The University of Central Florida
Department of Educational Research, Technology, and Leadership
Higher Education & Policy Studies
Spring 2010
EDH 7934: Higher Ed Literature, Research and Professional Writing
Faculty
Dr. Rosa Cintrón
Associate Professor
Education Complex, 206K
407-823-1248 (Office, No Voicemail), 407-542-6385 (Home)
rcintron@mail.ucf.edu
Meeting Dates and Times
Volusia Cohort:
Tuesdays, 5:30-8:20pm
Building 150, Room 213
Orlando:
Wednesdays, 5:30-8:20pm
Education Complex, 208
Office Hours
Orlando: Wednesdays 12noon to 2:00PM, other times available by previous arrangement.
Daytona: Tuesdays 3:00PM to 5:00PM, other times available by previous arrangement.
Course Description
The purpose of this course is three fold: (1) to finalize a dissertation prospectus and ideally a dissertation
proposal (2) to introduce the task on how to serve as a journal reviewer and (3) to respond to a Call for
Papers or Proposal from a professional organization.
DISSERTATION PROSPECTUS /PROPOSAL
The dissertation is a major undertaking that is a demonstration of mastery of a field of study and an
original contribution to the field. Usually more than 150 pages in length the final project may take any of
several forms, depending upon the topic under study and the expectations of faculty. In our program
students may chose a positivistic or naturalistic paradigm depending on the nature of the research
questions.
The expectations regarding the prospectus are:
 To write a doctoral dissertation prospectus in the standard format required by the Graduate
College containing the specifications required for doctoral research.
 The prospectus shall be a minimum of 20 double-spaced typewritten pages in length.
 The first two thirds of the document shall be devoted to the background and literature review
(Chapters 1 and 2) and the second third devoted to the design elements of the research study
(Chapter 3). This process entails selecting a topic, clearly defining the problem statement and
research questions, writing a preliminary review of the literature (including a review of other
dissertation research related to the selected topic), and the development of the methodology and
design to be used.
 Students will keep their dissertation chair or advisor well informed of their research direction and
progress (or lack thereof).
 Students will provide electronic copies of their manuscript drafts and other class assignments to
all class members.
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
Students will provide timely and candid critique and feedback to each other.
The expectations regarding the proposal must be discussed with your dissertation chair. For my students, I
define the dissertation proposal as the first three chapters of a dissertation.
REVIEW OF JOURNAL ARTICLE
Your participation as reviewer of our journals is a very serious duty and an essential skill to develop in
graduate school. Our journals serve as vehicle of communication and reviewers assist in deciding which
papers merit publication. Reviewers are recognized and valued by their academic peers and their
recommendations, including the tone and quality of comments can make a considerable difference to an
author. This semester you will have the opportunity to explore this role and in addition, I will share with
you some of the comments I have received as author and comments I have given as reviewer.
CALL FOR PROGRAM
One of the responsibilities that accompanies the privileges of your degree (the highest in the land!) is the
duty to be a leader in our professional associations. Professional organizations are as vibrant or moribund
as its members. One of the ways you become a leader at the national, regional and state level is to present
at annual conferences. Your participation will bring visibility not only to you but also to our Program.
This semester you will respond to a Call for Program.
Required Texts
American Psychological Association. (2009). Publication Manual of American Psychological
Association. 6th ed. Washington: APA.
Phillips, E. M. & Pugh, D. S. (2005). How to get a PhD. NY: Open University Press.
Objectives
 To clearly define the Problem Statement.
 To clearly state at least two Research Questions.
 To produce a preliminary review of the literature on the selected topic including a review of
doctoral dissertation research available.
 To develop a preliminary sketch of the appropriate methodology for the study.
 To write professional reviews on studies and articles in various higher education journals.
 To develop a conference presentation or proposal.
 Learn the appropriate steps to request permission to proceed with a study from the Institutional
Review Board (IRB).
 To develop the skills necessary to provide and receive constructive criticism from peers.
Course Requirements
Active Participation. This doctoral course is designed for active participation, meaning all assignments
are completed on time and additional time outside of the classroom is used to research and prepare for
future assignments. In addition, this course is focused on preparing students for the dissertation phase of
the program and other responsibilities indicating future interest in the field and scholarly leadership. To
ensure students are assisting each other in this process and to maintain a sense of community, students
will be required to read and critique each other works. For the latter I am assuming the highest level of
intellectual maturity and camaraderie.
Resource
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On how to review a paper
http://www2.cs.uregina.ca/~pwlfong/CS499/reading-paper.pdf
http://advan.physiology.org/cgi/content/full/27/2/47
Assigned Readings. Students will select four chapters from the book by Phillips & Pugh (How to get a
PhD) and write a brief reactionnaire on each chapter selected. In your reactionnaire address the question,
SoWhat? All reactionnaires are due on or before March 21.
Co-Teachers/Co-Students. The professor should not be the only person taking an active interest in
learning and teaching. Therefore, throughout the semester, students will be preparing presentations about
their dissertation topic and/or other assignments.
Prospectus/proposal writing assignments. Throughout the class, students will be providing their
manuscript to each other to be peer reviewed. All writing assignments associated with
prospectus/proposal development will follow this format for distribution and feedback:
 The manuscripts must be completed in Microsoft Word and sent to the appropriate reviewers.
 All distribution will be by email. In order to keep track of this process, please conform to this
format:
o ---Drafts should be emailed as attachments with the Subject Line reading:
 7934 TO ‘Maria&Pete’ FROM Steven, Chapter 1 (draft #1)
 Copy me.
o ---Feedback should be mailed as attachments with the Subject Line reading:
 7934 TO Steven FROM Maria, Feedback Chapter 1 (draft #1)
 Copy me.
 The drafts should be sent to reviewers no later than 72 hours prior to the class with a copy to me.
(If you take this course on Tuesdays you will send this not later than Saturday evening, on
Wednesdays you will distribute on Sunday).
 As part of the review process, you will provide feedback to two of your classmates. The first will
be a major critique in which you provide at least two citations on the topic and make at least five
serious observations. The second response will be more abbreviated in nature in which you
indicate any lack of clarity, logical inconsistency and formatting issues including APA style.
These assignments will rotate during the semester and be assigned in class. It is the reviewers
responsibility to provide comments no later than 12 hours before class begins. Make certain that
you send me a copy.
 Make sure you dedicate a file (a memory stick is even better!) to this sort of communication.
NOTES:
1. Work on assignments due for a particular session must begin at least one week prior to the
session. The distribution for review is three days prior to the class in which it is listed as an
assignment.
2. By providing the manuscripts in Microsoft Word, reviews and critiques will be completed using
the “Track Changes” and “Comments”.
3. These manuscripts are to be treated as though they are going to be published, therefore, reviewers
should not only consider spelling and grammar, but also consider areas where the document does
not flow or where the researcher needs to provide additional information.
4. The final paper will need to be submitted to Turnitin.com before submission to me. I have created
a 7934 session in Tii with several opportunities for you to submit your drafts—specifically, you
can submit five drafts.
Dissertation Defense. Students must arrange to attend one dissertation defense this semester.
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Translation of Points
100-90=A
89-80=B
79-70=C
69-60=D
59 and less=F
NOTE:
1. Receiving a letter grade in this course does not mean that your Major Professor (Dissertation
Chair) and/or your dissertation committee approve your topic in part or in its totality. Your
performance in EDH 7934 is independent of EDH 7980 (Dissertation Hours). Your Major
Professor ultimately decides when you will be approved to move into EDH 7980.
2. Your major professor will decide if the product of this class will be used as your ‘official’
prospectus. If so, it is the responsibility of your chair to send to the members of your committee
the manuscript for approval.
3. Only after the approval of your prospectus by all committee members can you move into 7980.
4. Administratively you cannot start 7980 without having taken and successfully completed the
three required areas of your Comprehensive Examination (EdD). PhD students must take and
successfully complete the written and oral portion of this examination.
Assumptions I will make in this class
 Students are previous users of Tii
 Students have an IRB certificate
 Students have the Graduate College under their “Favorites”
 Throughout the semester students must be working in close collaboration with your Chair or
Faculty Advisor
 Students in this course have different levels of knowledge and experience related to dissertation
research.
 Students will discuss all ideas, outlines and drafts with fellow students, and, of course, their
Major Professor/Faculty Advisor or Chair.
 Students will read and use the electronic resources provided at the end of this syllabus.
Academic Integrity
As reflected in the UCF Creed integrity and scholarship are core values that should guide our conduct and
decisions as members of the UCF community. I will assume for this course that you will adhere to the
academic creed of this University and will maintain the highest standards of academic integrity
Plagiarism and cheating contradict these values, and so are very serious academic offenses. Penalties can
include a failing grade in an assignment or in the course, or suspension or expulsion from the university.
Students are expected to familiarize themselves with and follow the University’s Rules of Conduct (see
http://www.osc.sdes.ucf/edu/ ).
Disability Access Statement
The University of Central Florida is committed to providing reasonable accommodations for all persons
with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities
who will need accommodations in this course must contact the professor at the beginning of the semester
to discuss needed accommodations. No accommodations will be provided until the student has met with
the professor to request accommodations. Students who need accommodations must be registered with
Student Disability Services, Student Resource Center Room 132, phone (407) 823-2371, TTY/TDD only
phone (407) 823-2116, before requesting accommodations from the professor.
Turnitin.com (Tii)
In this course we will utilize turnitin.com, an automated system that instructors can use to quickly and
easily compare each student's assignment with billions of web sites, as well as an enormous database of
student papers that grows with each submission. Accordingly, you will be expected to submit all
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assignments in both hard copy and electronic format. After the assignment is processed, as an instructor I
receive a report (‘an index’) from turnitin.com that states if and how another author’s work was used in
the assignment. These indices do not reflect Turnitin’s assessment of whether a paper has or has not been
plagiarized. Originality Reports are simply a tool to help find sources that contain text similar to
submitted papers. The decision to deem any work plagiarized must be made carefully, and only after in
depth examination of both the submitted paper and suspect sources in accordance with the standards of
the class and institution where the paper was submitted.
For a more detailed look at this process, including training on how to use this system visit
http://www.turnitin.com
*The index which will be used as a standard for your manuscript is 10%.
*Class Name: EDH 7934, Higher Ed Lit
*Password: prospectus
*ID: 3062192
Institutional Review Board (IRB)
I am assuming that you have your CITI certificate. If you do not you must complete this training and
obtain your certification no later than January 27. For this information go to
http://www.research.ucf.edu/Compliance/irb.html . Click on CITI on the right top corner of the page.
NOTE: No research, specifically data collected to be published, can be carried out at UCF without the
previous approval of IRB. In order to collect data you will need your CITI certification. Plan 4 to 6 hours
to complete the training modules. Remember: no CITI no dissertation!
Internet Usage
You will be expected to have daily access to the internet and email, since I will be emailing you about
assignment updates, additions and changes. If you do not have an UCF email account, get one now! If
you do not own a computer, there are computers accessible to you in all UCF's computer labs, and most
computer labs have computers connected to the internet. For further information on computer labs, please
see the following website: http://registrar.sdes.ucf.edu/webguide/index_quickfind.aspx.
H1N1 (Swine) Flu
Individuals who have flu-like symptoms have a major responsibility in preventing transmission to others.
If you have flu-like symptoms, the CDC recommends you remain at home until at least 24 hours after
[you] are free of fever (100 degrees F, 37.8 C) or signs of a fever without the use of fever-reducing
medications. For continuing updates, visit: www.hs.sdes.ucf.edu
Protocol on the use of all digital or electronic devices
Cell phones are to be set to vibrate mode and for emergency purposes only. During class times, it is
extremely rude from any of us to be talking, texting, checking emails, etc. on portable electronic devices.
Students are expected to bring their laptops to every class session and to use it in ways that are
representative of the highest standards of code of conduct.
Credit for the syllabus
Several areas of this syllabus were adapted from, and in some cases, taken directly from other colleagues’
website and other sources. Special thanks to Drs. LaWanna L. Blount, Mardane Creek, and Debra Bragg.
Changes
This syllabus, reading assignments, homework, and the content of the assignments are subject to change
at my discretion. Announcements of such changes will be made in class or by email.
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Course Outline
SESSION 1
The key to completing a dissertation is not brilliance or even inspiration, but organization. David
Sternberg, How to complete and survive a dissertation
-Introduction
-Case Study
Assignment:
1.Contact your Dissertation Chair or Faculty Advisor and start discussing general expectations and
committee structure. Committee structure must be decided between Session 3 and 5 (BEWARE: Do not
invite anyone to participate in your committee without the previous approval of your Chair).
Resource
On expectations and the selection of committee
http://www.lib.umn.edu/help/disscalc/index.phtml (Stages 1 and 5)
On how to be a good graduate student
http://www.cs.indiana.edu/how.2b/how.2b.html
On how to be a good chair
http://www.cs.indiana.edu/how.2b/how.2b.advice.html
SESSION 2
Plan your progress carefully; hour-by hour, day-by-day, month-by-month. Organized activity and
maintained enthusiasm are the wellsprings of your power. Paul J. Meyer
-Discuss Draft #1
Assignment
1. Review three dissertations in your topical field. Note similarities and differences between them and
how the topical subheadings form a framework for each. (a) Be prepared to show these selections (PDF
or hard copy) in class and to illustrate your analysis and (b) List 15 language transitions used in chapter 2
and/or 5.
2. Review the Dissertation Calculator resource. What did you learn from the Dissertation Calculator
piece? This is a very comprehensive source. For example, notice how much information it has on Stage 3
specifically on Step 1: Paradigms and Research Methods and Step 2: A thru E. This information is
priceless! Use, use, use and please use this resource!
3. Prepare answers to the following questions (1-page total) and bring copies for all in class:
1.
2.
3.
4.
5.
6.
What is your topic? No more than three sentences.
What problem are you tackling? No more than five sentences.
What questions are you trying to answer? No more than five questions.
Why is this topic significant and worthy of study? No more than three sentences.
Who else has studied it? List the five most important scholars and their work.
How will you go about researching it? A bullet indicating the paradigm and the method.
Resources
On the doctoral student experience
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http://weber.ucsd.edu/~eparent/diss.html
SESSION 3
An article should be written at least three times, once in simplicity, once in profundity, and once to make
the profundity appear simplicity. Henry Drummond, The greatest thing in the world
Assignment
Draft #1, Chapter 1, INTRODUCTION. This is the introduction to your work and as such, it sets the basis
or foundation of the problem. See "Prospectus/proposal writing assignments" on page 3 for detailed
instructions.
Resource
On developing a research proposal
http://ocw.jhsph.edu/courses/dissertationworkshop/PDFs/Lecture1.pdf
http://www.as.ua.edu/ant/bindon/ant570/pap_rule.htm
Guest: How did you move from your topic to a problem statement and research questions? AND The
dissertation through the eyes of the Major Professor/Chair/Faculty Advisor.
SESSION 4
It should be our pride to teach ourselves as well as we can always to speak and write as simply and clearly
and unpretentiously as possible, and to avoid like the plague the appearance of possessing knowledge
which is too deep to be clearly and simply expressed. Karl Popper
-Discuss Draft #1
Assignment
1. Continue refining Chapter 1 by incorporating feedback.
2. Add two new pages to your draft (color it green). See "Prospectus/proposal writing assignments" on
page 3 for detailed instructions.
3. Write for 30 minutes: Describe your dissertation topic in a letter to an interested PhD/EdD candidate at
another university. Assume this candidate will be skeptical about your topic. When describing/defending
the topic, try to address these issues: Is it sufficiently delimited? Is it researchable? Is it feasible in terms
of time, data, support, ability? Why does it contribute to the field? Is it original? Why is this topic
significant? To you? To others in the field? What background do you have that has prepared you to begin
work on this project? Who else has done significant work in this area? What questions will you be trying
to answer in the course of your research? What kind of research will you need to do in order to answer
these questions? Are the resources you need available on this campus? Bring sufficient hard copies of this
document to share with all classmates.
Resource
On the aims and purposes of each chapter of a traditional dissertation
http://www.semo.edu/education/images/EduLead_DissertGuide_2007.pdf
On the identification of research questions and writing a dissertation proposal
http://www.lib.umn.edu/help/disscalc/index.phtml (Stages 2 and 6)
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SESSION 5
Science is a set of rules that keep the scientists from lying to each other. Kenneth S. Norris, False
Prophets
Assignment
1. Continue refining Chapter 1 by incorporating feedback.
2. Add three new pages to your draft (color: magenta). See "Prospectus/proposal writing assignments" on
page 3 for detailed instructions.
3. Write for 15 minutes about your dissertation fears. Try to be as honest with yourself as possible. What
do you dread? What do you anticipate? If you are stuck, try to verbalize your "stuckness." Who has
control in that situation? Who are you giving up control to? What is your fear costing you? Bring a hard
copy of this document to share with all classmates.
Resource
http://www.lib.umn.edu/help/disscalc/index.phtml (Stage 3)
Guest: How did you find your theoretical framework? What is the relation between the theoretical
framework in chapter 1 and chapter 5?
Remember: You must attend one dissertation defense this semester.
SESSION 6
The borderlines between fraud, self-deception, gullible acceptance of the fake, and the ideological
corruption of science can be very blurred. In theory none of them should happen; in practice, all too often,
they all do, sometimes in combination. John Grant, Corrupted Science
Consultation time (20 minutes). Sign for individualized time.
Assignment
1. Continue refining Chapter 1 by incorporating feedback.
SESSION 7
The necessity for personal academic initiative is the key cultural change that doctoral students will
encounter compared with their undergraduate days. Phillips & Pugh, How to get a PhD
-What is a literature review?
-Intro to bibliographic software.
Assignment
1. Draft #1, Chapter 2, REVIEW OF THE LITERATURE. This chapter report on the past, present and
future state of your topic. It points to what it is known and makes clear the gaps in knowledge. This
preliminary review should be based on your summaries of at least 25 articles. Your writing must be
pristine clear in summaries and analyses. This chapter is not a laundry list of articles. It is an analytical
organization of the state of our inquiry. You must include in your review other dissertations in our
subject area, pointing out that no other dissertation research has been completed on your specific problem
investigated. Dissertation research is cumulative and s specific research must be linked to other
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dissertations in the topic. However, no other dissertation completed in your area argues in detail or makes
the case for your investigation. This is your job! Note that your command of Tii is essential in this
chapter.
Like before, you will email this draft to all class members. See "Prospectus/proposal writing assignments"
on page 3 for detailed instructions.
Resource
On how to do a lit review
http://pareonline.net/pdf/v14n13.pdf
http://library.ucsc.edu/help/howto/write-a-literature-review
Illustration of a critique or feedback on a lit review
http://faculty.mwsu.edu/psychology/Laura.Spiller/Experimental/sample_apa_style_litreview.pdf
or at this other address
http://owl.english.purdue.edu/workshops/hypertext/APA/print/papers/litreview.html
On surveying literature and doing a comprehensive review
http://www.lib.umn.edu/help/disscalc/index.phtml (Stages 4 and 10)
On how to write a lit review
http://library.concordia.ca/help/howto/litreview.php
Guest: The dissertation through the eyes of a committee member.
SESSION 8
The supervisor-student relationship is one of the closets that you will ever be involved in. Phillips &
Pugh, How to get a PhD
-Discuss literature review Draft #1
Assignment
1. Continue refining Chapter 2. (See assignment for week 10)
3. Each class member will have 10 minutes to discuss progress (or lack) s/he has made.
4. Distribute the Daly-Miller Test
Guest: The QL dissertation: Deviating from the traditional.
SESSION 9
Spring Break
SESSION 10
[Dissertation] research requires a contribution to the analysis and explanation of the topic, not just
description. IT requires an understanding that it is as important a part of the research process to fashion
the questions properly as it is to develop interesting answers. Phillips & Pugh, How to get a PhD
Assignment
1. Add 25 summaries to your lit review (color: yellow). See "Prospectus/proposal writing assignments" on
page 3 for detailed instructions.
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2. Remember that the reactionnaires are due soon.
3. Bring completed Daly-Miller Test
4. Distribute the journal articles to be reviewed along with the review form.
Guest: Mapping Research Questions to Literature Review; Survey Instrument
SESSION 11
Successful communication in science involves that magic word, clarity, a kissing cousin of simplicity.
Robert A. Day
- ACPA Conference in Boston – no F2F class
Assignment
1. Review various articles in one of these journals: NASPA Journal, Review of Higher Education,
Research in Higher Education, New Directions for Higher Education, Community College Journal of
Research and Practice. How are they organized? How would you characterize the writer’s styles? What
type of methodology is most prevalent? What are the editorial guidelines?
2. Review the article given in class and write a professional review using the form provided. Send it to all
class members. Subject Line: 7934, Journal Review/Maria
Resource
On how to review a journal article
http://bear.warrington.ufl.edu/centers/MKS/marketing%20science/link1.pdf
http://www.cs.uiuc.edu/homes/caesar/classes/CS598.F08/readings/reviewing.html
SESSION 12
Assess strong theories with careful thinking and sound judgment…when we reach a point where our
statistical procedures are substitutes instead of aids to thoughts…then we must return to the common
sense bias. D.Bakan, The test of significance in psychological research.
Assignment
1. Compare the review of the article assigned on Session 11 to the material Dr. Cintron will make
available.
2. Draft #1, Chapter 3, METHODOLOGY. In this chapter, you discuss in detail all the basic components
of the research design and the procedures in collecting and analyzing the data utilized in our study. For
example, the instrumentation section is comprised of the development of the instrument (e.g., survey
instrument or interview protocol), how it was tested for validity and reliability and specifically state what
modifications were made after the testing process in another section you will be describing your
population and sample and the conditions affecting the data interpretation. If you have qualitative data
and you used data that already exists, from books, journals, or reports, you should discuss these sources of
data instead of the Instrumentation section. Nonetheless, qualitative designs will discuss trustworthiness
and triangulation in detail. See "Prospectus/proposal writing assignments" on page 3 for detailed
instructions.
Resource
On Quantitative Research
http://ocw.jhsph.edu/courses/dissertationworkshop/PDFs/Lecture4.pdf
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On Qualitative Research
http://ocw.jhsph.edu/courses/dissertationworkshop/PDFs/Lecture5.pdf
On developing the methodology and conducting research
http://www.lib.umn.edu/help/disscalc/index.phtml (Stages 2 and 6)
Guest: The triumphs and obstacles to data collection and analysis.
SESSION 13
The most important property of an empirical finding is intersubjective replicability, that other
investigators, relying on the description of what was done, will (almost always) make the same (or closely
similar) observations. Harlow, Mulaik & Steiger, What if there were no significance tests?
Consultation time (20 minutes). Sign for individualized time.
Assignment
1. Add 2 more pages to methodology section (color: orange). See "Prospectus/proposal writing
assignments" on page 3 for detailed instructions. This will be the last feedback from you peer reviewers.
SESSION 14
Consultation time (20 minutes). Sign for individualized time.
Assignment
Review the Chronicle of Higher Education, section Gazette: Deadlines – Papers, for calls for papers or
proposals for possible presentations. Respond to one and send me a copy of it. I may waive this
requirements if you can show evidence that you have experience responding to ‘calls.’
SESSION 15
Presentation and defense of the prospectus or proposal. This is a PowerPoint where some students will
role-play dissertation chair and committee members while others will pose more questions and provide
feedback.
SESSION 16
Your Prospectus or Proposal is due on Tuesday, April 27 no later than 12:00 noon.
Other Resources
General Ideas on how to write a dissertation
http://www.learnerassociates.net/dissthes/
http://www.phys.unsw.edu.au/~jw/thesis.html
http://www.sce.carleton.ca/faculty/chinneck/thesis.html
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On forming writing teams or partnerships
http://wid.ucdavis.edu/thesis/support.html
Revising prose
http://www.rpi.edu/web/writingcenter/revise.html
The Office of Instructional Resources and the Writing Center also offer services
OIR: www.oir.ucf.edu
UWC: www.uwc.ucf.edu
Graduate College
http://graduate.ucf.edu/
Thesis and Dissertations (ETD)
http://www.students.graduate.ucf.edu/sitemap/index.cfm?RsrcID=55&SubCatID=144
Forms and Files
http://www.students.graduate.ucf.edu/formsnfiles/index.cfm?RsrcID=55&SubCatID=144
Nathalia Bauer is the Thesis and Dissertation Editor (Millican Hall, 230)
407-823-2739
nbauer@mail.ucf.edu
☺NOTICE THAT THERE ARE LEARNING
MODULES AT THE ETD WEBSITE…SO, YOU
HAVE NO EXCUSE FOR NOT KNOWING A
WHOLE BUNCH OF INFO THAT IS CRUCIAL
TO YOUR SUCCESS. REVIEW THIS
WEBSITE. REVIEW THIS WEBSITE. ONCE
AGAIN, REVIEW THIS WEBSITE.
REMEMBER:
DESIRE TO LEARN COUNTS MORE THAN ANY OTHER
QUALIFICATION AND SERIOUSNESS MORE THAN
BRILLIANCE. CINTRON, 1994.
ONE LAST COMMENT:
TIME LOST IS TIME NEVER FOUND.
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