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1994 Clinic Violence Survey Report
Law Enforcement Response Improves, Increases in Violence Related to Poor Law Enforcement Response
"Local police will not arrest picketers -- [it] is up to clinic staff/clients/escorts. [The] excuse given by local police is that 'we' are the victims and so we must do [a] citizen's arrest!"
--Clinic Director, 1994 Clinic Violence Survey
Our 1994 survey examined local, state, and federal law enforcement response to clinic violence during the first seven months of 1994. The survey also asked clinics to compare violence during this period in 1994 with violence over the same period in 1993. A final set of questions examined enforcement of the Freedom of Access to Clinic Entrances Act during its first five months in force.
In May 1994, President Clinton signed the Freedom of Access to Clinic Entrances Act into law. The Act, which provides federal criminal and civil penalties for acts of force, the threat of force, and acts of physical obstruction targeted at those providing or seeking to obtain abortion services, was passed by overwhelming majorities in both the House and the Senate in November of 1993.
In addition to the FACE victory, abortion rights advocates prevailed in two major U.S. Supreme Court decisions in 1994. In NOW v. Schiedler, the Court ruled in January that anti-abortion terrorists could be sued under the Racketeer Influenced and Corrupt Organizations Act (RICO). In Madsen v. Women's Health Center the Court upheld the constitutionality of "buffer zone" injunctions created by a state court to protect clinics.
These legislative and litigation victories, along with the concerted efforts of abortion rights advocates urging prosecution of anti-abortion extremists, may have improved law enforcement response to clinic violence. Overall the majority of clinics described the response of local, state, and federal law enforcement officials to clinic violence during the first seven months of 1994 as "good" or "excellent." However, clinics that experienced moderate to high levels of violence were much more likely to characterize local, state, and federal law enforcement's response to complaints and incidents of violence as "poor. "
When asked to characterize the response of law enforcement agencies during the first seven months of 1994, over one-third (35.4%) of the clinics ranked local law enforcement response as good," with 30.3% reporting an "excellent" response and 11.5% experiencing a "poor" response; 22.9% of clinics were unable to characterize local law enforcement response.
Clinics had less contact with state and federal law enforcement officials, but the actions of these authorities still elicited a more positive than negative response. Of the clinics surveyed, 7.3% reported an "excellent" response from state law enforcement and 15.9% labeled state law enforcement response as "good;" 8.9% of clinics said state response was "poor." Two-thirds (67.8%) of clinics could not describe state law enforcement response and reported "don't know" on the survey. Slightly under two-thirds of clinics (60.2%) also could not ratefederal law enforcement response, while 10.5% said federal law enforcement response was excellent," 21.3% said federal response was "good," and 8% reported a "poor" response.
The majority of clinics reported that local, state, and federal law enforcement response had either improved or remained the same since 1993, with the greatest increases in responsiveness coming from local and federal officials. Close to half of -clinics (46.8%) reported that local law enforcement response remained the same in 1994, with 30.3% reporting improved response and 2.9% saying that response had declined. One-quarter (25.5%) of clinics said federal law enforcement response had remained the same, while 22.9% said federal response had improved and 1.3% reported the response had declined. Over one-quarter of clinics recorded that state law enforcement response had remained the same, with 14.6% reporting an improvement and 2.5% a decline in state response.
Law enforcement response improved since the July murders, but most clinics continued to rely on local rather than federal law enforcement involvement. Fifty eight percent of clinics reported increased sensitivity on the part of local law enforcement, with 4.1% experiencing decreased sensitivity, 24.8% no interaction, and 13.1% not answering the question. While fewer clinics interacted with the Federal Bureau of Investigation (FBI), 34.7% reported increased sensitivity on the part of the FBI, 1.3% decreased sensitivity, and 53.2% reported no FBI interaction in the aftermath of the July murders. A similar pattern prevailed in regards to Federal Marshals. Of the clinics, 60.5% reported that they had no interaction with federal marshals, but 28.3% of clinics reported increased sensitivity on the part of marshals and 1% reported decreased sensitivity.
The importance of effective law enforcement is underscored by 1994 findings showing that the commission of certain violent acts is related to law enforcement response at local, state, and federal levels. Clinics that reported poor local law enforcement response were more likely than clinics that reported an excellent or good response to experience death threats (44.4%), stalking (36. 1 %), home picketing (44.4%), and blockades (30.6%). Of the clinics reporting poor federal law enforcement response, 48% faced death threats, and 52% had staff members who were picketed at home. Clinics that experienced poor state law response were more likely to face blockades (23.7%). Clinics that reported excellent state law enforcement response were more likely not to have had either bomb threats or bombings (82.6%) or arson threats or arson (78.3%) during the first seven months of 1994.
In addition, a statistically significant correlation was found between clinics who experienced higher levels of violence and the characterizations of local, state and federal law responses "poor. " Fifty percent of clinics experiencing high levels of violence (3-6 types) characterized local law response as "poor" as did 47.2% of clinics experiencing moderate levels of violence (1-2 types). Only 2.8% of clinics experiencing no violence reported a "poor" response on the part of local law officials.
Of the clinics that experienced no violence, 7.1 % rated state law officials as responding poorly to complaints of clinic violence. Over half of the clinics (57.1%) that experienced moderate levels of violence characterized state law response as "poor" and 35.7% of those clinics that experienced high levels of violence characterized the response rate as "poor."
Although the correlation between violence and a poor response was not as strong on the state level, it was once again apparent on the federal level. Forty-eight percent of all clinics that experienced high levels of violence characterized federal law enforcement as "poor," 40% of those clinics that experienced moderate levels of violence agreed and 12% of clinics that experienced no violence also characterized the response of federal law officials as poor.
One clinic administrator made a direct connection between active federal officials who operated on the local level and the lack of violence at her clinics, "[This clinic] has not experienced any violent activity this year; however, the local FBI agent has contacted us numerous times and has emphatically stated that her office, the Federal Marshals, and the U.S. Attorney for this district are closely monitoring anti-choice activities."
To combat violence clinics often were forced to turn to the courts for protection. Legal remedies were sought by over one-fifth (21 %) of the clinics during the first seven months of 1994. Five of the eight clinics seeking temporary injunctions received them. Yet permanent injunctions were granted to only 27.8% of the eighteen clinics seeking this form of relief. Of the sixteen clinics that sought restraining orders, 68.8% obtained them. Clinics experiencing multiple types of violence were most likely to seek legal remedies. Almost half (48.8%) of clinics that faced four or more types of violence sought legal remedies. Of clinics reporting three types of violence, 41.7% sought legal remedies, and 31.5% of clinics experiencing two types of violence sought legal relief.
FACE Enforcement Inadequate"On June 10, 1994, Paul Hill decided to step up his protests by trying to prevent patients from entering the [Pensacola Ladies Center] Clinic Property and screaming into Clinic windows. Since the FACE bill had been signed into law by the President the week before, I wanted him arrested under that law. Our local police had no guidelines for such an arrest. I then telephoned the local office of the ATF [Bureau of Alcohol, Tobacco and Firearms] to ask who had the authority to make such an arrest and was referred to the FBI and explained what had happened; they sent out an agent. The agent said he would "take down the information," but could not make an arrest as he had no guidelines.... I decided to go to the top. I telephoned the Justice Department, Attorney General Janet Reno's office, and after two explanations, was put in touch with Kevin Forder in the Civil Rights Division. I explained who I was, what had happened, and what I was seeking. Mr. Forder informed me he was familiar with the Clinic and Paul Hill's activities; but this was not the time to arrest him. He said, 'These problems have always been a local police problem, and would continue to be so..."
-- Linda Taggart, Clinic Administrator, Testimony before a hearing of the Subcommittee on Crime and Criminal Justice, September 21, 1994
During the first five months after FACE was enacted, 16.6% (52) of the clinics sampled reported FACE violations. The majority of clinics that reported FACE violations were non-profits (42.3%), followed by for-profit clinics (28.8%) and private doctor's offices (26.9%).
Federal officials rarely chose to pursue FACE claims themselves, instead directing clinics to seek assistance from local law enforcement or to pursue claims on their own. One quarter of the clinics that identified a FACE violation to federal law enforcement officials were either told that federal authorities would not prosecute or were directed to turn to local law enforcement officials for relief. (See Table 7.) Moreover, even though 55.7% (29) of clinics reporting FACE violations were visited by federal authorities, these visits rarely resulted in the filing of formal charges under FACE.
Table 7: Federal Law Enforcement Response to Clinics Reporting FACE Complaints
To date, only two FACE prosecutions have been sought by federal authorities. Blockaders were charged and convicted in November under FACE for physically obstructing the entrance to a clinic in Milwaukee, Wisconsin. Paul Hill was convicted of the murders of Dr. Britton and James Barrett and the attempted murder of June Barrett under FACE.
In responding to questions about FACE enforcement in the survey, one clinic director reported that, "[Since passage of FACE there has been] little change in response by local law enforcement. They don't appear to know how to handle complaints and are awaiting their legal department's "interpretation" of FACE law. Another particularly besieged clinic administrator reported that over the course of the first seven months of 1994 her facility experienced blockades, invasions, bomb threats and bombs, arson and arson threats and chemical attacks. Her staff was picketed at home and staff members received numerous death threats. When the administrator contacted federal law enforcement officials in order to report potential FACE violations, she was referred back to local authorities whose previous responses to requests for assistance was minimal.
Inadequate enforcement of FACE was a central concern expressed at oversight committee hearings of the Subcommittee on Crime and Criminal Justice of the House Judiciary Committee held on September 21, 1994. At those hearings, clinic workers detailed continuing anti-abortion threats and harassment and the lack of federal response to possible FACE violations.
At the hearing, a four-member panel comprised of a physician, a clinic owner, a police sergeant and a clinic administrator related numerous incidents of anti-abortion violence and intimidation that law enforcement officials did not pursue as FACE violations. Susan Hill, President of the National Women's Health Organization, which owns nine abortion clinics across the country, testified that neither local nor federal law enforcement officials were making arrests under FACE.
Death threats, in particular, have not been dealt with by federal authorities even though FACE expressly prohibits the use or threat of force in connection with the provision of abortion services. While this survey shows that the number of clinics reporting death threats has climbed dramatically, FACE charges have not been instituted against anti-abortion extremists issuing direct death threats to specific health care providers. |
© Simon Mahony, 2011. Creative Commons Attribution-NonCommercial licence
Citations from the text of this article should be by paragraph number (found on the ID attribute of the p element).
The so-called Web 2.0 technologies bring with them new opportunities
and new challenges in the field of scholarship. There is no clear definition of what constitutes Web 2.0 but it is rather a
set of characteristics such as being able to add and edit content in online
media via a web browser; internet services that allow (and perhaps encourage)
interaction, collaboration and sharing; blog and social networking sites. In this context, the term
There is no clear definition of what constitutes Web 2.0 but it is rather a set of characteristics such as being able to add and edit content in online media via a web browser; internet services that allow (and perhaps encourage) interaction, collaboration and sharing; blog and social networking sites.
In this context, the term
This paper was originally written for an earlier publication of the Digital Medievalist, Issue 4 (2008),
Though much is taken, much abides: Recovering antiquity through innovative digital methodologies
The focus here is on the Digital Classicist wiki (http://wiki.digitalclassicist.org/) as an example of openness and how this approach can be used to enhance the research process. This paper will discuss the research and pedagogic value of the project, and situate the wiki within the sphere of the advances in the scholarly application of digital tools for the humanities. It will consider discovery and collaboration in the research process and say something about openness before lastly commenting on the need for such projects.
By way of introduction: the Digital Classicist (DC) is hosted at the
Centre for Computing in Humanities (CCH) at King’s College London and has been set up
by and for practitioners interested in the application of the digital humanities to
the study of the ancient world (http://www.digitalclassicist.org/). It provides a web-based focus for
research interest in this rich, diverse and multi-national field of scholarship. One
of the stated aims of this project is to bring scholars together and to address
head-on the issues of collaborative working; hence the use of a wiki (for more on the
Digital Classicist see Bodard and Mahony 2008).
Cooperation and collaboration are central to the DC's philosophy so rather than
setting up in competition with other projects, partnerships were established with
other institutions such as the Digital Medievalist, the Stoa Consortium, the Centre
for Hellenic Studies, and the Perseus Project. This has helped to construct a central
hub linking these together and giving focus to scholarship in this diverse area. For a full listing of partner institutions see the DC wiki members page: http://wiki.digitalclassicist.org/Members See respectively the DC wiki (http://wiki.digitalclassicist.org/Scaife_Digital_Library ) and APA 2010. For more on classicists advancing
scholarship in the digital sphere see Blackwell and Crane 2009.
For a full listing of partner institutions see the DC wiki members page: http://wiki.digitalclassicist.org/Members
See respectively the DC wiki (http://wiki.digitalclassicist.org/Scaife_Digital_Library ) and APA 2010. For more on classicists advancing scholarship in the digital sphere see Blackwell and Crane 2009.
More on the DC wiki:
… as well as sharing information about themselves and their own work, members collaboratively compile, review and comment upon articles on digital projects, tools and research questions of particular relevance to the ancient world. They also list guides to practice, introduce the discussion forum and, most importantly, list events. It is these events that more than anything else define the Digital Classicist community by providing a showcase for our members' research and a venue for discussion, introductions, and inspiration for new collaborative relationships and projects (Mahony and Bodard 2010, 2).
Although wiki technology has been around since the mid 1990's, it is
now becoming more widespread, with the most well known public example probably being Wikipedia. For an extensive up to date literature review and the results of a research
project into the application of blogs and wikis see Watson and Harper 2008. As this paper is
concerned with the use rather than technical aspects of wikis, the term
inherently democratic process according to Ward
Cunningham, who is credited with the development of the first wiki software (Leuf and Cunningham
2001). Not only does this facilitate the creation of
collaborative works but it also tends to level out the playing field with all
contributors being able to have their say. This is one of the great strengths of the
wiki but also one of the greatest obstacles to its scholarly use.
For an extensive up to date literature review and the results of a research
project into the application of blogs and wikis see Watson and Harper 2008. As this paper is
concerned with the use rather than technical aspects of wikis, the term
This ability to add content rather than just view pages on the web is
also more in-tune with Tim Berners-Lee’s original conception of the World Wide Web,
[t]he idea was not just that it should be a big browsing medium. The idea
was that everybody would be putting their ideas in, as well as taking them out
(Berners-Lee 1999). Berners-Lee has
reinforced this point more recently:
the web was driven initially by the group
work need, … [although] the most rapid wealth growth has been outside of the work
environment, in public information and he continues
the web use is
returning … to the original goal of facilitating workplace collaboration (Berners-Lee 2003, xiv). From this original vision,
for many the Web has become an online marketplace and entertainment centre but it is
being reclaimed here for scholarly use. These tools enable and indeed encourage
collaborative working with the possibilities for openness and transparency, which were
Tim Berners-Lee's original claimed intention.
A wiki has no preset design structure and so tends to grow
organically in response to the user group. It accelerates knowledge creation and
dissemination (as we will see) but at the same time raises concerns among some
scholars about attribution and how they might personally benefit from the work they contribute. For a good discussion of this including the amount of time, effort and money
that has gone into the construction of Wikipedia see the section titled
For a good discussion of this including the amount of time, effort and money that has gone into the construction of Wikipedia see the section titled
wiki wayits philosophy must fit with the culture of the user community (Leuf and Cunningham 2001).
The Digital Classicist was always conceived of as a community, a
network of users (Mahony and Bodard 2010), and
this is demonstrated by the DC wiki's opening page, illustrated in fig. 1, where the
access statistics and Creative Commons icon are clearly displayed in the footer. The
interactive tools chosen to facilitate this were the weblog and the wiki. After an
initial phase the DC blog was joined with the Stoa Consortium with an RSS feed
supplying links to the latest postings on the homepage of the DC website. The DC wiki
is set up as a collaborative tool and although freely viewable has a defined list of
members and editorial team. This means that anyone can look through and download any
material they wish All pages of the DC wiki display the CC (Creative Commons) logo which links to
a description of the
All pages of the DC wiki display the CC (Creative Commons) logo which links to a description of the
This was seen as a necessary step to prevent being spammed following the
experiences of the Digital Medievalist and the TEI wiki http://www.tei-c.org/wiki/ which
still has a notice on the front page:
locked due to spamming. This has
become common practice due to the large numbers of spammers and robots.
The DC discussion list uses JISCmail and is described at http://wiki.digitalclassicist.org/Discussion.
As with all wikis, this one is fully searchable with an index which
lists such things as Projects, Tools, Resources, Members and Events. Central to this
wiki is the FAQ list which provides the means for collaborative authoring of
full-blown guides to practice (see fig. 3). These guides to practice derive from the
research experience of the practitioners involved and so should be considered
research outputs in themselves. See for example:
See for example:
As a community driven enterprise all approved members may add and edit material on the wiki pages. Again, as with other wikis, alerts may be set up to notify an author if any change is made to their material.
The argument that follows is supported by the published findings of
the Summit on Digital Tools for the Humanities. This Summit was convened in 2005 at
the University of Charlottesville Virginia. Participants identified areas where
innovative change was taking place
enabled by information technology that
could possibly lead to what they referred to as
a new stage in humanistic
scholarship (Summit 2005, 5). The style of
collaboration enabled by digital tools was identified as one such area. This has been
further reinforced at the 2007 National Endowment of the Humanities Summit Meeting of
Centers and Funders at Maryland. On the summit wiki among the areas of research
priorities and funder priorities John Unsworth lists
[i]t is hard to learn how to collaborate(Summit 2007,
Collaboration with joint works, publications, and analyses has long been with us but online interactive tools such as the wiki enable a new kind of collaboration. The material held in an online environment can be searched, analysed and edited all in a very short time by a number of editors regardless of their physical location. This in turn opens up the prospect of dramatic increases in productivity. Authoring material, annotation of that material, changes, corrections, and amendments are greatly accelerated, and knowledge creation is therefore greatly accelerated as a result.
This process represents in effect a shift in academic culture away from the paradigm of the isolated scholar towards one where no single person has control or ownership. I have argued elsewhere that this perhaps needs humanities research practice to shift closer towards models in operation in the sciences and that we may need to develop protocols that borrow some aspects of science research practice where many areas consist of teamwork, where no single person has complete control or ownership, and where publications have multiple authors (Mahony 2007). This is also far more common in the Social Sciences and Library Studies where publications also have multiple authors and is becoming more usual amongst digital humanists.
Classicists have always been at the forefront of innovation and
collaborative thinking brought about by working with a disparate range of materials. For a full exposition of the collaborative and interdisciplinary nature of the
Digital Classics community see Terras 2010.
For a full exposition of the collaborative and interdisciplinary nature of the Digital Classics community see Terras 2010.
An example of a recent collaborative initiative on the DC wiki is a collection of articles started up by Sebastian Heath and Matteo Romanello on
As well as the research issues there are also the pedagogical implications of this wiki. There are links to other sites useful in the study of the ancient world; lists of projects and tools including learning tools; and help with issues needed to guide students through the learning process. One example of this is the Philoponia project, the result of a research group at Cambridge which has created electronic tools to assist Latin language teachers integrate unseen translation exercises into their classes (http://wiki.digitalclassicist.org/Philoponia; http://wiki.digitalclassicist.org/Category:Projects).
The DC wiki has always been useful as a case study for teaching when illustrating collaborative working, community projects, or Web 2.0 initiatives. This author currently uses the DC wiki as a specific example in an Electronic Publishing module and is aware of a colleague (Gabriel Bodard) who has similarly used the wiki to set up a discussion about Web 2.0 followed by an online one posted to the Stoa blog; the former is on an institutional intranet but the latter is publicly available and illustrated in fig. 5.
It is always difficult to quantify usage and measure effectiveness of any of these resources. We can track material, edits and comments that are uploaded to the wiki, but tools are not available in a standard wiki setup to monitor what is being read. This is in contrast with a Virtual Learning Environment such as Blackboard which can record the number and length of visits and the material accessed. However, even these statistics would not tell us if the material that was accessed had actually been read. The DC wiki has built-in statistics to display on the footer of each page the number of times that page has been accessed, but, again, that does not tell us if that page has been read. The same holds for the discussion mailing lists: some people actively contribute and generate further discussion and exploration, and others only read these discussions. Nevertheless people in both categories are equally part of the community; reading the discussion lists keeps members up to date with the current thinking and scholarship on key issues whether they contribute to that discussion or not.
One more important aspect of the wiki is its openness, including allowing users to view the editorial history of the site. As discussed above, all changes on the wiki are tracked and made available to the user, as is authorship of pages and changes. If you know where to look, it is clear who has authored or amended a specific piece of information and the names often link back to a brief self-authored profile of the contributor. For example, looking at the
historyat 30/10/10 shows the last edit to be
14:50, 30 October 2010 SimonMahony. This tells us that the last change was made by Simon Mahony (DC editor) and gives the time and date when the change was made (it is a requirement that all users register with their correct name rather than a tag). Clicking on
SimonMahonytakes you directly to his profile on the DC wiki, where you can see where his authority comes from and contact him if there is the need (see fig. 7). In other words, it is possible to see who authored the change and when any changes were made. The effect is ongoing peer review – if you don’t agree with an entry you are able to change it. For each page there is also the possibility to set up a discussion (a Talk page) to allow exchanges over any contentious issues (see fig. 8). The DC has a discussion list so this facility has never been implemented but I add the
What we have here with the DC wiki is a medium for cooperative research and cooperative learning. The
The skills required to make the most effective use of these modern
tools must be taught alongside traditional writing and communication skills. Students
should be actively encouraged to engage with each other both inside and outside of
the classroom. With social software, students are already building networked
communities and with the application of the blog and the wiki we now have the tools
to build communities of learning and scholarship. Examples of social software include Facebook (
a social utility that
connects you with the people around you: http://www.facebook.com/); MySpace
a place for friends: http://www.myspace.com/); Multiply (
…for your friends, your
family, or your entire social network: http://multiply.com/); and Bebo (
popular social networking site which connects you to everyone and everything
you care about: http://www.bebo.com/). Note that Facebook is now the second most
visited website (only coming behind Google): Alexa http://www.alexa.com/topsites
Examples of social software include Facebook (
It is not advocated here that these social networks be used for the
purpose of teaching and learning. Many Facebook users will be aware that some
institutions do set up such groups, but the problem with doing this is one of
separating the personal from the academic sphere. The report recently published by
JISC (2009) highlights the problems associated with
using social networks for learning. Their findings show that for young people
Facebook and MySpace are avenues to get away from learning not to help
learning (p. 22). The so-called Web 2.0 social networks develop a sense of
community spirit, but that in turn
leads to the formation of a clear sense of
boundaries in web space between the private and personal space as opposed to
the public and published one (JISC 2009, 24). It seems
that students are defensive about the former and are uncomfortable with
staff-initiated discussion groups in social networking space [such as Facebook
and Bebo] when they are at ease with those they set up themselves for
study-related purposes (JISC 2009, 24). It is
perceived as an invasion of what is regarded as a personal
In contrast, wikis can be deployed as experiential and formative learning environments outside of the lecture hall or IT lab where students can create their own content, comment on each others', and share resources. It can be a group space on the web located somewhere between the study and the social domains to support teaching and learning (JISC 2009, 24). A good example of the way in which the wiki has been deployed as a pedagogical tool can been seen at the University of California, Santa Barbara, in a course taught by Alan Liu in the English department called
Social bookmarking sites such as
Building communities of learning has been the subject of much study
by those in the distance learning community One example is The Centre for Distance Education, part of the University of
London External System, set up in 2005 http://www.cde.london.ac.uk/.
One example is The Centre for Distance Education, part of the University of London External System, set up in 2005 http://www.cde.london.ac.uk/.
Teaching programmes should incorporate critical awareness of the
possibilities of new innovations to develop skills to enable upcoming scholars to
adapt to new technological advances as they happen. The most important of these are
Another important issue that the DC wiki addresses is the needs of a variety of user groups. These range from the specialist, who requires full details, to the beginner who simply needs the basic information to get started and does not want to be swamped with too much information, especially of a technical nature. If you look through the wiki you will find that this material is often research output which is made available to be picked up and re-used by other practitioners.
This environment encourages ideas and information about the creation and use of digital resources to be shared and discussed between experts in their respective fields; again making the results available to expert and non-expert alike. Much discussion is facilitated through email lists to which users can subscribe. Ongoing examples currently range from electronic critical editions of text, through copyright issues, open standards, and obtaining digital images of manuscripts.
Here it is necessary to consider what it is that we are implicitly
doing when conducting such an activity. We are engaging, contributing to and
developing what might be considered the basic building blocks of scholarship or the
fundamental operations that are performed during the research process. John Unsworth
has written much about this process and uses the term
scholarly primitives to
describe these fundamental operations (2000). These
primitives are relatively low level methods that combine and interact to form the
basis for higher-level scholarly activity throughout the humanities—or to use his
words, they are
the irreducible currency of scholarship and
scholarship across eras and across media. Unsworth defines them as
discovering, annotation, comparing, referring, sampling, illustrating and
representing, although he does not claim that his list is exhaustive. These
primitives are explored more fully elsewhere (Unsworth
2000) but two of them will be considered here in the context of the DC wiki:
discovery and annotation.
Discovery is at the heart of all educational and research practice.
Discovering implies finding something that you did not already know, and there have
been consequences here with the advent of digital scholarship. In what ways are
discovery facilitated and achieved? In general terms we learn from each other by
discussion, argument and persuasion. This can be in the form of conversation, the
printed word and now the electronic word. Traditionally a library or catalogue search
for something we knew existed was always supplemented by expanding the search to
those works adjacent on the stack shelf in the hope of finding something unexpected
but relevant to our study; indeed this has been a spin-off benefit of the Dewey
decimal classification system. The search in question was normally initially prompted
by a course bibliography, bibliographic searches and suggestions from colleagues.
Serendipity now becomes a useful tool such that something we find by accident will
hopefully assist us in our search for knowledge. We have Google and Google Scholar to
find things for us—often things that we had no prior knowledge of and so could not
have looked for. We must all have learned from experience (as Unsworth notes)
value the serendipity of the unlooked-for search result (Unsworth 2000) just as now we must strive to record
all that we find as again through experience, by the nature of the web, (just like
the misplaced library book) it may not be there next time we look.
Libraries and archives have always been sites of discovery for
scholars. Digital scholars also discover through the internet, university network,
CDs and DVDs, and the rapidly expanding range of digital resources. Much is also
discovered, as previously, through conversation and dialogue with others but now the
medium for this form of communication is frequently the Internet. Humanities scholars
have used online discussion groups heavily for many years, such as Humanist,
international online seminar on humanities computing and the digital
humanities which started in 1987 and predates the Web (http://www.digitalhumanities.org/humanist/). Communities of scholars who
correspond and work together using a mixture of electronic and conventional means
have also emerged: the DC mailing list, the Digital Medievalist and the Stoa
Consortium to name a few. The majority of projects involving digital scholarship are
highly collaborative, and collaborative websites, wikis, and blogs mark the next
phase of the development of discovery through communication with others.
Let us also consider annotation. Marginalia dating back many hundreds
of years is evidence that annotation has always been an important research technique
and a legitimate area of scholarship in its own right along with
One key issue here is often not how to facilitate annotation but rather how to share these annotations between scholars in a way that is open but also secure from abuse or accidental damage. This is a great advantage of the wiki where the process of authorship can be tracked and preserved, although this is also true with many social network applications such as blogs, and indeed The Library of Congress are endeavouring to archive all public postings on Twitter since March 2006 (http://www.loc.gov/today/pr/2010/10-081.html).
Academic disciplines have historically grown up in separate boxes and it is our academic culture that distinguishes so greatly between the arts and humanities on the one hand, and the sciences on the other. The Presocratic thinkers would not have recognised this distinction, and natural science (as we call it today) would have been indistinguishable to them from philosophy. The etymology of science as knowledge is very different to our modern understanding of the term. This is very much a Nineteenth-Century construct, and the
1. knowledge (of a fact or situation)…1.b as implying certainty, opp. mere belief.
In modern use, often treated as synonymous withNatural and Physical Science, and thus restricted to those branches of study that relate to the phenomena of the material universe and their laws, sometimes with implied exclusion of pure mathematics. This is now the dominant sense in ordinary use.
1867 W. G. WARD in
Dubl. Rev.Apr. 255 note, We shall use the wordsciencein the sense which Englishmen so commonly give to it; as expressing physical and experimental science, to the exclusion of theological and metaphysical.
The emergence of digital scholarship in the humanities has had considerable impact on disciplines such as Classics and the study of the ancient world. The example of the DC wiki is used here to demonstrate the possibilities for collaborative authorship, the creation of reusable research output, the opportunities to add thoughts and comments in the form of annotation, and to facilitate the exchange of ideas. These are all central to building communities of learning and scholarship, but the most important is the exchange of ideas. It is in this way that knowledge grows and we are able to push the boundaries of scholarship.
The standard way of accessing web resources is via the web browser which allows only limited interaction with what are effectively static webpages. The user can follow a list of links, view the content and (if his browser allows) print these off for future reference. Wikis and blogs allow interaction in a way that the traditional browser and webpage does not. These pages are dynamic and mutable as they can be edited by the user through their web browser. This gives users the ability to enrich the material and make them available for others, unlike a print publication where the reader may add notes in the margin but only for personal use. The model that develops here is one where the user moves from being a passive reader of other people's material to one that actively engages with that material, moving from reader to interpreter and contributor.
Putting all this in the wider context, as argued above, it is by
building a community of learners that we will instil the cooperative, collaborative,
and reflective skills needed for a community of humanities scholars—skills that are
equally in demand outside of the academy. In addition the DC wiki fills an important
gap in the existing scholarly documentation by creating concise, reliable and
critical guidance on crucial technical issues. The DC wiki also facilitates both
community building and collaborative working, and this is the most striking and
successful aspect of Digital Classics.
Digital Classicists do not work in
isolation; they develop projects in tandem with colleagues …; they collect data,
conduct research, develop tools and resources, and importantly make them available
electronically, often under free and open licenses such as Creative Commons, for
reference and for re-use by scholars, students and non-specialists alike (Mahony and Bodard 2010, 2).
Collaboration and interdisciplinarity have always been at the heart of Classical Studies. This is nothing new, but we must always look to the future and push the boundaries of scholarship forward. We must be reactive to new technologies and proactive in our approach to their use.
The complexities of Intellectual Property Rights (IPR) and issues surrounding the sharing of thoughts, ideas and scholarship are not a new phenomenon. The following quote is taken from a letter written by Thomas Jefferson in 1813 on the subject of ideas and copyright. It fits the purpose here.
If nature has made any one thing less susceptible than all others of exclusive property, it is the action of the thinking power called an idea, which an individual may exclusively possess as long as he keeps it to himself; but the moment it is divulged, it forces itself into the possession of every one, and the receiver cannot dispossess himself of it. Its peculiar character, too, is that no one possesses the less, because every other possesses the whole of it (Jefferson 1813).
The author notes that this is also quoted at the end of the report published as Summit 2005.
The important piece for this discussion is the final sentence:
one possesses the less, because every other possesses the whole of it. An idea
is not diminished when it is shared.
aesthetic indeterminacy: a model for text analysis tools
cultural hegemonyin Humanities Computing: Pliny |
||This article needs additional citations for verification. (October 2009)|
|Small forward / Power forward|
September 16, 1934 |
|Listed height||6 ft 5 in (1.96 m)|
|Listed weight||225 lb (102 kg)|
|High school||Spingarn (Washington, D.C.)|
|College||College of Idaho (1954–1955)
|NBA Draft||1958 / Round: 1 / Pick: 1st overall|
|Selected by the Minneapolis Lakers|
|1958–1971||Minneapolis / Los Angeles Lakers|
|1974||New Orleans Jazz|
|1975–1979||New Orleans Jazz|
|Career highlights and awards|
|Career NBA statistics|
|Points||23,149 (27.4 ppg)|
|Rebounds||11,463 (13.5 rpg)|
|Assists||3,650 (4.6 apg)|
|Stats at Basketball-Reference.com|
|Basketball Hall of Fame as player|
Elgin Gay Baylor (born September 16, 1934 in Washington, D.C.) is a retired Hall of Fame American basketball player and former NBA general manager who played 13 seasons as a forward for the NBA's Minneapolis Lakers/Los Angeles Lakers, appearing in eight NBA Finals.
Baylor was a gifted shooter, strong rebounder, and an accomplished passer. Renowned for his acrobatic maneuvers on the court, Baylor regularly dazzled Lakers fans with his trademark hanging jump shots. The No. 1 draft pick in 1958, NBA Rookie of the Year in 1959, and an 11-time NBA All-Star, he is regarded as one of the game's all-time greatest players. In 1977, Baylor was inducted into the Naismith Memorial Basketball Hall of Fame.
Baylor spent twenty-two years as GM of the Los Angeles Clippers, being named the NBA Executive of the Year in 2006, before being relieved of his duties shortly before the 2008-09 season began.
Early life in D.C.
Elgin "Rabbit" Baylor had two basketball-playing brothers, Sal and Kermit. After stints at Southwest Boys Club and Brown Jr. High, Baylor was a 3 time All City player in High School. Elgin played his first 2 years at Phelps in the '51 and '52 basketball seasons where he set his first area scoring record of 44 points vs Cardozo. During his 2 All City years at Phelps he averaged 18.5 and 27.6 points per season. He did not perform well academically and dropped out of school ('52-'53) to work in a furniture store and to play basketball in the local recreational leagues. Baylor reappeared for the '54 season playing for the newly opened Spingarn High School and the 6'5, 190 lb senior was named 1st team All Met and won the SSA's Livingstone Trophy as the Area's Best Basketball player for 1954. He finished with a 36.1 average for his 8 Interhigh Division II league games. On Feb 3, 1954 in a game against his old Phelps team, he scored 31 in the first half. Playing with 4 fouls the entire second half, Baylor scored 32 more points to establish a new DC area record with 63 points. This broke the point record of 52 that Western's Jim Wexler had set the year before when he broke Rabbit's record of 44 .
College career
An inadequate scholastic record kept him out of college until a friend arranged a scholarship at the College of Idaho, where he was expected to play basketball and football. After one season, the school dismissed the head basketball coach and restricted the scholarships. A Seattle car dealer interested Baylor in Seattle University, and Baylor sat out a year to play for Westside Ford, an AAU team in Seattle, while establishing eligibility at Seattle.
Baylor led the Seattle Chieftains (now known as the Redhawks) to the NCAA championship game in 1958, falling to the Kentucky Wildcats, Seattle's last trip to the Final Four. Following his junior season, Baylor joined the Minneapolis Lakers in 1958.
In his three collegiate seasons, one at Idaho and two at Seattle, Baylor averaged 31.3 points per game. Baylor is a member of Kappa Alpha Psi fraternity.
NBA player
The Minneapolis Lakers used the No. 1 overall pick in the 1958 NBA Draft to select Baylor, then convinced him to skip his senior year at SU and instead join the pro ranks. The team, several years removed from its glory days of George Mikan, was in trouble on the court and at the gate. The year prior to Baylor's arrival the Lakers finished 19-53 with a squad that was slow, bulky and aging. Baylor, whom the Lakers signed to play for $20,000 per year (a great amount of money at the time), was the franchise's last shot at survival.
With his superb athletic talents and all-round game, Baylor was seen as the kind of player who could save a franchise, and he did. According to Minneapolis Lakers owner Bob Short in a 1971 interview with the Los Angeles Times: "If he had turned me down then, I would have been out of business. The club would have gone bankrupt."
Rookie of the Year
As a rookie in 1958-59, Baylor finished fourth in the league in scoring (24.9 points per game), third in rebounding (15.0 rebounds per game), and eighth in assists (4.1 assists per game). He registered 55 points in a single game, then the third-highest mark in league history behind Joe Fulks' 63 and Mikan's 61. Baylor won the NBA Rookie of the Year Award and led the Lakers from last place the previous year to the NBA finals, where they lost to the Boston Celtics in the first four game sweep in finals history. Thus began the greatest rivalry in the history of the NBA. During his career, Baylor helped lead the Lakers to the NBA Finals seven more times.
Middle Years
From the 1960-61 to the 1962-63 seasons, Baylor averaged 34.8, 38.3 and 34.0 points per game, respectively. On November 15 of the 1960-61 season, Baylor set a new NBA scoring record when he scored 71 points in a victory against the New York Knicks while grabbing 25 rebounds. In doing so, Baylor had broken his own NBA record of 64 points that he had set in the previous season. Baylor, a United States Army Reservist, was called to active duty during the 1961-62 season, and being stationed in Washington state, he could play for the Lakers only when on a weekend pass. Despite playing only 48 games during the 1961–62 season, he still managed to score over 1,800 points. Later that season, in a game five NBA Finals victory against the Boston Celtics, Baylor grabbed 22 rebounds and set the still-standing NBA record for points in an NBA Finals game with 61.
Baylor began to be hampered with knee problems during the 1963-64 season. The problems culminated in a severe knee injury, suffered during the 1965 Western Division playoffs. Baylor, while still a very powerful force, was never quite the same, never again averaging above 30 points per game.
Baylor finally retired nine games into the 1971-72 season because of his nagging knee problems. The timing of his retirement could not have been worse as this caused him to coincidentally miss two great achievements. First, the Lakers' next game after his retirement was the first of an NBA record of 33 consecutive wins. Second, the Lakers went on to win the NBA Championship that season, something that Baylor never achieved.
Career Achievements
Baylor was the last of the great undersized forwards in a league where many guards are now his size or bigger. He finished his playing days with 23,149 points, 3,650 assists and 11,463 rebounds over 846 games. His signature running bank shot, which he was able to release quickly and effectively over taller players, led him to numerous NBA scoring records, several of which still stand.
The 71 points Baylor scored on November 15, 1960 was a record at the time. The 61 points he scored in game 5 of the NBA Finals in 1962 is still an NBA Finals record. An underrated rebounder, Baylor averaged 13.5 rebounds per game during his career, including a sterling 19.8 rebounds per game during the 1960-61 season — a season average exceeded by only five other players in NBA history—all of whom were 6'9" or taller.
A 10-time All-NBA First Team selection and 11-time NBA All-Star, Baylor was elected to the Naismith Memorial Basketball Hall of Fame in 1977. He was named to the NBA 35th Anniversary All-Time Team in 1980 and the NBA 50th Anniversary All-Time Team in 1996. in 2009, SLAM Magazine ranked him number 11 among its Top 50 NBA players of all time.
NBA coach and executive
In 1974, Baylor was hired to be an assistant coach and later the head coach for the New Orleans Jazz, but had a lackluster 86-135 record and retired following the 1978-79 season. In 1986, Baylor was hired by the Los Angeles Clippers as the team's vice president of basketball operations. He stayed in that capacity for 22 years before resigning in October 2008 at the age of 74. During his tenure, the Clippers managed only two winning seasons and amassed a won loss record of 607 and 1153. They also won only one playoff series during this time.
Baylor was selected as the NBA Executive of the Year in 2006. That year the Clippers won their first playoff series since 1976, when the franchise was located in Buffalo, New York and named the Buffalo Braves.
In February 2009, Baylor filed an employment discrimination lawsuit against the Clippers, team owner Donald Sterling, team president Andy Roeser, and the NBA. He alleged that he was underpaid during his tenure with the team and then fired because of his age and race. Baylor's claim was rejected by a Los Angeles state court jury on March 30, 2011 by a unanimous 12-0 vote.
NBA highlights
- NBA Rookie of the Year (1959)
- All-NBA First Team 10 times (1959–65, 67-69)
- Eleven-time NBA All-Star (1959–65, 1967–70)
- NBA All-Star Game Co-MVP (1959)
- Holds NBA Finals single-game record for most points (61) on April 14, 1962 against the Boston Celtics
- Scored 71 points (8th highest in history) against the New York Knicks (Nov. 15, 1960)
- No. 4 all-time with 87 regular season 40-point games
- Scored 23,149 points in only 846 games (27.4 points per game, fourth best all-time) and averaged 30 points or more three times (1961–63)
- Retired as NBA's third all-time leading scorer
- Retired as fifth leading scorer in All-Star Game history (19.8 points per game)
- Ranked sixth in NBA Finals all-time scoring (26.4 in 44 games)
- Ranked seventh in NBA playoffs all-time scoring (27.0 in 134 games)
- NBA 35th Anniversary Team (1980)
- NBA 50th Anniversary Teams (1996)
- NBA Executive of the Year (2006)
Career highs
Regular season
|Points||71||at New York Knicks||November 15, 1960|
|Points||64||vs. Boston Celtics||November 8, 1959|
|Points||63 (3 OT)||at Philadelphia Warriors||December 8, 1961|
|Field goal percentage|
|Field goals made||28||at New York Knicks||November 15, 1960|
|Field goals attempted||55 (3 OT)||at Philadelphia Warriors||December 8, 1961|
|Free throws made, none missed||16–16||vs. Syracuse Nationals||November 5, 1960|
|Free throws made, one miss||20–21||at St. Louis Hawks||December 21, 1962|
|Free throws made||20||at St. Louis Hawks||December 21, 1962|
|Free throws attempted||24 (3 OT)||at Philadelphia Warriors||December 8, 1961|
|Rebounds||31||vs. Philadelphia Warriors||November 6, 1958|
|Rebounds||31 (3 OT)||at Philadelphia Warriors||December 8, 1961|
|Rebounds||30||vs. Cincinnati Royals||January 14, 1961|
|Assists||16||vs. Phoenix Suns||February 9, 1969|
|Points||61||at Boston Celtics||April 14, 1962|
|Points||49||vs. Detroit Pistons||March 15, 1961|
|Field goal percentage|
|Field goals made||22||at Boston Celtics||April 14, 1962|
|Field goals attempted||46||at Boston Celtics||April 14, 1962|
|Field goals attempted||45||at St. Louis Hawks||March 27, 1961|
|Free throws made, none missed||15–15||at St. Louis Hawks||March 26, 1960|
|Free throws made||18||at St. Louis Hawks||March 17, 1960|
|Free throws attempted||23||at St. Louis Hawks||March 17, 1960|
|Rebounds||23||vs. Boston Celtics||April 10, 1962|
|Rebounds||23||vs. Boston Celtics||April 17, 1963|
|Rebounds||23||vs. Chicago Bulls||March 24, 1968|
|Assists||12||vs. Atlanta Hawks||April 20, 1969|
|Minutes played||53 (OT)|
- "He was one of the most spectacular shooters the game has ever known", Baylor's longtime teammate Jerry West told HOOP in 1992. "I hear people talking about forwards today and I haven't seen many that can compare with him."
- Bill Sharman played against Baylor and coached him in his final years with the Lakers. "I say without reservation that Elgin Baylor is the greatest cornerman who ever played pro basketball", he told the Los Angeles Times at Baylor's retirement in 1971.
- Tommy Hawkins, Baylor's teammate for six seasons and opponent for four (and later a basketball broadcaster) declared to the San Francisco Examiner that "[P]ound for pound, no one was ever as great as Elgin Baylor." He also said, "Elgin certainly didn't jump as high as Michael Jordan. But he had the greatest variety of shots of anyone. He would take it in and hang and shoot from all these angles. Put spin on the ball. Elgin had incredible strength. He could post up Bill Russell. He could pass like Magic and dribble with the best guards in the league."
See also
- List of National Basketball Association career scoring leaders
- List of National Basketball Association career rebounding leaders
- List of National Basketball Association career free throw scoring leaders
- List of National Basketball Association career playoff scoring leaders
- List of National Basketball Association career playoff rebounding leaders
- List of National Basketball Association career playoff free throw scoring leaders
- List of National Basketball Association players with most points in a game
- List of National Basketball Association players with 50 or more points in a playoff game
- List of highest playoff series scoring averages in National Basketball Association history
- List of NCAA Division I men's basketball season rebounding leaders
- List of NCAA Division I men's basketball career rebounding leaders
- List of NCAA Division I men's basketball players with 30 or more rebounds in a game
- List of NCAA Division I men's basketball players with 2000 points and 1000 rebounds
- List of NCAA Division I men's basketball players with 60 or more points in a game
- "Elgin Baylor: Complete Bio". nba.com. Retrieved 2008-02-03.
- "Hall of Famers". Basketball Hall of Fame. Retrieved 2009-08-02.
- "Elgin Baylor". nba.com. Retrieved August 10, 2010.
- "Top 10 Teams In NBA History: 1971-72 Los Angeles Lakers". nba.com. Retrieved 2008-02-03.
- Elgin Baylor Sues Los Angeles Clippers for Employment Discrimination ESPN.com, February 11, 2009
- Lance Pugmire, "Elgin Baylor's lawsuit rejected by Los Angeles County jury", Los Angeles Times, March 30, 2011.
- The Official NBA Basketball Encyclopedia. Villard Books. 1994. p. 382. ISBN 0-679-43293-0.
- Elgin Baylor Bio from NBA.com
- Basketball Hall of Fame page
- Elgin took the game to new heights
- The Forgotten Pioneer
- Baylor's page at Basketball Reference |
Irv's rocky entry to the F1 world
- Mattijs Diepraam
- 8W Autumn 2001 issue
- Onyx/Monteverdi - Recipe on how to destroy a fledging team, by Mattijs Diepraam
- Ayrton Senna - "I'm the leader!", by Mattijs Diepraam
What? Ayrton Senna driving an Onyx? No, not quite. In the year Eddie Irvine promoted to F3000 after losing a season-long battle in British F3 to JJ Lehto - he received his first interest from several F1 teams. The Onyx squad run by Mike Earle and Joe Chamberlain had had a promising debut season culminating in Stefan Johansson's terrific third place at Estoril. By that time Eddie's F3 rival and Pacific F3000 team mate Lehto had replaced Bertrand Gachot as the number-two driver at Onyx and things started to rumble at Onyx' top management level, Earle and Chamberlain falling out with their prime backer, the eccentric Belgian millionaire, Jean-Pierre van Rossem.
The founders' struggle with van Rossem was a lost cause from the start, Earle and Chamberlain abandoning the team in December 1989 - just after Eddie Irvine's Ricard test. And so Eddie's chances to become a Formula 1 driver for 1990 evaporated, as the Pacific team he drove for in F3000 happened to be under the ownership of one Mr M Earle… Lehto, also having driven for Pacific in 1989, already had a 1990 contract under his contract so didn't have to worry about his 1990 seat. In fact, JJ would sit out the entire embarrassment that the Onyx - later Monteverdi - effort for 1990 would be.
Instead, Irvine signed to drive one of Eddie Jordan's F3000 Reynards for 1990, teaming up with Heinz-Harald Frentzen, Emanuele Naspetti and Vincenzo Sospiri - and generally outpacing them and outscoring them with ease. Now you see why Irv the Swerve regards himself as the second-best driver to Schumacher? There have been days that HHF was regarded as Michael's equal, and if Eddie managed to decisively beat Heinz-Harald in a similar car - well, there you have it!
In a season that belonged to the all-conquering DAMS Lola team Eddie claimed third position in the final standings, taking the Hockenheim round in the process, and everyone was expecting him to move up. It didn't happen. Instead, with no money to bring to an F1 or top F3000 team he decided that he might as well ask some for his services, moving his lot to Japan, signing for the Cerumo team to race in the then well-funded Japanese F3000 series. The only consolation was that Frentzen, instead of being the latest addition to that newly discovered flavour in Grand Prix racing called Germany, followed him to the Far East the following year, after another dreadful season of F3000.
By 1993 Irvine was in the thick of the Japanese action, slugging it out for the F3000 championship with local stars Kazuyoshi Hoshino, Toshio Suzuki, Masahiko Kageyama and Takuya Kurosawa, and gai-jins Ross Cheever, Jeff Krosnoff, Mauro Martini, Marco Apicella, Andrew Gilbert-Scott, Roland Ratzenberger, Thomas Danielsson, Paolo Carcasci, Mika Salo and an again underperforming Heinz-Harald Frentzen, in one of the most competitive and hard fought single-seater seasons ever.
After the final round, the Million Card Cup race at Suzuka, Eddie had 33 points, Hoshino was on 32, with Cheever on 31. But then the JAF's dreaded lesser-results deduction rule came into play, costing Eddie deerly. Instead of being declared the deserving 1993 Japanese F3000 champion he had to watch race winner Hoshino being heralded the new champ. The veteran had more retirements but two wins while Eddie's consistency and a single win in the fourth round at Suzuka meant that he had to deduct the one point he earned for taking sixth in round 8, the Fuji Inter race. Now they were both level on 32 points, with the pendulum swinging towards Kazuyoshi by virtue of his two wins. Although crowned World Champion for the fourth time, Alain Prost will have commisurated with Irvine that 14th November of 1993…
Still, Eddie had made a lasting impression on F1 team bosses, who thought Irvine was a suitable candidate for solving some of the end-of-term cash-flow problems that the lesser F1 teams were suffering from at the end of 1993 and '94. And so before missing out on the Japanese F3000 title the Ulsterman made his F1 debut at the same track in October. He had track knowledge, local funding arranged by Cerumo and at the same time the attraction of being, well, British, but Irish enough for Eddie Jordan to repay his namesake for Irvine's third place in the 1990 International F3000 championship. As with nearly all ex-EJR/Jordan drivers, they always come back for a second time - from Heinz-Harald to Hill, from Jean to Giancarlo. Irvine was no exception.
Soon Irvine and his orange-and-green helmet would become a familiar sight on the Grand Prix tracks - not least because of his spectacular first few races. The Senna helmet was a thing of the past and Eddie was his own man. So Mr Edward Irvine used to be a Senna fan? Well, yes, he was, although it's hard to believe after having read this particular heated conversation at Suzuka in 1993, the scene of Irvine's debut with Jordan… This is a transcript from ayrton-senna.com:
The scene: Eddie Irvine is sitting alone on a table in the Jordan cabin. Jordan's commercial manager, Rubens Barrichello and several other people, mostly team members, are also present. Suzuka was Irvine's first ever F1 race and everyone is watching a re-run of the Senna-Hill-Irvine incident.
Suddenly the door opens and in walks Ayrton Senna accompanied by Norman Howell, director of communications for McLaren and Giorgio Ascanelli, Senna's engineer.
Senna is looking for Irvine, but either he doesn't see him or he doesn't recognise him. Eddie Irvine raises his hand and Senna walks over to him...
Irvine : Here!
Senna : What the **** do you think you were doing?
Irvine : I was racing!
Senna : You were racing? Do you know the rule that you're supposed to let the leaders come by when you're a back marker?
Irvine : If you were going fast enough, it was no problem.
Senna : I overtook you! And you went three times off the road in front of me, at the same place, like ****ing idiot, where there was oil. And you were throwing stones and all things in front of me for three laps. When I took you, you realised I was ahead of you. And when I came up behind Hill, because he was on slicks and in difficulties, you should have stayed behind me. You took a very big risk to put me out of the race.
Irvine : Where did I put you in any danger?
Senna : You didn't put me in any danger?
Irvine : Did I touch you? Did I touch you once?
Senna : No, but you were that much from touching me, and I happened to be the ****ing leader. I HAPPENED TO BE THE ****ING LEADER!
Irvine : A miss is as good as a mile.
Senna : I tell you something. If you don't behave properly in the next event, you can just rethink what you do. I can guarantee you that.
Irvine : The stewards said "No problem. Nothing was wrong."
Senna : Yeah? You wait till Australia. You wait till Australia, when the stewards will talk to you. Then you tell me if they tell you this.
Irvine : Hey, I'm out there to do the best for me.
Senna : This is not correct. You want to do well. I understand, because I've been there I understand. But it's very unprofessional. If you are a back marker, because you happen to be lapped ...
Irvine : But I would have followed you if you'd overtaken Hill!
Senna : You should let the leader go by ...
Irvine : I understand that fully!
Senna : ... and not come by and do the things you did. You nearly hit Hill in front of me three times, because I saw, and I could of collected you and him as a result, and that's not the way to do that.
Irvine : But I'm racing! I'm racing! You just happened to ...
Senna : You're not racing! You're driving like a ****ing idiot. You're not a racing driver, you're a ****ing idiot!
Irvine : You talk, you talk. You were in the wrong place at the wrong time.
Senna : I was in the wrong place at the wrong time?
Irvine : Yes. I was battling with Hill.
Senna : Really? Really? Just tell me one thing. Who is supposed to have the call? You, or the leader of the race who comes through to lap you?
Irvine : The leader of the race.
Senna : So what have you done?
Irvine : You, you were too slow, and I had to overtake you to try to get at Hill.
Senna : Really? How did I lap you if I was too slow?
Irvine : Rain. Because on slicks you were quicker than me, on wets you weren't.
Senna : Really? Really? How did I come and overtake you on wets?
Irvine : Huh?
Senna : How come I overtook you on wets?
Irvine : I can't remember that. I don't actually remember the race.
Senna : Exactly. Because you are not competent enough to remember. That's how it goes you know.
Irvine : Fair enough. Fair enough. That's what you think.
Senna : You be careful guy.
Irvine : I will. I'll watch out for you.
Senna : You're gonna have problems not with me only, but with lots of other guys, also the FIA.
Irvine : Yeah?
Senna : You bet.
Irvine : Yeah? Good.
Senna : Yeah? It's good to know that.
Irvine : See you out there.
Senna : It's good to know that.
Irvine : See you out there ...
Appearing to turn away Senna then turns back and hits Irvine with his left hand. The blow lands on the right side of Irvine's head. Irvine loses his balance and falls off the table. Senna is still shouting as he is hustled towards the door.
Irvine yells "Insurance claim there!"
Senna (leaving) retorts "You got to learn to respect where you're going wrong!"
Did you ever think that conversation was that funny? "Insurance claim there!" That one falls in the same category as Kevin Kline shouting "Disappointment!" in the epic A fish called Wanda… All in all, Eddie's sense of humour seems to have been lost on Ayrton at that moment. Now where was Gerhard? |
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Anticipate obstacles and enhance opportunities with this reading focused on the next ten years of your life. Recognize the best times to reach out and advance, as well as when to hold back and conserve.
What does 2013 hold for your love life? Could it be for keeps? Discover what lies ahead and be in a position to make the most of your relationship with the help of this powerful 4-card reading for two!
Use the powerful Moon energy to your advantage with your day-by-day one-month Lunar Forecast. The Moon is the ruler of our emotions in astrology. The fast-moving Moon is responsible for setting the tone of our daily lives -- it controls when we are up or down, laughing or crying, naughty or nice, Discover when to speak, when to stay silent, when to act and when to pull back. Get started today!
Have you ever wanted to know exactly when the time is right for planning vacations, asking for a raise, meeting someone special or hanging out with your family? This forecast, available in three, six and twelve month increments, will give you detailed knowledge of how the passing planets can enhance your life!
Where will your romance go? Discover when it's a good time to take your special someone on the town, and when you two should schedule a night at home. This forecast will give you guidance through the winding road of love.
Use the 2013 Travel Forecast to guide you through the planning of your next vacation! This reading will guide you through a day-to-day analysis of the best traveling days for you. Whether you are leaving on a short business trip or a long-awaited adventure, discover the most powerful astrological influences you will encounter.
Get essential astrological information about all your business needs! Based on the birth information for a new or potential business owner, founder or major associate, this forecast will show you the best times to start a new business or business-oriented project.
Uncover the secrets to a successful career! Learn the best days to move full-force with your plans, and how to deal with obstacles when they arise. Your Jupiter forecast even provides a bit of motivation to keep you going if days seem like a struggle. Discover just how far you can take your career with this useful and insightful three-month forecast!
The Chinese Almanac, or 'Tung Shu', has been consulted for centuries in China to determine lucky or unlucky days and times for performing common activities. Discover auspicious dates and times with your own personalized Chinese Almanac, and make the most of opportune times.
Make your public conversations perfect and your personal ones passionate! Discover how to compose yourself and make your best connections. Talk the talk so that you broadcast your best qualities and become a formidable force.
Your amazing, three-month forecast, based on Mercury's transits, can help you plan the best days for focusing your attention on loved ones, meeting with superiors, or even writing reports. This reading covers everything from important interactions to writer's block. Discover just how big a role Mercury plays in your life, and how you can make it work for you!
Astrological insight into the choices at your disposal and the influences of your destiny. Satisfy your soul-searching and learn to take better advantage of opportunity. Uncover auspicious times and quench your quest for self-fulfillment.
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Knowing how to keep control is just as important as knowing when to let go. Check out your Saturn forecast to learn when you should keep pushing to get your way, and when you're better off stepping back and letting fate take over. With this insightful three-month forecast, you can start taking real control of your life and your surroundings today!
Find out which days you'll be most driven to succeed and plan your schedule ahead for even greater achievement! Or maybe you'll want to plan ahead for lazy days so you can get cozy on the couch. Either way, your three-month Mars forecast will give you all the information you need so you can get the most out of your life!
Discover how your spirituality and your imagination impact all aspects of your life! Your Neptune forecast breaks down exactly which days Neptune will impact your world and helps you figure out how you can make the most of each transit. See what Neptune has in store for you in the coming months!
If you're looking for insight into your deepest thoughts, then look no further! This unique, day-by-day Uranus forecast breaks down your innermost motivations to help you understand what prompts you to act. You'll also learn which days are best for pursuing creative, innovative ideas, and when you should lay low. Find out what Uranus has in store for you in the next three months!
Discover how Venus's transits shape who you are and how you love! With your personalized three-month forecast, you can see how each of Venus's movements affect you in a personal way. Plan ahead for good romance days, and find out when obstacles might hold you back. Check out your forecast now and get your love life back on track!
Define your goals, explore key relationships in your life and understand the factors that have molded the person you have become. In this very accurate reading, every set of tiles represents influences through the major phases of your life.
Pluto is the planet of transformation, and it can wreak havoc with your life if you're not prepared. Fortunately this three-month forecast provides you the tools you need to take Pluto's influence in stride. You can even make Pluto's transits work in your favor, and improve your whole life! Get started on a whole new you today!
An astrological road map through your teens. This forecast explores the issues relevant to this transitory time. Learn of the influences that impact your identity, relationships, decision making, and responsibilities. |
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