Paul Buck – författare

A thorough analysis of the making of the film featuring original interviews with those involved.How Performance came about and the involvement of key players such as James Fox who journeyed into the criminal underworld and how real gangsters were involved in the research for the film.Reveals how Marlon Brando was originally considered for the role of Chas.The various conflicts and intrigues that arose during filming, how the film was edited, the censorship pressures, the unseen footage and how it eventually made its way to the big screen.Critical reaction to the film and how it turned into a cult classic.An overview of the careers to date of directors Donald Cammell and Nicolas Roeg.

This volume, the Frank Gerstein Lectures for 1963, is the second series of Invitation Lectures to be delivered at York University. The theme “Imagination and the University” was appropriate for, as President Murray Ross states in this Foreword, it is in its early years that a university is sufficiently flexible to utilize imagination in its structure and in its curriculum. York University was in its third year when the Lectures were given.Four distinguished scholars present their views on the importance of an imaginative approach to the different academic disciplines, and to the conduct of life in contemporary society as a whole.Jacob Bronowski, speaking on Imagination in Art and Science, draws a clear and striking analogy between the role of imagination in mathematics and in poetry, drawing on his own experiences and contributions in both areas. He stresses that all creative works in art or science, must conform to the universal experience of mankind and to the private experiences of each man: the work of science, as of art, moves us profoundly, in mind and in emotion, when it matches our experience and at the same time points beyond it.Henry Steele Commager shows how important is the contribution to be made by an imaginative approach to politics, where, as in other fields of human experience, it must not be separated from reality, if it is to find expression in something more than words. He points to examples from the past and the present and asks for more imagination in public thinking, it fit our actions to the reality of change, citing the urgency of such twentieth-century phenomena as the status of Communist China, the predicted population explosion, and the threat of nuclear war. Professor Commager believes that the universities provide the key to this kind of approach, being a supreme example of the creative capacity of mankind, whose function it is to serve the commonwealth of learning.A different kind of insight is offered by Gordon W. Allport, whose subject is Imagination in Psychology. He believes that the present “impertinence” of psychology can best be cured by endowing it with more imagination. He demands a pluralistic approach to psychological investigation, which would not deny the insights yielded by traditional methods, with their characteristic minute analyses, but whose goal would be to fashion a conception of the human person that would exclude nothing that is valid, and at the same time preserve an ideal of rational consistency. This could lead, in turn, to a clear definition of the root motives of mankind, even to discovering new formulas for international peace by offsetting particularistic political demands. Finally, Paul H. Buck describes the Harvard House Plan as an example of Imagination and the Curriculum. This plan, modelled on the Oxford-Cambridge College system which is also followed in some Canadian universities, is an attempt to make all aspects of undergraduate life a process of education. And a truly liberal education for today and tomorrow, Professor Buck is confident, will combine a programme of general education, a programme of specialism, and a collegiate way of living.

This volume, the Frank Gerstein Lectures for 1963, is the second series of Invitation Lectures to be delivered at York University. The theme “Imagination and the University” was appropriate for, as President Murray Ross states in this Foreword, it is in its early years that a university is sufficiently flexible to utilize imagination in its structure and in its curriculum. York University was in its third year when the Lectures were given.Four distinguished scholars present their views on the importance of an imaginative approach to the different academic disciplines, and to the conduct of life in contemporary society as a whole.Jacob Bronowski, speaking on Imagination in Art and Science, draws a clear and striking analogy between the role of imagination in mathematics and in poetry, drawing on his own experiences and contributions in both areas. He stresses that all creative works in art or science, must conform to the universal experience of mankind and to the private experiences of each man: the work of science, as of art, moves us profoundly, in mind and in emotion, when it matches our experience and at the same time points beyond it.Henry Steele Commager shows how important is the contribution to be made by an imaginative approach to politics, where, as in other fields of human experience, it must not be separated from reality, if it is to find expression in something more than words. He points to examples from the past and the present and asks for more imagination in public thinking, it fit our actions to the reality of change, citing the urgency of such twentieth-century phenomena as the status of Communist China, the predicted population explosion, and the threat of nuclear war. Professor Commager believes that the universities provide the key to this kind of approach, being a supreme example of the creative capacity of mankind, whose function it is to serve the commonwealth of learning.A different kind of insight is offered by Gordon W. Allport, whose subject is Imagination in Psychology. He believes that the present “impertinence” of psychology can best be cured by endowing it with more imagination. He demands a pluralistic approach to psychological investigation, which would not deny the insights yielded by traditional methods, with their characteristic minute analyses, but whose goal would be to fashion a conception of the human person that would exclude nothing that is valid, and at the same time preserve an ideal of rational consistency. This could lead, in turn, to a clear definition of the root motives of mankind, even to discovering new formulas for international peace by offsetting particularistic political demands. Finally, Paul H. Buck describes the Harvard House Plan as an example of Imagination and the Curriculum. This plan, modelled on the Oxford-Cambridge College system which is also followed in some Canadian universities, is an attempt to make all aspects of undergraduate life a process of education. And a truly liberal education for today and tomorrow, Professor Buck is confident, will combine a programme of general education, a programme of specialism, and a collegiate way of living.

This volume, the Frank Gerstein Lectures for 1963, is the second series of Invitation Lectures to be delivered at York University. The theme “Imagination and the University” was appropriate for, as President Murray Ross states in this Foreword, it is in its early years that a university is sufficiently flexible to utilize imagination in its structure and in its curriculum. York University was in its third year when the Lectures were given.Four distinguished scholars present their views on the importance of an imaginative approach to the different academic disciplines, and to the conduct of life in contemporary society as a whole.Jacob Bronowski, speaking on Imagination in Art and Science, draws a clear and striking analogy between the role of imagination in mathematics and in poetry, drawing on his own experiences and contributions in both areas. He stresses that all creative works in art or science, must conform to the universal experience of mankind and to the private experiences of each man: the work of science, as of art, moves us profoundly, in mind and in emotion, when it matches our experience and at the same time points beyond it.Henry Steele Commager shows how important is the contribution to be made by an imaginative approach to politics, where, as in other fields of human experience, it must not be separated from reality, if it is to find expression in something more than words. He points to examples from the past and the present and asks for more imagination in public thinking, it fit our actions to the reality of change, citing the urgency of such twentieth-century phenomena as the status of Communist China, the predicted population explosion, and the threat of nuclear war. Professor Commager believes that the universities provide the key to this kind of approach, being a supreme example of the creative capacity of mankind, whose function it is to serve the commonwealth of learning.A different kind of insight is offered by Gordon W. Allport, whose subject is Imagination in Psychology. He believes that the present “impertinence” of psychology can best be cured by endowing it with more imagination. He demands a pluralistic approach to psychological investigation, which would not deny the insights yielded by traditional methods, with their characteristic minute analyses, but whose goal would be to fashion a conception of the human person that would exclude nothing that is valid, and at the same time preserve an ideal of rational consistency. This could lead, in turn, to a clear definition of the root motives of mankind, even to discovering new formulas for international peace by offsetting particularistic political demands. Finally, Paul H. Buck describes the Harvard House Plan as an example of Imagination and the Curriculum. This plan, modelled on the Oxford-Cambridge College system which is also followed in some Canadian universities, is an attempt to make all aspects of undergraduate life a process of education. And a truly liberal education for today and tomorrow, Professor Buck is confident, will combine a programme of general education, a programme of specialism, and a collegiate way of living.

'These men for whom there is little else that life has to offer, little or nothing to lose; these are men who are at the limits; these are men who might walk on hot coals without burning their feet.' In the folklore of World War II, the memory of those heroes who staged 'Great Escapes' from PoW camps still endures. But what of the other side of the coin: the audacious and daring breakouts of gangsters and villains today? The focus of Prison Break is one these 'Great Escapes' from civilian prisons, whether the escape is planned or opportunistic, aided from within by corrupt guards or facilitated by a violent gang of intruders. We travel with out subjects as they go over walls, tunnel out, or are lifted from the exercise yard into the skies. The exploits of such legendary Houdini type figures as the 18th Century rogue Jack Sheppard and the Canadian serial escaper Wayne Carlson are recounted alongside tales of breakouts from seemingly unassailable jails; Alcatraz, Northern Ireland's Maze prison, and the Bangkok Hilton.

Drinking to excess is living when you’re young. But what happens if living becomes rape… assault… death?!!Lisbon: that city at the mouth of the Tagus, that city that whispers, licks and seduces its visitors, that city that haunts those seeking refuge or its pleasures. Who would wish to escape?It is the start of the millennium and two ‘lads’ from South-East London are trapped in Lisbon among people and experiences set to push them to the limits. Attempting to lie low after a fateful night back home, the friends find themselves navigating an unfamiliar and unnerving new reality. A crime novel inspired by a real-life incident, and distinguished by its sensitivity to subtleties of language and dialogue, Along the River Run is a story of guilt and retribution played out amid the streets, sounds and sights of this bewitching city. Just as the undercurrents of Lisbon’s Tagus are ever present, so the literary undercurrents of the capital as written by Pessoa, Saramago or Sa-Carneiro are there to enrich and pervade the evolving narrative. The novel follows the author’s much-praised earlier book on Lisbon, a cultural exploration in a ‘Cities of the Imagination’ series, setting up authoritative background research for this haunting story of psychological destruction.

Drinking to excess is living when you''re young. But what happens if living becomes rape… assault… death?!!Lisbon: that city at the mouth of the Tagus, that city that whispers, licks and seduces its visitors, that city that haunts those seeking refuge or its pleasures. Who would wish to escape?It is the start of the millennium and two ''lads'' from South-East London are trapped in Lisbon among people and experiences set to push them to the limits. Attempting to lie low after a fateful night back home, the friends find themselves navigating an unfamiliar and unnerving new reality.A crime novel inspired by a real-life incident, and distinguished by its sensitivity to subtleties of language and dialogue, Along the River Run is a story of guilt and retribution played out amid the streets, sounds and sights of this bewitching city.Just as the undercurrents of Lisbon''s Tagus are ever present, so the literary undercurrents of the capital as written by Pessoa, Saramago or Sa-Carneiro are there to enrich and pervade the evolving narrative. The novel follows the author''s much-praised earlier book on Lisbon, a cultural exploration in a ''Cities of the Imagination'' series, setting up authoritative background research for this haunting story of psychological destruction.