What the Unglamorous Side of Study Abroad Taught Me

I’ve been gallivanting around this beautiful planet posing as a study abroad student taking classes and writing papers for the past academic year, one semester in England and one in Argentina (where I still am) and, just like all the brochures, promotions, and panels of study abroad survivors say, it has been absolutely chock-full of amazing experiences, people, places, foods—I think “transformative” is the proper term. But transformative can mean many things. It doesn’t just mean that you “find yourself” or “change your life”—it means you see the less glamorous stuff about yourself, too. [excerpt

Fearless: Sexual Assault Survivors

TRIGGER WARNING! Raped, abused, molested, assaulted. Every other day on this campus. Grabbed, touched, hit, down. Not a person. Skirt going down, shirt coming up. Led behind locked doors, poured another drink. “Not sure if it counted as assault.” Every. other. day. [excerpt

Fearless: Kaleigh Sosa

Fearlessly organizing events on campus addressing issues of sexual assault, serving the campus community by raising awareness of gender, bias, and violence issues, and helping first-years and sophomores as part of Residence Life staff, Kaleigh Sosa ’14 passionately leads her peers toward understanding. [excerpt

Multiple perspectives of design thinking in business education

Business education leaders have expressed interest in learning more about design and design thinking and their contributions to better problem framing, problem solving and to generating new solutions. Many business schools have engaged in educational programs with students from multiple disciplines, applying design thinking to business problems around workplace issues. This paper investigates a range of educational programs that teach design thinking to students in business education, at undergraduate and postgraduate levels around the world. We identify four patterns of program delivery that are emerging: human-centered design, integrative thinking, design management and design as strategy and discuss contributions from each. We expect that these four patterns of program delivery will continue and predict an increasing focus on programs around design as strategy in the near future

Race salience in defense attorney opening and closing statements: The effects of ambiguity and juror attitudes

Two studies were conducted to evaluate if making a defendant\u27s race salient in defense attorneys\u27 opening and closing statements would reduce White juror racial bias towards a Black defendant when evidence against the defendant was strong (Study 1) or weak (Study 2). In Study 1, making race salient did reduce guilty verdicts against the Black defendant. In addition, more racist jurors were more likely to find the Black defendant guilty only when race was not made salient. In Study 2, making a defendant\u27s race salient did not affect White jurors verdicts. Further, in Study 2 participants with more positive views towards Blacks and who were more motivated to not appear prejudiced were more likely to find the defendant guilty regardless of the defendant\u27s race. These results suggested that attitudes were better predictors of juror verdicts when the case against the defendant was weak rather than strong

Biographical Notes on Margarete Gütschow (1871–1951) and the Role of Early Twentieth-Century Women Archaeologists

Margarete Gütschow is not well-known in the history of archaeology, but she should be included among the first women who played a prominent role in the development of the discipline. Gütschow's life story, found partly within her correspondence, has allowed us to understand the personality and the role of this scholar as part of the German Archaeological Institute in Rome, where she worked for many years, most notably as an assistant of Gerhart Rodenwaldt. Gütschow's case is quite unique for her time, she was born in 1871 and she could only enter university at a more mature age than men in her field. The social situation in Germany, her family expectations, and her late education, are very interesting angles by which we can investigate Gütschow's choices, which led her to look for a position in a predominantly-male scientific field. She led a successful career, and had received the title "Ordinary Member of German Archaeological Institute" by 1935

Revealing the nature of interaction between designers and physical and virtual artifacts to support design reflection and discovery

This thesis aims at developing a better understanding of the design process and the tools required to support it. Specifically it focuses on the early or conceptual stages of the industrial design process and the role of emerging technology based artifacts in supporting this activity. The starting point for this thesis is that industrial design focuses on discovery of new knowledge and that this process of discovery is reflective in nature. Further designers make use of artifacts throughout the design process to support them in this discovery and their reflection. To reveal the role of artifacts in this process, a study of the interaction between designers and their artifacts has been undertaken. To intensify these relationships this thesis has focused on design review activity undertaken in the early stages of industrial design process. Two ethnographic case studies were conducted which allowed for teams of final year industrial design students to be observed during a conceptual design review. The first case study focused on the student designers interacting with traditional artifacts such as sketches, form studies and illustrations as part of the design review session. In the second case study, the student designers made use of low fidelity digital models which were displayed in a highly immersive virtual reality environment to support the design review. Both case studies captured a time slice of a larger design project which the students were undertaking as part of their university studies. The design project focused on the redesign of a consumer product where the students were required to innovate on an existing design based on a number of technology and market constraints. The design review session which formed the basis of the case study was part of a weekly design critique which required the students to bring to the class all of their design development progress. Students were offered an additional review session which was held in a virtual reality facility to supplement their weekly design review session which formed the basis of the second case study. The objective of the review sessions were for the designers to discuss their progress, identify where they were having difficulty, be challenged on design decision and develop a shared understanding of their direction with the class. The case study approach has allowed for an authentic in situ account of how designers make use of artifacts within the early stages of an industrial design process. It has allowed for a comparison between traditional and technology based artifacts and has revealed how they impact on the nature of discovery and reflection. Through a detailed qualitative analysis of the video data which was captured from the case studies, this thesis makes a number of substantial contributions to the current knowledge gaps on the role of artifacts and to our understanding of this phase of design activity. It substantiates conceptual design activity as a reflective process allowing for new discoveries to be made by representing our existing knowledge and understandings in artifacts which can be reflected upon and extended to create new meaning and innovation. From this grounded perspective it has enabled further understandings into the role of the artifact in supporting the design activity. Artifacts are seen as critical in supporting early stage design activity. However it is the nature of the interaction between the designers and their artifacts within the different settings which have been revealed through this research which is of significance. The affordances of the different artifacts have been shown to alter how the students situate their activity and modify their actions within a design review. page 5 of 171 Further designers are required to make use of additional resources such as gestures and rich design language to supplement their design engagement; and they are required to adapt to the environment where the review is being undertaken to ensure that the objective of the design review can be achieved. This thesis makes its primary contribution in outlining the differences between the various types of artifacts and how they can be used to positively support early stage design activity. It is recommended that both traditional and virtual artifacts have a role in supporting activity, but future approaches should consider them as complimentary and consider ways in which they can be merged. The significance of the research is three fold. Firstly, from a pedagogical perspective, within an educational or practiced based setting, it provides a framework to consider the use of emerging technology based artifacts to support early stage design activity. Secondly, from a technology development perspective the grounded observation in authentic experience of design activity, it provides the foundation to inspire and develop new interfaces to support designer interactions with artifacts. Finally, it makes a substantial contribution to the growing body of design research substantiating and revealing new understanding between designers and their artifacts to support early stage design activity

Violent video game exposure and physical aggression in adolescence: Tests of the General Aggression Model

The General Aggression Model indicates that long term exposure to violent video games increases aggression by altering players\u27 aggressive personality (Anderson & Bushman, 2002). In this dissertation, cross-sectional and longitudinal tests of this mediated relation were conducted to determine if violent video game exposure had a direct effect on physical aggression as well as a direct effect via pathways through trait aggression (Buss & Perry, 1992) and normative status (Cohn & White, 1990). A category-based scale assessing violent video game exposure (Trinkner, Bucolo, Cohn, Rebellon, & Van Gundy, 2009) was used as the independent variable and a self-report measure of physical aggression (Wolpin, 1983) was used for the dependent variable. Cross-sectional analyses found that violent video game exposure directly predicted physical aggression. Further, both trait aggression and normative status were partial mediators of this relationship. Moderator analyses found that these associations were similar for both middle school and high school students. Longitudinal tests of this mediated relation provided different results. Over an 18 month period, violent video game exposure directly predicted increased physical aggression. Neither trait aggression nor normative status mediated this association. Further, moderator analyses revealed that exposure to violent video games was a significant predictor of future physical aggression among middle school students, but this variable did not predict future physical aggression for high school students. While these findings did not support all the predictions of the General Aggression Model (Anderson & Bushman, 2002), they indicate that violent video game exposure is associated with increased physical aggression in the real world. Further, exposure to violent video games appears only to have serious long term effects on younger players when compared to older players. These findings suggest that regulation aimed at reducing the negative effects of violent video games should be targeted toward younger players. Creating laws requiring personal identification to purchase violent video games and increased parental involvement in adolescents\u27 video game exposure may reduce some of these negative effects