The roots of black studies

The plight of the "desegregated Negro" serves as a perfect metaphor for the development of Black Studies in the United States. Histories of Black Studies often view its development as emerging from the Black Power Movement with no link to the Civil Rights Movement. Some of the new spaces, called Black Studies, began to challenge the legitimacy of the dominant culture. In the seven-year period from 1968 to 1975, over 500 academic units began offering a Bachelor's degree in Black Studies. The differences between white and black student activists are dramatically illustrated in events at the University of California at Berkeley. In April 1960, the Student Non-violent Coordinating Committee was born, significantly changing the modern Civil Rights Movement. When the students fought for Black Studies at colleges and universities across the country their purpose was the same as that of the teachers in the Freedom Schools

A Fully Convolutional Tri-branch Network (FCTN) for Domain Adaptation

A domain adaptation method for urban scene segmentation is proposed in this work. We develop a fully convolutional tri-branch network, where two branches assign pseudo labels to images in the unlabeled target domain while the third branch is trained with supervision based on images in the pseudo-labeled target domain. The re-labeling and re-training processes alternate. With this design, the tri-branch network learns target-specific discriminative representations progressively and, as a result, the cross-domain capability of the segmenter improves. We evaluate the proposed network on large-scale domain adaptation experiments using both synthetic (GTA) and real (Cityscapes) images. It is shown that our solution achieves the state-of-the-art performance and it outperforms previous methods by a significant margin.Comment: Accepted by ICASSP 201

Disrupt, Defy, and Demand: Movements Toward Multiculturalism at the University of Oregon, 1968-2015

This essay explores the history of activism among students of color at the University of Oregon from 1968 to 2015. These students sought to further democratize and diversify curriculum and student services through various means of reform. Beginning in 1968 with the Black Student Union’s demands and proposals for sweeping institutional reform, which included the proposal for a School of Black Studies, this research examines how the Black Student Union created a foundation for future activism among students of color in later decades. Coalitions of affinity groups in the 1990s continued this activist work and pressured the university administration and faculty to adopt a more culturally pluralistic curriculum. This essay also includes a brief examination of the state of Oregon’s and the city of Eugene, Oregon’s, history, and their well-documented history of racism and exclusion. This brief examination provides necessary historical context and illuminates how the University of Oregon’s sparse policies regarding race reflect the state’s historic lack of diversity

Systems in Play: Simon Nicholson\u27s Design 12 Course, University of California, Berkeley, 1966

In 1966, British artist, designer and educator Simon Nicholson (1934–1990) offered a lower division course, Design 12, at the College of Environmental Design, UC Berkeley. Controversially, Nicholson promoted play as the principal method of design and invited children to assess students’ projects on the Berkeley campus and in local schools, parks, playgrounds and hospitals. This article presents Design 12 as an important example of environmental design pedagogy in the USA, which uniquely attempted to synthesize British post-war constructivism with ‘design science’ and adventure play. The result was a course that placed play at the centre of design pedagogy, where it could combine intuition with systems building to promote ‘involved science’ and co-construction

A Tripartite Framework for Leadership Evaluation

The Tripartite Framework for Leadership Evaluation provides a comprehensive examination of the leadership evaluation landscape and makes key recommendations about how the field of leadership evaluation should proceed. The chief concern addressed by this working paper is the use of student outcome data as a measurement of leadership effectiveness. A second concern in our work with urban leaders is the absence or surface treatment of race and equity in nearly all evaluation instruments or processes. Finally, we call for an overhaul of the conventional cycle of inquiry, which is based largely on needs analysis and leader deficits, and incomplete use of evidence to support recurring short cycles within the larger yearly cycle of inquiry

Engineering at San Jose State University, Summer 2005

https://scholarworks.sjsu.edu/engr_news/1002/thumbnail.jp