Using the Co-design Process to Build Non-designer Ability in Making Visual Thinking Tools

This research is a case study of using co-design as a way of assisting the capacity building process for an Indianapolis-based community organizer. The community organizer seeks to develop a visual thinking tool for enhancing her engagement with community participants. Community organizers face a wide array of complicated challenges, addressing these kinds of challenges and social issues calls for innovative and inclusive approaches to community problem solving. The author hopes this case study will showcase itself as an example of leveraging design thinking and visual thinking to support and equip more first-line workers who are non-designers to do their community jobs with a more creative problem-solving approach

A cinematographic display of observations of low-energy proton and electron spectra in the terrestrial magnetosphere Progress report, Nov. 1967

Cinematographic display of observations of low energy proton and electron spectra in terrestrial magnetospher

Frequency analysis of cytolytic T lymphocyte precursors (CTL-P) generated in vivo during lethal rabies infection of mice. II. Rabies virus genus specificity of CTL-P

Cytolytic T lymphocyte precursors (CTL-P) were sensitized in vivo by intraplantar infection of C57BL/6 mice with a lethal dose of rabies virus, strain ERA (ERA). As a result of sensitization CTL-P matured to interleukin-receptive CTL-P (IL-CTL-P) that could be expanded in vitro to Thy-1+, Lyt-2+ CTL clones in the presence of IL without subjection to antigen-driven selection. After infection with ERA, IL-CTL-P-derived CTL lysed fibroblasts infected with rabies virus but not those infected with another rhabdovirus, the vesicular stomatitis virus. These CTL, however, did not discriminate between fibroblasts infected with the serologically closely related laboratory strains of classic rabies virus, ERA and HEP-Flury, and the serologically distinct rabies-related African isolate Mokola. This finding implies that in vivo sensitized IL-CTL-P recognize common genus-specific determinants expressed on cells infected with members of the lyssavirus genus

Commitment and Temporal Mediation in Korsgaard\u27s Self-Constitution

In Self-Constitution Christine Korsgaard argues that our reasons are public. What she means by this is that if a rational agent has a reason to perform some action, it is a reason that has normative force for everyone who is a rational agent. Korsgaard also argues in Self-Constitution that when we will a course of action, we must do so in the form of a determinate commitment. Doing so requires determining some reasons to be bad reasons to opt out of the course of action that we will. Finally, Korsgaard claims that the selves occupying our own body at different times are distinct agents unless their wills are unified. In this paper, I will argue that Korsgaard\u27s views about diachronic identity produce tensions between her claims that reasons are public and that volition involves determinate commitment. If reasons are public, then my future self\u27s reasons whatever they may be cannot be preemptively dismissed as bad reasons. Yet, in order to commit ourselves to a determinate course of action through our wills, Korsgaard claims that this is precisely what we must do. The only way for Korsgaard to resolve this conflict between her claims is to argue that the form of commitment she describes is a necessary form of mediation between the reasons of agents occupying the same body at different times. I will consider an argument that mediating in this manner is necessary for the efficacious pursuit of our ends, and therefore required by the constitutive features of agency. I will show that this argument is unsuccessful in establishing that such a strategy of diachronic coordination is required to pursue our ends and that, further, such a strategy will impinge upon autonomy of agents subject to it since it allows the deliberating self to arbitrarily establish restrictions on the reasons its future self might be motivated by

The Final Cut: How SAG\u27s Failed Negotiations with Talent Agents Left the Contractual Rights of Rank-and-File Actors on the Cutting Room Floor

The following article will explore the impact SAG, talent agents, and lawmakers each have on the contractual rights of rank-and-file actors in light of the termination of Rule 16(g). Section II discusses actors\u27 prior contractual rights under the collective bargaining agreement and how failed negotiations with talent agents left actors vulnerable to unfair contracts. Section III explores the new standard agency contract utilized by agents and the resulting legal implications for actors. Section IV details and evaluates the substance of the TAA, one of the few remaining legal protections for actors. Section V exposes the shortcomings of the TAA and SAG and poses possible explanations for the current state of affairs in agency relations. Finally, potential solutions will be presented

American Indian Artist Angel DeCora: Aesthetics, Power, and Transcultural Pedagogy in the Progressive Era

This study looks at Angel DeCora, Winnebago artist and teacher (1871-1918) with regard to her visionary influence as an Indian school art teacher. By exploring interactions among DeCora, policy makers, and American Indians, this chronological study addresses: how DeCora\u27s Indian arts curriculum and aesthetics influenced her American Indian students at Carlisle; how DeCora used elements of her Winnebago culture, the Pan-Indian culture, and the Euro-American viewpoints to serve her purposes as an arts educator and activist; and what her aesthetic motivations were as embodied by her art, curriculum design, and students\u27 work. Educated on the Winnebago Reservation in Nebraska until age12, she was taken to Hampton Normal and Agricultural Institute, Virginia\u27s Freedman Bureau School also serving American Indians. She attended Smith College, studied at Drexel Institute becoming a professional artist before accepting her position as Director of Native Industries at Carlisle Indian Industrial School. The military barracks at Carlisle, Pennsylvania, 1879 -1918, housed the first federally funded, off-reservation, secular, Indian Boarding School. Carlisle\u27s military structure and vocational curriculum influenced non-reservation boarding schools during the Assimilation era. Assimilationist Indian boarding schools coerced students in strict regimented methods to learn the English language, writing, culture, and vocations. Investigating this history is vital to understanding the two-way influence of Native American and Euro-American worldviews represented in art. The sample student studies represent visual expressions of values and culture specific to the era. Images created under DeCora\u27s tutelage show cultural resilience and relationships between Indian teacher and student. Topics specific to her curriculum are revealed for the first time through student work. By validating female leadership as Director, she mirrored the shared gender roles in many Native cultures. DeCora affirmed the depth of student potential and cultural heritage while refuting the racial deficit model. She promoted expression of Native worldviews by emphasizing the unique contributions of Native arts. She foreshadowed postmodern, pluralistic rhetoric by elevating decorative design over the tenets of Western illusion asserting the holistic framework of Native aesthetics. DeCora used the cultural empowerment potential of art education within her pedagogy to strengthen cultural ties and create a small space for students to thrive