My half-century saturated in semiotics: A spiralling confessional

My half-century saturated in semiotics: A spiralling confessional

May 5, 1983

Minutes from the May 5, 1983, meeting of the University Senate. 28 page

May 7, 1964

Minutes from the May 7, 1964, meeting of the University Senate. 20 page

May 6, 1982

Minutes from the May 6, 1982, meeting of the University Senate. 33 page

CCU Newsletter, October 10, 2005

A newsletter for faculty, staff and friends of Coastal Carolina University. Volume 15, Number 17https://digitalcommons.coastal.edu/ccu-newsletter/1118/thumbnail.jp

May 1, 1986

Minutes from the May 1, 1986, meeting of the University Senate. 47 page

A Two-Stage Approach to Civil Conflict: Contested Incompatibilities and Armed Violence

We present a two-stage approach to civil conflict analysis. Unlike conventional approaches that focus only on armed conflict and treat all other cases as “at peace”, we first distinguish cases with and without contested incompatibilities (Stage 1) and then whether or not contested incompatibilities escalate to armed conflict (Stage 2). This allows us to isolate factors that contribute to conflict origination (onset of incompatibilities) and factors that promote conflict militarization (onset of armed violence). Using new data on incompatibilities and armed conflict, we replicate and extend three prior studies of violent civil conflict, reformulated as a two-stage process, considering a number of different estimation procedures and potential selection problems. We find that the group-based horizontal political inequalities highlighted in research on violent civil conflict clearly influence conflict origination but have no clear effect on militarization, whereas other features emphasized as shaping the risk of civil war, such as refugee flows and soft state power, strongly influence militarization but not incompatibilities. We posit that a two-stage approach to conflict analysis can help advance theories of civil conflict, assess alternative mechanisms through which explanatory variables are thought to influence conflict, and guide new data collection efforts

The Advocate, September 1, 2005

https://red.mnstate.edu/advocate/1084/thumbnail.jp

Tactile Interfaces: Epistemic Techne in Information Design

This dissertation is a study of the rhetorical concept of techne and how it might inform the field of Information Design, specifically in an Instructional Design space. I argue that current models of Information Design draw insights from (a) the scientistic models that emphasize rational and universal reach (b) the craft tradition that places emphasis on mechanistic acquisition of the right skills and (c) an interpretive rhetorical model. These perspectives dominate the Instructional Design paradigm, rendering systems-based design processes that at times eschew designing in favor of organizing. I suggest that the discipline requires a remediated epistemic techne shaped by models proper to the crafts and broadened to physical embodiment and sculpting physical knowledge. This enhanced model emerging from practices in sculpture and enhanced by participatory/meta form of design is epistemic techne, given that the philosophy of techne is a high form of practical reasoning whose adaptation to Instructional Design is knowledge in making. Because the literature of Information Design is vast and still emerging, my analysis emphasizes the dominant perspectives. The challenge posed by both the histories of techne and of Information Design is that of a series of rhetorical paradigms that have at once prescribed and defined these concepts. What we see emerging, and certainly, what I wish to put forth, is a genuine ethos of expertise amenable to changing strategies of Information Design demonstrative of an epistemic techne