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In episode 67, Through the Gates producers Abbie Gipson and Emily Miles look into Indiana University campus ghost stories and discuss their findings. Be sure to listen to this in conjunction with episode 65, where we talk to IU alum Kat Klockow about her book Haunted Hoosier Halls and other paranormal phenomena (Through-the-gates-at-iu – Ep-65-the-haunted-history-of-indiana-university-with-kat-klockow).
Internal Medicine Grand Rounds lecture delivered by David M. Oshinsky, PhD (Director, Division of Medical Humanities, New York University School of Medicine) on October 20, 2017.
In episode 66, we talk to Lee A. Feinstein, dean of IU's School of Global & International Studies and former US ambassador to Poland. Topics include Feinstein's career in foreign policy, hot spots such as North Korea and Iran, and his work in academia.
In episode 65, we chat with IU alum, writer, and paranormal enthusiast Kat Klockow about Indiana University's spooky stories and urban legends. Klockow is author of "Haunted Hoosier Halls: Indiana University" and "Ohio's Haunted Crime." Be sure to listen to this in conjunction with episode 67, where our producers examine more ghost stories related to the IU Bloomington campus (Through-the-gates-at-iu – Ep-67-breaking-down-indiana-university-campus-ghost-stories).
Since the presidency of Franklin Roosevelt, the first 100 days of an administration has been used as a measuring stick to estimate the ability of a new president to govern. This is still true today. The first 100 days of the Trump administration invoked strong sentiment both for and against his policies. However, was the sentiment generally positive or negative or neutral? Using different sentiment analysis algorithms and Trump’s favorite social media platform, Twitter, we scraped over 181,000 English language tweets between January 20th, 2017 and April 29th, 2017 to get an idea of Twitter user sentiment regarding the new Commander-in-Chief during his first 100 days.
While our results reveal an interesting snapshot of the heightened emotions of the first 100 days of this presidency, they also raised some concerns regarding the bias inherent in the sentiment analysis process. More specifically, in the different dictionaries used to determine which words are “positive” and which words are “negative" issues of bias regarding race, gender, sexuality, and religion emerge. Therefore, it's important to "look underneath the hood," even when using a vetted dictionary, to examine the assumptions made, tweak the dictionary, and make transparent any assumptions left in the lexicon. We have parsed a further 16K tweets from the weekend of the Charlottesville protests to show what happens both before and after dictionary is tailored to an event focused on issues that are source of bias.
Making is a deeply cultural and historical practice that often lives at the intersection where science meets the arts and humanities. As a portal to practicing various ways of knowing, inquiring, creating and relating, making is increasingly shaping educational spaces, both inside and outside of the classroom. Yet efforts to expand access to “makerspaces” often treat making as a normative or ahistorical practice, and tend to reproduce individualistic and economic narratives with regard to the purposes of making. In this talk, Vossoughi offers a critical framework for design, practice, and research on making in educational spaces. This framework draws from cultural-historical theories of learning, literature on educational equity and justice, and Vossoughi’s long-term ethnographic research on afterschool tinkering programs that merve students in non-dominant communities. More specifically, Vossoughi argues that a framework for equity in making ought to include: a) critical analyses of educational injustice; b) historicized approaches to making as cross-cultural and cross-disciplinary activity; c) explicit attention to pedagogical philosophies and practices; and d) ongoing inquiry into the sociopolitical values and purposes of making. Offering examples of each of these principles, Vossoughi considers the specific theoretical and pedagogical sensibilities that animate transformative visions for educational equity.
In episode 64, we talk to Bruce Joel Rubin, IU alum and Academy Award-winning screenwriter for the supernatural romance Ghost. Rubin also wrote the screenplays for the 1990 psychological horror film Jacob's Ladder and the science-fiction films Deep Impact and The Last Mimzy.
Dr. Stephen Porges is the man who discovered Heart Rate Variability (HRV) in the 1960's and created the Polyvagal Theory - a model to explain how we function and operate.
Thanks to Dr. Porges, this episode of the OPP is full of wisdom to help us understand our neurophysiology, how the Vagus Nerve impacts heart rate, HRV, emotional resiliency and how we can use that knowledge to optimize mental and physical performance. We cover:
- How Dr. Porges discovered Hear Rate Variability (HRV)
- Breathing does change parameters of HRV
- Focus on tasks with metrics of success
- The good scientist knows to learn from others
- The only way the science moves ahead is through the feedback
- What is the best way for us to measure HRV?
- The Pocket Guide to Polyvagal Theory: The Transformative Power of Feeling Safe
- Why the saying "scared shitless" is a real thing
- Neuroception vs. Perception
- Addressing the relevance of Polyvagal Theory in mammals
- The vagus Nerve, trauma and mobilization
- Once we identify the system, the mechanism, then we can intervene in ways to optimize those mechanisms
- Being comfortable with stillness
- Translating theoretical work into practice
- How far can we push the window and when we hit the wall how do we use that information to define or redefine us
- Why Dr. Porges say our nervous system is waiting for Johnny Mathis
- Dr. Porges's Top 3 Tips to Live Optimal
Original recording and texts from here Originally recorded here: https://luminarypodcasts.com/listen/sean-mccormick-603/optimal-performance-podcast/142-dr-stephen-porges-on-hrv-and-polyvagal-theory/238e8ba5-cfb8-4e1f-a065-48e2b7ad3b59
When he arrived in South Bend in 1980, the field of rehabilitation in Indiana "was in desperate need of some rapid growth," recalls George Soper. George had moved from Iowa, where he completed a doctoral work in the area of rehabilitation. Having started as a physical therapist, the focus of George's career became hospital administration. He retired in 2011 as Senior Vice President and Chief Learning Officer for South Bend's Memorial Hospital & Health System. He worked for the hospital for 31 years. George had been hired to build up the rehabilitation unit at Memorial Hospital in 1980. He describes how the number of physical and occupational therapists has grown from two of each to 37 and 25 therapists, respectively. He developed one of the first rehabilitation engineering programs, creating seating for mobility purposes and other adaptive equipment. "We had people come in from literally all over the country to see what we were doing." He also started an innovative driver rehabilitation and training program for people with disabilities in the early 1980s.
George discusses trends in rehabilitation such as the reduced length of hospital stays that led to expansion of outpatient services, how "lifestyle abuse" has led to needs for rehab services, and future training needs related to the growing aging population. George, who has twice won a Franklin Covey Community Service Award, also discusses the influence of Steven Covey's "Seven Habits" philosophy in his life and work. He was interviewed in South Bend in 2013.
The first Special Olympics games were held at Soldier Field in Chicago in 1968. Athletes from the United States, Canada and France participated in the games. In 1969, a group of volunteers organized the first Special Olympics Indiana games in Indianapolis. Mike Furnish, President and CEO of Special Olympics Indiana since 2007, started his involvement with Special Olympics in 1973 as a volunteer basketball coach. Mike will retire from Special Olympics Indiana in December, 2017. He was interviewed in 2013.
Globally, Special Olympics offers at least 40 different sports. “The whole premise is that no two people are alike in their interests or abilities,” explains Mike. Special Olympics does not have an off-season. In addition to the summer games held on the campus of Indiana State, there is an annual winter games with downhill skiing, ice skating and snowboarding. Special Olympics Indiana has a small staff that coordinate the events, but as Mike explains, “One thing that characterizes our organization today is that we really are an organization of volunteers.”
As there have been paradigm shifts in services, Special Olympics has changed over time. In 1988, Indiana was one of the first states to pilot test the Unified Sports program. The program brings together people with and without disabilities to train and compete against other unified sports teams. Mike says, “It was timely in the sense that that had paralleled what was taking place in schools as kids were moving away from special education settings into broader, more general settings.”
Mike describes how Special Olympics Indiana has been a forerunner in the Special Olympics movement. Indiana introduced ballroom dancing and flag football as Special Olympic sports. In the late 1990s, the Athlete Leadership program was developed. A few of the program’s topics include public speaking skills, participation on committees, coaching techniques, and rules for officiating.
Looking toward the future, Mike discusses the need for Special Olympics Indiana to promote healthier lifestyles. Mike says, “We find when we have done health screenings at our events, that 7 out of 10 of our athletes have an acute medical problem on the day they're there.” Special Olympics Indiana is reaching out to the medical community; providing healthy living training to athletes and volunteers; and targeting children age 2 to 7 with a program called Young Athletes. Mike explains, “It’s great stuff for sports, but it's great stuff for life when a person at that age begins to learn how to maintain their balance and do some of the basic things that sometimes just are ignored because people think they can't.”
Indiana University Bloomington’s digital library collections are moving repository versions from Fedora 3 to Fedora 4. This move means switching from using XML files for descriptive, technical, and structural metadata to using RDF statements defining those same descriptive, technical, and structural metadata properties. This talk will cover the analysis work so far to understand our collection models in Fedora 3 and identify patterns we might use for this metadata migration. Additionally, migration work to Fedora 4 is occurring for systems that have been external to the Fedora repository and those results will also inform metadata migration planning from Fedora 3 to Fedora 4. Join us for a bird’s eye view of migration in action!
In episode 63, we talk to Mark Minton, professor of practice in IU's School of Global and International Studies, about the history of North Korea and the escalation of tensions with the United States.
Bowen Potter, Angela, Beckman, Emily, Hartsock, Jane A.
Summary:
Lecture delivered by Angela Bowen Potter, PhD (Medical Humanities Program Coordinator, Purdue University); Emily S. Beckman, DMH (Assistant Professor for Medical Humanities and Health Studies, IUPUI); and Jane A. Hartsock, JD, MA (Visiting Assistant Professor of Medical Humanities and Health Studies, IUPUI) on October 2, 2017.
Eduard Pernkopf’s Atlas of Topographical and Applied Human Anatomy is a four-volume anatomical atlas published between 1937 and 1963, and it is generally believed to be the most comprehensive, detailed, and accurate anatomy textbook ever created. However, a 1997 investigation into “Pernkopf’s Atlas,” raised troubling questions regarding the author’s connection to the Nazi regime and the still unresolved issue of whether its illustrations relied on Jewish or other political prisoners, including those executed in Nazi concentration camps. Following this investigation, the book was removed from both anatomy classrooms and library bookshelves. A debate has ensued over the book’s continued use, and justification for its use has focused on two issues: (1) there is no definitive proof the book includes illustrations of concentration camp prisoners or Jewish individuals in particular, and (2) there is no contemporary equivalent to this text. However, both points fail to address the central importance of the book, not simply as part of anatomy instruction, but also as a comprehensive historical narrative with important ethical implications.
“To be part of that and to watch the leadership and those agencies catch fire…" Connie Ferrell recalls the excitement of introducing supported employment to Indiana in the early 1990s. "At the time they were doing it, it was like heresy. And they had parents up against them and everybody else up against them. And yet they were on fire. They couldn't not do it at that point.”
When interviewed in 2015, Connie was an Indiana resident working for Virginia Commonwealth University and a consultant on topics such as supported employment and benefits counseling. She recalls her early involvement in supported employment as it took hold in other states, with federal monies becoming available to implement change at the state level. These systems change grants encouraged movement away from segregated, congregated employment to integrated, community employment, "the concept of providing individual supports on the job site, not requiring people to be job ready before going to work."
She moved to Indiana in 1992 when she was hired as a field coordinator for the new Indiana Employment Initiative implementing Indiana's systems change grant. She describes providing technical assistance to agencies in the southern part of the state that were moving clients out of sheltered workshops, supporting them to be competitively employed.
From the vantage point of 2015, Connie sees stagnation in employment in Indiana as well as other states. "I haven't really seen progression in supported employment since the 90s." "I think one of the things that's so disappointing to me about Indiana's plateau or stagnation is that the 90s was an incredible decade for Indiana. We were way ahead. We got into the game late and surpassed many other states and agencies in terms of movement in the direction of community inclusion and supported employment." She discusses the move from hourly billing to "results-based funding" in Indiana, and the growth in day activity programs instead of employment.
Connie talks about the importance of work incentives and getting information to people receiving public benefits. They need to know it's an "urban myth that if you go to work and earn over about $700 or $1,000 you're going to lose your Social Security, or you have stay under $85 if you're on SSI, or if you go to work you're going to lose your Medicaid and Medicare." She sees Indiana as a leader in the previous decade because the state vocational rehabilitation agency funded a network of benefits information specialists.
Other topics include person centered practices, fostered here with the help of trainings by Beth Mount and John O'Brien. Connie also reminisces about her former colleague Steve Savage and his contributions. Steve was executive director of the Arc of Greater Boone County and died a few months before this interview.
Recently the Association for Psychological Science revised its publication guidelines to reward Open Science practices and to encourage the use of the “New Statistics” as a better alternative to null hypothesis significance testing (NHST). Other journals and professional societies seem to be moving in the same direction, often in collaboration with funding agencies.
This workshop will provide a practical introduction to the New Statistics and some emerging Open Science practices. We will worth through examples from several common research designs. We will also explore resources that can help you adopt these approaches in your own research.
In 1964, Paul decided to interview at the Fort Wayne State School as a recreation aide. They had football and baseball games, dances, and a summer camp. Although these activities were fun, the experience was different in retrospect. The daily living of getting up, bathing, eating, and going to bed was very regimented. Life was miserable for the residents. Paul saw a lot of mistreatment of residents during his eight years at (the renamed) Fort Wayne State Hospital and Training Center.
After leaving the hospital, Paul worked at the Division on Mental Retardation and Department of Mental Health. Part of his job was to bring new ideas to the disability field. He helped introduce group homes to Indiana in the 1970s. In developing regulations for group home operations, Paul and colleagues were concerned the institutional model would be adopted by the group homes. Paul states, “A lot of that proved true – and it was again people with good intentions, or at least they thought they had good intentions.” Paul discusses initiatives funded by the Indiana Governor’s Council for People with Disabilities. He believes the most important project the Council ever funded was Partners in Policymaking. The program brings together people with disabilities and family members for eight weekends over the course of a year to develop leadership skills. He explains how the Council evolved when Suellen Jackson-Boner became the administrator.
When asked to identify the biggest changes in the disability field over his 30 plus years, Paul stated the closing of the institutions. In addition, Paul shares his observations on community attitude changes. Paul retired from the Indiana Governor’s Council for People with Disabilities around 2009. He was interviewed in 2013.
