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Constructing the Enemy: How US Media Framed the USSR in the 1980s
Tyler Buchanan, Constructing the Enemy: How US Media Framed the USSR in the 1980s. This paper examines the presentation of media in the United States on American citizens through an analysis of the use of commercials and advertisements,. Ultimately, the media in the United States from the 1980s reveal a clear and apparent message the US media portrays the USSR to instill fear into the average American citizen. The 1980s was a hotbed for the ideological and political rivalry between the United States and the USSR during the Cold War. The United States sought to promote democracy and capitalism, while the Soviets and the Eastern Bloc promoted communism. This paper expands a niche field that many Americans know and feel today but has been previously neglected by historians. This field was neglected because the 1980s is still in recent years and historians are just starting to look back and see it has historical context. Furthermore, while some may perceive this thesis as redundant due to the ongoing relevance of public perceptions of the Soviet Union during that era, it is precisely this enduring significance that underscores the necessity of a nuanced historical examination
Cramped, Narrow, and Overfilled: What Drove the Renovation of Rochester’s Can of Worms in March 1989
Constructed in the 1960s and rebuilt in the 1980s, the I-490 Interchange situated east of Rochester, New York was a source of constant controversy by the motorists who used the freeway to journey from the suburbs where they lived to the downtown districts where they worked. This infamous interchange became known to Rochesterarians as “the Can of Worms” because of its winding ramps and narrow roads that would often leave those who traversed it confused and at the mercy of other drivers if they had not already experienced its design. To explain why this freeway was so terrible to drive on, those who’ve driven directly on its roads and voiced their dismay have been included in this paper, from newspaper articles before and after the time of the Can of Worms’ existence to blog posts and comments from modern websites, including photographs of the extent of the freeway and even a satire of the Can of Worms printed in a contemporary newspaper. Outside of these first hand accounts of drivers of this freeway, reports and simulations conducted by engineers and Department of Transportation officials have also been included in this paper to provide logistical and structural information on the design of the freeway and how it contributed to its disdain. All of these attestations, testimonies, and reports taken into account and consideration, the Can of Worms was a freeway that was generally unsafe and uninviting to the general public in the 1980s and contributed to an atmosphere of distrust towards the Department of Transportation to the extent that efforts to reform and reconstruct the freeway in the 1980s was resisted
Applied Art Thinking Workshop
ABSTRACT OF PROJECT
Applied Art Thinking Workshop
This is an action research project, testing my hypothesis that art thinking techniques can be used to develop creative-thinking skills. I implemented two workshops to test my idea of using art, and in this case drawing, to help people develop creative-thinking skills. The first workshop was virtual, intended as a pilot to resolve any process issues. The second workshop was in-person as a part of the CREA Conference in Italy.
Prior to discussing the outcomes and key learnings of the workshops I spend a big portion of this paper explaining the three key areas of inquiry which inform my workshop design: art education research, art thinking, and drawing as a thinking tool. The conceptual framework of my workshop design is that creative-thinking skills are developed while practicing drawing techniques and that drawing is a thinking tool. The intent of my workshop design is to help people define problems in a deeper, more meaningful way to identify the right problem before jumping to a solution. This refers to the first phase of the creative problem-solving process.
Both workshops were successful in achieving my intended learning outcome. All participants saw a problem in a different way, and some experienced “aha” moments. There are a few key lessons I learned along the way, detailed in this paper, that I plan to apply in a Ph.D. art education research program
Hester Lynch Piozzi (Mrs. Thrale) (1741-1821) An Annotated Bibliography of her Published Works together with Biography, Criticism, and Appearances in Fiction
There is no such field as “Piozzi Studies”—at least, not yet. For 250 years, scholarship on Hester Lynch Piozzi (Mrs. Thrale) has been desultory at best and at worst non-existent. Scholars who first undertook to analyze her life or edit her works were generally interested only in her relations with Samuel Johnson and James Boswell. Once feminist scholars began to champion the Bluestocking Circle, of which Mrs. Thrale was a peripheral member, Piozzi’s life and writings came to be taken more seriously. A significant milestone was reached in 2021 with the conference Celebrating Hester Thrale Piozzi (1741–1821). Still, while Piozzi has been the subject of three excellent biographies since 1940, there is no book-length analysis of her diverse and remarkable writing. Such scholarship as exists is broadly scattered among academic journals and collections.
This bibliography offers a comprehensive listing of published works by and about Piozzi, supplying a brief description of the argument of each essay or book and often a comment on its value to scholars. It is a work in progress that will be updated each January. Addresses of works available online will be added. Apart from dissertations and translations of HLP’s works into Italian and German, this bibliography includes only books and articles that I have read.
Advice and corrections are welcome, as is information about works on Piozzi not yet included
The Infinite Design of Creative Self-Leadership
The purpose of my Master’s of Science in Creativity and Change Leadership Project is to develop a Scope and Sequence for a Creative Self-Leadership course, providing participants with a structured framework for intentional personal growth and leadership development. The Infinite Design of Creative Self-Leadership serves as an individualized framework for influencing our human experience deliberately. Throughout this project, the core idea remains consistent: to teach creativity as a transferable skill with applications beyond traditional educational settings. The culmination of this endeavor will result in a comprehensive Scope & Sequence for The Infinite Design Creative Self-Leadership Course, offering participants a solid foundation for their ongoing journey in self-leadership. This structured approach ensures a dynamic and participant-focused learning experience, empowering individuals to cultivate creativity and leadership skills in various aspects of their lives
Catching up to Yesterday: An argument for a practical application of creativity for inspiring change from a content-based course delivery to a 21st-century skills-based delivery
This project is a creative vision for how college-level courses could be changed to deliver the most important skills students need in the 21st century—moving toward an essential employability skills-based delivery process while training vocational (content) skills. Technology is outpacing humans\u27 ability to adapt and adopt to it, making it increasingly difficult to keep pace with technological change. This has wide-ranging effects on each of us – productively, emotionally, and perhaps physically. Colleges are at the forefront of educating citizens about the working world to improve their productivity, incomes and their sense of intrinsic motivation. However, these same colleges are finding decreasing levels of self-motivation, increasing recidivism and attrition rates, and higher levels of anxiety, both with students and other stakeholders.
While we cannot change the rate of technological change, we can change the rate at which we adapt and adopt to it, and this is the foundation of this project—to suggest a relatively simple adjustment within the classroom: We become more focused on employability skills and use content as the medium to teach these skills.
I hope this project may inspire current and future faculty to reconsider their approach to teaching within the classroom and perhaps motivate some institutions to consider the process worthy of a deeper investigation into innovative course delivery
Intra and interspecific competition via allelopathy among native and non-native plants
Invasive non- native species success often is attributed to their competitive superiority, potentially through allelochemical inhibition (allelopathy) of native species, as suggested by the novel weapons hypothesis. However, it is also possible that non- native species are able to be successful through decreased intraspecific competition. Decreased intraspecific competition could be attributed to a lack of genetic variation creating less variable allelopathic effects. I predict that if non- native species follow the novel weapons hypothesis, their allelochemicals will restrict more biomass and give them a competitive edge compared to native species. Additionally, I predict that if non- native species have lower intraspecific genetic variation, non- native species will have less variation of allelopathic effects than natives. Furthermore, if non- native plant invasion is driven by allelopathy, I expect greater inhibitory effects of non- native than native plants. I conducted a greenhouse experiment to compare the competitive allelopathy of the non- native and native plants. This experiment involved assessing the restricted growth of non- native and native plant pairs (shrub or tree) in both intra- and inter-specific competition, with allelochemical extracts applied. Additionally, I conducted a laboratory bioassay experiment to evaluate the variability of allelopathic effects on model seed germination and growth using field- collected non- native and native leaf samples. My results showed little evidence that non- native invasive plants in Western New York possess particular novel or stronger allelopathic effects compared to native plants. Allelopathic effects did not vary based on invasive status, and non- native allelochemicals did not inhibit model seeds more than native allelochemicals. These findings suggest that native allelochemicals could be just as prominent as those from non- native species
An Examination of the Visual and Textual Influences on the Anthology of American Folk Music
The Anthology of American Folk Music is a collection of eight-four selections of southern vernacular recordings made for commercial record labels in the 1920s and 1930s and assembled into a unified collage by Harry Smith. Smith was an experimental filmmaker, painter, and self-taught anthropologist with a deep interest in renaissance hermeticism and mysticism who worked with Moe Asch in 1952 to release the six-record set and accompanying handbook on Folkways Records. The release was heralded by musicians and critics as an essential piece of influence on the folk music revival. Despite this, the Anthology sold poorly and quickly faced legal troubles for its unique interpretation of copyright law, making its ascent into a position of canonical significance puzzling. The work at hand establishes a partial biography of Smith as it relates to the assemblage and creation of the Anthology with particular attention to the visual and textual influences Smith brought to bear on his musical and cultural collage. Embedded in various avant-garde, literary, and occult circles alongside a deep study of mysticism and anthropology, Harry Smith wove together a patchwork of intellectual pursuits in his reimagining of the folk music tradition that was the Anthology. This work seeks to situate Smith within numerous currents while linking them to aspects of collage, particularly the renaissance cover art, detailed thematic index of correspondences within the handbook, and references to occult philosophers, renaissance alchemists, and founders of modern anthropology
Um Autoestudo do uso de Inteligência Artificial Generativa para Apoiar as Tarefas dos Líderes Escolares
O uso de ferramentas como o ChatGPT e outros Large Language Models (LLM) tem se mostrado um desafio no mundo da educação. Enquanto os professores estavam inicialmente preocupados com a possibilidade de trapaça e como impedir que os alunos usassem as ferramentas, que ocupavam a maior parte do tempo gasto nas escolas ao discutir essas questões, agora está claro que a Inteligência Artificial Generativa (IA) faz parte do mundo em muitas áreas diferentes. Muito se discutiu nos 2 anos em que essa ferramenta se tornou disponível para educadores, mas muito pouco se discutiu sobre como essas ferramentas podem auxiliar o trabalho dos líderes educacionais. Este artigo é uma pesquisa de autoestudo sobre o uso de IA por um diretor de escola para recuperar tempo para se concentrar nas interações humanas no ambiente escolar. O foco está no uso da IA em uma das tarefas mais desafiadoras, mas comuns, em um ambiente escolar do ponto de vista de um administrador, que é a comunicação com as partes interessadas da escola. A comunicação escrita é um desafio de muitas perspectivas diferentes, da forma ao conteúdo. O uso da IA pode auxiliar na comunicação, liberando carga cognitiva e acelerando o processo de feedback para a melhoria dos textos, para que a comunicação aconteça de forma mais rápida e eficiente em um ambiente escolar. O foco do estudo é a educação K-12, que apresenta desafios únicos que são diferentes do Ensino Superior