The Drone Games, 47 J. Marshall L. Rev. 1507 (2014)

This Comment focuses on the Executive’s power to target American citizens who are believed to be terrorists abroad and the due process implications of such attacks. Part II provides background information pertaining to the ris

Individuals with TBI: Language Processing and Pragmatic Considerations

Individuals with Traumatic Brain Injury (TBI) often present with some degree of compromised language processing (LP). This may impact the rate and accuracy individuals with TBI process language which can lead to pragmatic concerns. This presentation will focus on how each end of LP may impact components of pragmatic language, including but not limited to topic maintenance, turn-taking abilities, relevancy of response, and listening skills. Pragmatic deficits (PD) may impact the ability to create and sustain human connection or participate in vocational settings resulting in negative impacts on quality of life. Although behaviors of accelerated LP may overlap with executive functioning (EF) deficits, embodying a conversation-based treatment approach may be more functional, applicable, and generalizable. Assessment of the relationship between compromised LP and PD may help to create specific, functional goals to address in speech-language therapy within TBI populations to improve treatment outcomes. Learner Outcomes: At the cumulation of this session, participants will be able to: Identify relationship between delayed language processing and slowed response time on conversation-based language use. Identify relationship between accelerated language processing and heightened response time on conversation-based language use. Utilize findings to create specific, functional language goals for TBI populations with compromised language processing.https://griffinshare.fontbonne.edu/slp-posters-2023/1020/thumbnail.jp

The Incorporated Hornist: Instruments, Embodiment, and the Performance of Music

Roland Barthes famously described the “grain” as “the body in the voice as it sings, the hand as it writes, the limb as it performs.” Stated simply, this project asks What is the body in the horn as it sounds? Instrumentality is typically understood as extension and expression beyond the boundaries of the body; brass instrument musicking, however, begins not where the sound emerges from the bell, but at the very least at the meeting point of the player’s breath, the surfaces of the body, and the tube of the instrument. This project of instrumental incorporation understands music as a place where bodies technological and corporeal, real and conjectural meet. Using perspectives from critical organology, embodiment, disability studies, voice studies, and performance-based approaches, I examine the technologies and techniques of bodies and instruments in four case studies in the hornist\u27s repertoire: Beethoven’s Eroica Symphony; Brahms’s Trio for Piano, Violin, and Waldhorn; Messiaen’s “Appel interstellaire”; and Ligeti’s Trio. I propose that the sounding of this repertoire be understood as composing and re-composing intercorporeal encounters and articulations, weaving polyphonic connections between instrumental and bodily techniques and technologies, and revealing multiple and contingent voices at work when we make music

Viewing an Interdisciplinary Human-Centered Design Course as a Multiteam System: Perspectives on Cooperation and Information Sharing

Many design projects, including human-centered design (HCD) projects, incorporate multiple teams cooperating within what is referred to as a Multiteam System (MTS) environment. These teams mutually rely on resources and processes provided by other teams. As an MTS increases in complexity, knowledge is distributed to more individuals. While effectively distributed knowledge increases creativity and productivity, it is also can hinder team effectiveness. Team members may fail to exchange relevant information or to integrate pertinent information into reasoning for design decisions. Our research addresses information sharing among teams and individuals in HCD by examining interactions between and within the MTS (i.e., instructional team, novice designer or student team, and stakeholder team) in an interdisciplinary design course. Specifically, we used a thematic analysis of design reviews to investigate the influence of information requests toward the quality of the information exchanged, the influence of meeting structure and flow on design team interactions and meeting outcomes, and the influence of information sharing on cooperation within the HCD process. The findings align with previous studies about information sharing in a MTS and also contribute to a broad understanding of how an integrated interpretation of information sharing can influence a cooperative design process, such as HCD. Our analysis also suggests that designers must promote a cooperative decision-making process by eliciting open and unique information relevant to the design goals. Finally, design educators can support the development of novice engineers by improving their understanding of how to elicit information from, and share information, with other teams and stakeholders

The parietal lobe as an additional motor area. The motor effects of electrical stimulation and ablation of cortical areas 5 and 7 in monkeys

No Abstract.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/49965/1/901030306_ftp.pd

Positioning in an upper-level undergraduate mathematics course

This study examined classroom interactions in an upper-level undergraduate mathematics course in order to investigate how they can be seen as positioning students in relation to mathematics. Students’ experiences in undergraduate mathematics courses are often negative, yet few studies have focused their attention on what happens inside undergraduate mathematics classrooms, particularly for advanced-level courses in which proofs are the focus. This study took place over the course of a semester in one section of an Introduction to Analysis course. Thirty-six of the 40 class sessions were observed and audio-recorded, and detailed field notes were taken. Additionally, selected students were interviewed at the beginning, middle, and end of the semester about their experiences, and the professor was interviewed at the end of the semester. These data were analyzed qualitatively to support the creation of a narrative description of patterns of interactions over the course of the semester. One particular moment of mathematical disagreement between the professor and a student was examined closely to reveal the potential positioning of students in relation to mathematics. And patterns of commonly used phrases across the semester were analyzed as well, in order to reveal how the repeated use of language could potentially position students in relation to mathematics. This analysis of classroom interactions suggested that the use of a traditional lecture format in an advanced mathematics class offers few opportunities for students to develop positive relationships with mathematics. Institutional constraints made it hard for the professor to shift away from a typical lecture format that efficiently covered the necessary content. But within this traditional lecture format, there is possibility for variation. The professor was able to establish a relatively comfortable classroom environment and to engage students in different kinds of mathematically meaningful classroom interactions. Within these interactions, different resources were available that could potentially position students as doers of mathematics, including storylines about mathematics as a logical system and about the classroom as a shared space of mathematical work

Case studies to enhance online student evaluation: Central Queensland University – The big red button

Student feedback is imperative to the improvement of courses and teaching. As stated by Harvey, “to make an effective contribution to internal improvement processes, views of students need to be integrated into a regular and continuous cycle of analysis, reporting, action and feedback”(2003, p. 4). Thus students are critical stakeholders in course evaluations, and can act as a mechanism to providing meaningful feedback about their experience, leading to improvements in learning and teaching