Spartan Daily September 19, 2018

Volume 151, Issue 13https://scholarworks.sjsu.edu/spartan_daily_2018/1055/thumbnail.jp

The Resurgence of Tribal Courts: A Tribal Judge's Perspective

A full transcript is included with this record, and includes case citations. Transcript prepared by Melissa S. Green, Justice Center, University of Alaska Anchorage.Judge David Voluck is an attorney in Sitka, Alaska, and in 2008 was appointed chief judge of the Sitka Tribal Court. He also serves as magistrate judge for the Central Council of the Tlingit and Haida Indian Tribes and is presiding judge pro tem for the Aleut Community of St. Paul Island tribal government. He is introduced here by Dr. Ryan Fortson of the UAA Justice Center. In this podcast Judge Voluck presents a context for tribal courts and Native law, outlines the development of Indian law in the United States, and discusses tribal sovereignty and the role of tribal courts in Alaska. This presentation was recorded on Monday, November 18th, 2013 at the University of Alaska Anchorage/Alaska Pacific University Consortium Library on the UAA campus.Welcome and Introduction / MAIN PRESENTATION / Why is any of this important? / Divine Rights / Foundations of United States Indian Law / Fundamentals of the Marshall Trilogy / Aboriginal rights in Alaska / Post-ANCSA Tribal Sovereignty in Alaska / Post-ANCSA ‘Indian Country’ in Alaska / State of Alaska’s Historical Hostility Toward Tribal Sovereignty / Renaissance for Tribal Sovereignty in Alaska / The Tide Continues / Turn About Continues / Except for In Alaska / QUESTIONS & ANSWERS / Contrasts between tribal courts and Alaska state courts / ANCSA corporations as Native entities / Tribal land acknowledgement / “Integration” under ANCSA; land into trust / “Why haven’t I heard of tribal court in Alaska before?” / Do tribal courts write opinions? / The Major Crimes Act / Circle justice, restorative justice / Intergenerational trauma / Tribal jurisdiction and overlapping jurisdictions / Lawyers in tribal court

The Capaciousness of No: Affective Refusals as Literacy Practices

© 2020 The Authors. Reading Research Quarterly published by Wiley Periodicals, Inc. on behalf of International Literacy Association The authors considered the capacious feeling that emerges from saying no to literacy practices, and the affective potential of saying no as a literacy practice. The authors highlight the affective possibilities of saying no to normative understandings of literacy, thinking with a series of vignettes in which children, young people, and teachers refused literacy practices in different ways. The authors use the term capacious to signal possibilities that are as yet unthought: a sense of broadening and opening out through enacting no. The authors examined how attention to affect ruptures humanist logics that inform normative approaches to literacy. Through attention to nonconscious, noncognitive, and transindividual bodily forces and capacities, affect deprivileges the human as the sole agent in an interaction, thus disrupting measurements of who counts as a literate subject and what counts as a literacy event. No is an affective moment. It can signal a pushback, an absence, or a silence. As a theoretical and methodological way of thinking/feeling with literacy, affect proposes problems rather than solutions, countering solution-focused research in which the resistance is to be overcome, co-opted, or solved. Affect operates as a crack or a chink, a tiny ripple, a barely perceivable gesture, that can persist and, in doing so, hold open the possibility for alternative futures

Sense of Place in the Anthropocene: A students-teaching-students course

Contemporary environmental education is tasked with the acknowledgement of the Anthropocene - an informal but ubiquitous term for the current geological epoch which arose from anthropogenic changes to the Earth system - and its accompanying socio-ecological implications. Sense of Place can be a hybridized tool of personal agency and global awareness for this task. Through the creation, execution and reflection of a 14-student students-teaching-students (STS) course at the University of Vermont in the Spring of 2019, Giannina Gaspero-Beckstrom and Ella Mighell aimed to facilitate a peer-to-peer learning environment that addressed sense of place, social justice and community engagement. The students-teaching-students framework is an alternative educational approach that supports the values and practices of the University of Vermont’s Environmental Program, as well as an intentional breakdown of the hierarchical knowledge paradigm. Using alternative pedagogies (predominately critical and place-based), we attempted to facilitate meaningful learning through creative expression, experiential education, community dialogue and personal reflection. Our intention with this was to encourage awareness and action

Nietzsche on identity

I gather and constructively criticize Nietzsche’s writings on identity. Nietzsche treats identity as a logical fiction. He denies that there are any enduring things (no substances); he denies that there are any indiscernible things in any respect (no universals, no bare particulars). For Nietzsche, the world consists of durationless events bearing non-universal properties and standing to one another in non-universal relations. Events are bundles of tropes. Nietzsche even denies self-identity. His events are self-differing trope-bundles. I link Nietzsche’s denial of self-identity with modern treatments of paradox

Volume 12, Number 5 - March 1932

Volume 12, Number 5 – March 1932. 26 pages including covers and advertisements. Who\u27s Who in the Alembic Cox, John F. Friend of New Ireland McDonough, John Alcaics for March LaCroix, John Good Friday Shunney, Walter J. Tax Gathering Murray, Herbert Skyscrapers Meister, Joseph L. Complex - A Story Tiernet, Thomas F. Music and Metaphysics Shunney, Walter J. \u27Babelon\u27 - A Playlet Editorials Cleary, John J. Individualism and the Depression Olla Podrida - A Collection of Essays Haylon, William D. Checkerboard Tebbetts, George Athletic