any action on their assignment actually repeat it in a storytelling and marketing approach to learning. You will find this difficult at first but do it anyway. Many students do not see the word repeat. Help each student as an individual and ask other students to help their fellow students. Always check with any student who has been helped to ensure that the assignment was clearly transferred (explained) by the other student.

If a student misinterprets what has been written, always give him or her the benefit of the doubt and then make your assignment clearer for the next time. It can take three or four semesters to make an assignment clear to ninety percent of your students.

Be ready to face the acrimony of your colleagues and administration when the improvement of a larger number of your students flies in the face of the bell-shaped grading curve. These people know the grades before the class even begins. Your goal is to have a greater number of students do A work in each of your classes. For this you will suffer. Save your own work and make up your own nonlinear learning book. I will help anyone, but you must work within your own personality. Nothing I say is written in stone. Think of your own ways to improve nonlinear instruction and transfer your own KSA.


Instructional Design Mistakes
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We think we have explained our assignments clearly.

We believe that the student has written down our instructions and when they are not with us they will understand.

We are afraid of having too many of our students be successful. We are afraid of the bell shaped curve. Before we begin, our grades are determined. We are afraid of the other teachers and administrators accusing us of watering down grades.
We do not want to use the front end time it takes to make up our nonlinear learning materials.
 
When the students find reasonable flaws in our nonlinear learning materials we are often not willing to admit it on the spot and make it clearer.

We are afraid to share with our students that this is our first attempt at an assignment and ask them for help. Have one student write down what suggestions are given. It is often difficult to remember after class, even for the professor.

We must be willing to give special assignments to one or two students to develop a new idea for nonlinear learning materials. The student must be promised an A no matter how the assignment comes out. If not the student is afraid to tell you the truth and help. We must share this understanding with the rest of the class, so that no one feels they are doing more or less. This is not an easy assignment and the other students know it. Be open with the entire class that these people are going to attempt a new form of nonlinear learning material. Ask them to help these students if they are asked. Work within your resource interests and costs.


Marketing Doctoral Students

When I was a doctoral student, I was lucky enough to have several professors in my department who helped me a great deal.

As a teacher, it is my goal to help my students succeed. With the changes in technology the number of students that I can help has expanded. I am tenured professor of marketing and international business. As professors we must change with the technology and apply that technology to help others. I will try to do the following for you.

Help you by reading and giving feedback on papers that you expect to send for publication. I have helped many of my doctoral students to get published. I have my own interests. I do not expect to be your coauthor or your editor.

Read and give feedback on your vita and cover letter.

Help you organize and clarify your thinking, writing, and research.

Help you with advice on how to handle difficulties that may be slowing your progress toward your degree. I do not have all the answers.

Help you to overcome the inevitable rejections you will face. It always hurts. Strategy overcomes rejection.

Help you to have the confidence, after you graduate, to take your own path in marketing. This is extremely difficult to accomplish for anyone but it can be done.

Connect you with professors from other disciplines who may have interests that can help you. One of the greatest joys for me, as an academic, is my friendship with a broad range of academics from around the world. I have a radio show at the University and if I want to learn about something new, I just invite the person on the show. I have also taught marketing strategy in Ireland, Cyprus, and last semester in Russia.

Remember, the final authority is always with the professors who are running your doctoral programs, hiring, and reviewing articles.

Check out my name on the University of New Haven 's website under marketing department (http://www.. If this idea turns out to be too successful, I will contact some of my friends in marketing or other disciplines from around the world. Perhaps an organization like the AMA can pursue this idea on a larger scale. Any advice is given to you in good faith but the final responsibility is, of course yours.

Mistakes We Make With Our Students
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We think we have explained our assignments clearly.

We believe that the student has written down our instructions and when they are not with us they will understand.

We are afraid of having too many of our students be successful. We are afraid of the bell shaped curve. Before we begin, our grades are determined. We are afraid of the other teachers and administrators accusing us of watering down grades.

We do not want to use the front end time it takes to make up our nonlinear learning materials.

When the students find reasonable flaws in our nonlinear learning materials we are often not willing to admit it on the spot and make it clearer.

We are afraid to share with our students that this is our first attempt at an assignment and ask them for help. Have one student write down what suggestions are given. It is often difficult to remember after class, even for the professor.

We must be willing to give special assignments to one or two students to develop a new idea for nonlinear learning materials. The student must be promised an A no matter how the assignment comes out. If not the student is afraid to tell you the truth and help. We must share this understanding with the rest of the class, so that no one feels they are doing more. This is not an easy assignment and the other students know it. Be open with the entire class that these people are going to attempt a new form of nonlinear learning material. Ask them to help these students if they are asked. Work within your resource interests and costs.

My Background


Born during World War II. I became part of the post-war educational system, in which I felt I could not follow a word in most of my classes. This attracted me to attain my Ph.D. in instructional, design, development, and evaluation from Syracuse University. I believed that my lack of education was a delivery issue. If I could deliver my instruction in a different way to my students they would improve and do better than me in school. Syracuse University and a few other American universities have entire programs to design and deliver instruction. These programs have been in place for 50 years and they have committed millions of dollars and thousands of people to this endeavor of distance education.

When I received my Ph.D. I had the interest in helping more students to be successful. My dissertation was on selling and sales management, so I entered the field of marketing. My first assignment was as a visiting professor and an American marketing expert at Trinity College, in Dublin, Ireland and I was hired at the University of New Haven to teach marketing when I returned to the United States. The first time I opened a marketing textbook in Ireland to use as a teaching tool I said, this makes no sense. Marketing was and is still poorly thought out and has become a succession of unorganized information with different pictures. I believed that the field of academic marketing could improve student performance with the addition of the simplest nonlinear techniques. I was shocked when professors of marketing at the so-called top business schools were disinterested and placed a very low value on those who were in an area called marketing education. They had found linear truth in the case method. The American Marketing Association however was interested, and they have published several of my books that have helped marketing students improve in areas such as writing, research, and the case methods. I do not regard the current understanding of the case method applied in business education as a form of instruction. By the time the student reads a case it has been so distorted that to pretend it has value is counterproductive. A real case study would take thousands of pages, not five to ten.

My Teaching Philosophy

Marketing is derived, understood, and practiced from a contextual framework.

Change the context and marketing changes.

Marketing as an idea has many competing contextual frameworks.

The American textbook approach is one of many understandings of marketing.

The value of one approach to marketing over another is determined by the dominant group within a contextual framework.

American marketing now moved from a monolinear approach to a polylinear contextual framework. Each is vying for power both within and outside of their contextual framework.

Monolinear and polylinear marketing are intolerant of any understanding that can not be founded or incorporated as their own into each separate contextual framework.

The monolinear and polylinear marketing must fight for dominance or give way to a nonlinear approach.

Nonlinear marketing through myths, stories, and poetry allow the contextual members of monolinear and polylinear marketing to maintain context. Each can hold to their individual, group, and universal meaning. The marketing story incorporates all meaning. Meaning is transformed to the symbolic and therefore can be selected and embraced though each contextual understanding.

They do not fight for contextual power because it is there for each of them.

There will of course be a battle for control nonlinear marketing and to distort and shift it back into the monolinear and polylinear. It will then cease to be nonlinear.

This is the method I employ to move my students and myself from training to wisdom.

New Improved World
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The goal of the current leadership in higher education and corporate America is to develop training at a distance to eliminate cost and create a universal curriculum. Distance learning courses may now say University of XYZ on the label but they may be the same packaged programs with a few name changes. This form of specialized instruction has been extremely successful for the military, corporate training programs, and several nations. Once a design group or team of sometimes hundreds of people takes over the development of a course it is in place to stay. Unless purchased from an outside vender distance learning will not be easily upgraded or changed. All current and future individual input and difference can be easily lost to an entire area of study. Many linear instructional programs have been customized to a particular organization by changing a few key terms. For these so-called customized programs a Kings ransom has been paid. There are also very few individuals that would want to face the criticism and wrath of their colleagues. It will be far easier to criticize any professor who develops a distance course than for others to do the work.

How many students would prefer to take a marketing course at a distance sponsored by Harvard or the same one sponsored by the University of New Haven? Someday soon both courses may be purchased from the same outside vender with a different name and address for the student to contact. At this moment the professors and students at the University of New Haven have more freedom to explore marketing than those at case institutions, such as Harvard do. Marketing textbook are very consistent, they all say the say the same thing at the same time with a change in just the pictures or illustrations. Almost every University marketing program draws on the same group of textbooks for all their courses. Distance training has arrived long ago in the classroom in the form of textbook content. Once classroom and each course are controlled and monitored from outside there will be no room for change or growth in any field, business, or military organization. The thought police will be on patrol.

Americans will continue to be trained and retrained but not educated. Nonlinear learning techniques can educate but it will take thousands of individual teachers, professors, corporate, and military leaders to assure that wisdom is transferred to the next generation. My new book Nonlinear Approach to Learning can help to guide content specialist to assume the role of a nonlinear educator. Education in the future is going to be to the very brave or the graduate assistant. It is far easier to train a society than it is to educate one. Distance learning is like everything else. What do people do with distance learning and what will be the outcome?

Professor Always at a Distance

I realized as an nonlinear designer that all education is at a distance. I have always kept in mind that when each student sits down to do an assignment the professor is at a distance. At that moment, what can I do for them to improve their performance?

I have been developing materials for my students for twelve years. All most everything that I do I have done with minimal help and assistance. I would also include minimum interest on the part of colleagues, administration, and the field of marketing. I do not say this with any negative thoughts. Either you design and improve the instruction for your students or it will be done for you.

The United States military, particular businesses, several universities, and many nations have spent fortunes on linear instructional design and distance learning. My own University, where I graduated from Syracuse University has been at work at this for fifty years. In a meeting I attended at a prominent university the word was that instructional design and distance learning is easy and can lead to great fortunes and success. Corporations are now offering simple, expensive linear packages to design your customized courses for distance learning.

The goal, I believe is to eliminate the cost of professors and to create a universal curriculum. Courses may say University of XYZ on the label but they are probably the same packaged program with a few name changes. This form of specialized instruction has been extremely successful for the military, corporate training programs, and companies. Each program is customized to your particular organization by changing a few key terms. For these so-called custom programs a Kings ransom has been paid.

Once the design group or team takes over the instruction of a course is there to stay. All current and future individual input and difference is lost. Trained but not educated. To be retrained and not educated.

The nonlinear approach to learning can educate but it will take thousands of us to do it ourselves. My book could not have been done by anyone else and neither can yours.

Storytelling
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The storytelling understanding of marketing broadens human meaning and consumption. This marketing philosophy maintains a focus on the movement from self-absorbed adolescent into the selfless stages of wisdom; family, community, adulthood, and old age. Stories, myths, legends, and poetry have been guide posts to the transitions of life. Interpretation and adult membership is still individual and ever changing but it is found when social status and consumption move beyond current adolescent mass production and marketing.

Social status has never been achieved through mass produced and consumed products and services. The concept that any mass produced product and service can bring social status is a marketing anomaly manipulated by the social elite to prevent others from sharing recourses.

A circular storytelling approach to marketing breaks the debt bondage of the working and middle class. Social status has nothing to do with the purchase of mass produced and marketed products at enormous markups. Those who have social status are not so easily manipulated.

Strategy

I can do it?


The first step following story strategy is to believe that you have the ability to develop successful strategies to move toward your accomplishments. Knowing in advance that what ever you believe to be effective will change many times as you change. The change in you comes from experiences that you acquire. The perceived negative experiences embraced by others should not labeled as such in your mind. No one know what any experience will bring. It is far more productive when you do not put values on experiences. Experiences are simply experiences that become part of our lives. How we use these experiences is strategy.

Confronting Power is Not Generally Effective

Never under estimate the ability of power to prevent and block your story from any accomplishments and access. Better to remain invisible for as long as possible. Once identified it is best to not suggest that you are confronting power.

Psychopaths and Power

All psychologically balanced humans want to be valued by those around them. The psychopath is the exception. These people have absolutely no capacity to care about anyone but them self. All others are simply the mouse to the cat. No exceptions. There is a great deal of evidence that innumerable organizations are falling prey to psychopathic leadership. Any relationship with these organizations is very dangerous. The psychopath cannot stop until everyone and every thing is destroyed. They are also masterful at setting up and having others take the blame. The psychopath must eliminate those who are close and far. Stalin comes to mind as an example of what can be expected. Can a psychopath leader be over come? Not from within. Remember that Stalin had his NKVD. All psychopaths develop their own NKVD in any organization. These NKVD members can be brought in or found from within the ranks. American marketing practice is psychopathic. Selling anything to anybody without remorse.

What do I want to accomplish?


The first strategic question should be what do I want to accomplish. There is a big difference between what we say we want to accomplish and what we really want to accomplish. What every you decide in advance will never occur. No one can predict the future.


Has anyone done this or something like this before?


So many times we think no one has ever thought of what we have thought. So many more times others have thought of the same things. Look it up and spend the time to search.


Check other disciplines and language used to describe similar goals.
Many things have been found in other disciplines that are directly applicable to your goals. For example in marketing content segmentation is far inferior to the work in physical and human geography. Anyone interested in marketing segmentation content should incorporate the superior work in geography.

A three to nine second education

We do not give new ideas and different understandings any time. I suggest that we spend three to nine seconds to learn new things. We do not have to believe what we hear but in strategy it is better to know than not to know.

Look it up or ask

When you hear something write it down and look it up on the web. Another way to add to your knowledge is to wait and ask someone that you believe will know the answer. Try to earn something new from everyone you meet.

If someone says something in which you disagree or just do not know you can ask for clarification or just say that you have no prior knowledge. This is especially true when meeting new people or visiting another country. If is better to be uninformed than perceived as lying. I have been laughed at many times for not knowing. I have laughed along with them and said I should have known.
I have also found that if you find an expert on the web and send them an e-mail with a question they will answer.

Get Catalogues

Every field has a catalogue of tools and supplies that a person uses to do the job. Try to figure out what each tool does and how it works.

Strategy in the classroom
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I am a nonlinear thinker and strategist. This does not mean that I do not want instruction to be clearly understood. What it does mean is that the individual is given a clear structure in which to perform.

If you can conceptualize nonlinear instruction as having some type of content which is placed in a linear structure, then you will change as a professor. What we tend to do is not explain the linear structure of our content to our students, and then penalize them and deduct from their grade because their linear structure was poorly organized. So we do not know if the student has understood either content or the linear structure. We, of course, assume that it is and was content that they did not understand.

Many of us punish a great many of our students because of linear structure rather than content. How do I know that students have no clue of what is expected and do not know where to begin and how to continue to the successful completion of an assignment? I was and am one of those millions of nonlinear students that need more help with linear structure. This allows us to learn because a lack of structure with an assignment is not an excuse for a professor to punish us for our nonlinearity. In my work I have developed a common nonlinear structures (or operating system) from which all content can be organized. This greatly increases the distance and nonlinear learners success rate because they can now actually know what nonlinear structure is expected.

Linear learning focuses on the content to be clear for students. The challenge of nonlinear learning is to move both structure and content beyond training. This has not happened in other text books because the linear content specialist are different people. I am the nonlinear content specialist and the nonlinear designer and I want my students to be educated rather than trained.

Student and Professor Interactions

The most difficult and hardest thing to do as a teacher is to tell the truth. We speak with great authority on subjects like new product development or strategy with little real world success. I always tell my students about my attempts and my failures and discuss all the mistakes that I have made with the attitude that I know it sounds stupid, but mistakes are not cause, and effect but timing and distance. They often laugh at me and I with them to think that their great teacher could be so stupid and make such errors in judgment.

This is the lesson of the leader to the follower the ancient understanding that every one makes more mistakes than correct judgments. I always say that I have to do 100 tasks that I absolutely believe will succeed to actually get two that work. When I find the two that are successful I start to combine them and recombine them into 100 possible successes. I never fail at anything because I know that what it takes is simply combining resources to achieve timing and distance.

The second that you achieve timing and distance others will be there to rob you and take advantage. This is life, and to look at it as bad is a waste of energy. Just continue to recombine and you will be very difficult to duplicate. It will take them longer but they will come. Keep recombining and searching for timing and distance and you will out perform the cause and effect every time. They look for one cause for each effect. Forget that and move to new and different understandings.

You will know if you are a cause and effect or a timing and distance person by the way that you respond to this book. I wrote this book because I could. I designed instruction and distance learning materials because I could. I saved them and assembled them into a book because I knew that the timing and distance would move in this direction. I was ready twelve years ago, but you were not reading until today. Every year of external rejection was another year to develop more materials to help my students.

Student Contact

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I have found it helpful if students have the names, addresses, e-mails, and web sites of fellow students. It helps to build a sense of belonging in the class. On the downside this can be very dangerous. I always tell all the students about the possible downside and they do not have to give out any information about themselves.

Another possibility is to have the students give their name and address to the professor and if someone wants to contact another student I can call or write and let the student decide whether to respond.

Class, Fall, Year

This is totally your decision what to put or not put on the sheet.

Dr. David Morris

Name
Address
Telephone
    Home
    Office
Website
E-mail

Student Critics

The Big Secret

There is no such thing as direct transfer of anything. A person may appear to understand and respond in such a way that we believe that they have learned what we have taught them. No two people understand, hear, see, or comprehend anything the exact same way. We are all different.

What we can do as professors is to attempt to transfer from our lives and experiences something of value to the other person. It cannot and will not ever be the same as we expect. This is the height of academic ego and a destructive philosophy of education.

Set up your nonlinear learning materials so that they require the student to follow a particular sequence of actions. These actions can be judged to a standard. Within those actions allow for differences of thought and understanding. We do it the opposite way. We have no standard for organization and a rigid standard for judgment of understanding.

For many of you this concept will be beyond comprehension. I would expect this because no one will read and understand this book in the way that I mean it to be understood. This is just impossible, but my hope is that you can receive value that is derives from your own unique life experiences.

Teacher are learners and learners are teachers.

The Classroom
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I am a nonlinear thinker and strategist. This does not mean that I do not want instruction to be clearly understood. What it does mean is that the individual is given a clear structure in which to perform.

If you can conceptualize nonlinear instruction as having some type of content which is placed in a linear structure, then you will change as a professor. What we tend to do is not explain the linear structure of our content to our students, and then penalize them and deduct from their grade because their linear structure was poorly organized. So we do not know if the student has understood either content or the linear structure. We assume that it is and is content that they did not understand.

Many of us punish a great many of our students because of linear structure rather than content. How do I know that students have no clue of what is expected and do not know where to begin and how to continue to the successful completion of an assignment? I was and am one of those millions of nonlinear students that need more help with linear structure. This allows us to learn because a lack of structure with an assignment is not an excuse for a professor to punish us for our nonlinearity. In my work I have developed a common nonlinear structures (or operating system) from which all content can be organized. This greatly increases the distance and nonlinear learners success rate because they can now actually know what nonlinear structure is expected.

Linear learning focuses on the content to be clear for students. The challenge of nonlinear learning is to move both structure and content beyond training. This has not happened in other textbooks because the linear content specialists are different people. I am the nonlinear content specialist and the nonlinear designer and I want my students to be educated rather than trained.

The Down Side of Nonlinear Instruction

I realized very soon as a nonlinear designer and marketing specialist that all education is at a distance. When each student sits down to do an assignment the professor is at a distance. It is at that moment that I ask what can I do to help my students improve their performance? My colleagues are soon to realize that we all will have to learn how to design and improve our own instruction for our own students or it will be done for us. When this happens we are out. There have been few distance education courses that were designed to transfer wisdom. Distance education has always been distance training.

Very few distance courses are designed to encourage and foster a broad and well-rounded education for a student. We have become obsessed with training and specialization and there transfer through technology. The military, corporate America, universities, and private educational institutions are caught in the training machine. Their training machine believes that if a student gives the so-called right answer then they must have gained understanding.

Think for a second about my own field of marketing. If you knew what to do to make money through the concept of marketing, would you tell others? Would the government allow you to teach marketing to students who are to return home and compete against the United States in business? The solution to this has been found and that is to make marketing and all other disciplines static and unchanging. Once marketing is understood to be viewed as static then there are students to learn, answers to be given, books to be sold, and professors (teachers aids) to be hired. I personally dread the coming day where the very few are going to gain absolute control over what will be considered marketing.

Twenty Times Harder Than You Think

Education taught at a distance takes a great deal more start up time, money, and energy when compared with the traditional method of a teacher with twenty students in a classroom. The costs and effort for an instructor to do distance education can be in the millions of dollars. I was told by a current expert that the new trend is student's now expect the professor to be available twenty-four hours a day. Other barriers to distance education are that professors are convinced they have explained assignments clearly. They also believe that all students have written down our instructions. We are sure that when the student is not with us they will understand what to do. We are all afraid of having too many of our students to be successful. We fear the bell-shaped curve and if too many do well we are accused of grade inflation. We cannot easily ask our students for help or share with our students that this is our first attempt at an assignment, for fear of appearing weak.

What I Experienced So Far

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Of the 1000s of students that I have had at the undergraduate, graduate, and doctoral levels from around the world I do not think I have helped too many.

I never gave student an F grade. Not one student thanked me for not getting an F.

I never had a colleague at UNH read anything that I wrote.

I never had a colleague at UNH say anything nice about anything I did or wrote.

I never punished a student or told them that they were cheating. I always gave them a chance to do it again just saying it was too close. I simply asked them to help someone else when it is their turn. Not one thanked me

When a student attacked me and tried to humiliate me in or out of class I never held it against one of them. They all received higher grades than they deserved. If I had given them the grade they deserved they would have said I punished them for their honesty.

Since 2005

I believe I revealed that the so called assessment of the University was contrived and predetermined by the President. I wrote the review before they came to even do the study. Assessments to come to leaderships outcomes are common but they do not reveal an accurate path to follow.

I have been accused falsely of not teaching marketing by the President, Provost, and Chair to force me to retire early. I believed that they would do and say anything. Truth or actual interest was not an issue. This was a frightening but common experience that we all face.

I believe I got thrown off a weekly University radio show that I had  from 1991 -2005 for revealing to the station manage that someone in power had not told the truth on their vita.

My daughter was refused an employee benefit that I had.

Anything I volunteered for I was refused.

I will keep adding.

Am I happy I lived a life as a professor? Yes very, to teach a different story is a gift.

 

The New Old Ways

Content III

With the growth of the Protestant Reformation in 1517 competing religious groups still fight for power. The United States was founded and settled with the followers of these religious conflicts that were unsuccessful in holding or attaining power in Europe. The loosing religious groups varied from place to place. The Roman Church may win in one place and time and lose in another. The options then open to the losers were very few. Poverty, death, and destruction was a real consequence.

We can visualize that these people were viewed as rabble and non human. The so called new world was an ideal place to disguard these expendable peoples. I am sure that the power elite were assured that they could rid themselves from potential future rivals and the harsh life they would be subjected to and few would survive.

With the domination, control, and guidance of the military these diverse groups can function as a productive slave labor force. They would be far from home and unable to return and cause harm to the status quo. This is the equivalent of being sent to the galleys or the mines to be worked to death. Different peoples continued to be identified as liabilities they were continually sent to the new world. As one group of rabble was thought to have been cleaned out new groups were sough to send away to work.

The European tradition of nobility had required an obligation to those people that were part of their enterprise. The continual prevailing attitude for those people in the new world was that they should become instantly productive.

I am working on this



emaildavidmorris@gmail.com

1996 - 2008

3/22/08

"Math, science, and engineering education trains but does not educate." DM

 

 

 

 

 

 

 

 

 

 

 

dilatory

 


Postpone and aggression 
were forced to educate their conscripts. concept of cheep immigrant labor whether it be imported slaves, so called criminals, the religious fringe, and the poor.

Marrying within kin folk was not seen as spreading Christianity. Nothing to do with genetics.

The love of master to wife.

Just imagine being a member of a fringe group in the 17th century. What type of life would you lead in England? How would you survive economically? What would happen to your children?

eric and enid 1100 king arthur

The fighting man fights and is tested for character.

 single.