Lighter than air: A look at the past, a look at the possibilities

A brief history of the flight by LTA including the development of the zeppelin is presented. Safety and economy are discussed along with power requirements and production techniques. The problem of ground handling facilities for very large airships are briefly mentioned

Applying Products Liability Law To Facebook’s Platform and Algorithms: Addiction, Radicalization, and Real-World Harm

Facebook has become central to the lives of millions of Americans. As of 2021, 69% of U.S. adults use Facebook. Among those U.S. adults who use Facebook, roughly 70% visit Facebook at least once a day. Moreover, as of 2020, 36% of U.S. adults receive their news through Facebook. That means roughly 60 million U.S. adults receive their news through Facebook each day. Facebook’s impact on American society cannot be overstated when viewed through such a lens. Thus, it is important to ensure Facebook responsibly designs its products: its platform and its algorithms

Spasm Rag

Title inside black framehttps://scholarsjunction.msstate.edu/cht-sheet-music/13968/thumbnail.jp

“Who All Gon Be There?”: On Blackness, Transness, and K-12 Pedagogies for [Black] Trans Futures

Grounded in trans-of-color critique and Black trans studies, this theoretical meditation reckons with the impossibility of Black trans safety, recognition, and futurity within our U.S. K-12 educational landscape. Situated in a “post-Transgender Tipping Point” sociopolitical landscape, I explore how these limitations contribute to Black trans youth’s disparate experiences in today’s schools, particularly with attention to the [in]effectiveness of existing queer and trans pedagogies. In an attempt to locate what is deemed possible for Black trans youth in imagined educational futures, I discuss trends within select K-12 trans pedagogical scholarship through which I explore questions related to authorship, reflexivity, and intersectional approaches to understanding transness. In this, I interrogate the impact of power and privilege on what (and who) is possible in our pedagogies and futures