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Covid-19 in Indigenous Communities: Five Protective Factors of “Exercising” Sovereignty
Get PDFIndigenous Peoples have an inherent responsibility and right to “exercising” sovereignty - the practice of sport and physical activity in performance of our cultural, political, and spiritual citizenship (Ali-Joseph 2018). During the COVID-19 pandemic, access to and equity (inequity) in sport and physical activity has been felt (physically, spiritually, politically) within Indigenous communities. We implement an abundance-based Indigenous approach to understanding Indigenous Peoples’ responses to the coronavirus pandemic through sport and its far-reaching ramifications in Indian Country. In response to the COVID-19 pandemic we have seen Indigenous Peoples utilize social media such as Facebook and TikTok to reimagine Indigenous sport in digital spaces such as the “Social Distance Powwow” and “Pass the RezBall Challenge.” Utilizing Indigenous ways of knowing, practices of survivance, Indigenous sport scholarship, and Indigenous responses to COVID-19 we describe five protective factors of “exercising” sovereignty that have emerged including community, relationality, strength, abundance, and resilience
Me, Myself, and I: Narcissism and Identity in Emerging Adulthood
No full textEmerging adulthood is a time in life when identity needs become salient. Individuals differ in the extent to which they are self-conscious or self-confident, and these differences at key points in development may lead to different behaviors and emotions. In order to shed light on a debate in emerging adulthood research - the question of whether increased narcissism is related to the developmental period or a certain cohort (such as millenials) - it is first necessary to understand what is meant by adulthood in order to calibrate an individual’s achievement of this life phase. To investigate this question, we engaged in a two-pronged mission. First, we analyzed pre-existing data on different traits and behaviors, such as narcissism and belonging, among emerging adults. Then, we proposed new research to illuminate the concept of adulthood and how people of different ages, genders, and other demographics understand it. This research has led to two collaborative scholarly presentations, to be presented in April 2020 at the annual Western Psychological Association convention
Core Voices: Infusing Indigenous Perspectives across the Curriculum
No full textIn 2015, the Washington State Legislature passed SB5433 requiring the Since Time Immemorial Tribal Sovereignty curriculum be taught in every public K-12 classroom. This mandate provided both collection development challenges and opportunities for all types of libraries. As part of the plan for Central Washington University\u27s Brooks Library to meet this challenge, Ginny Blackson applied for and received the 2016 Smithsonian Libraries’ Neville-Pribram Mid-Career Educators Award. The award provided the opportunity to conduct research at the National Museum of the American Indian and Vine Deloria, Jr. Library. This presentation focuses on the results of that research, including tools to build outstanding collections that include indigenous perspectives. The session explores ways to identify and evaluate Native American and Alaska Native resources
Bishop Everingham: World War II as Experience and Memory
No full textThis interview is an oral history conducted by Rich Schmidt, director of archives at Linfield University, with Bishop Everingham, Linfield alumnus.
Bishop speaks about his life before coming to Linfield, serving in the military during World War II, meeting his wife, and coming to school. He also speaks about what life was like at Linfield then, and about his life after college.
The interview took place on the phone on March 10, 2020
Introduction to Game Theory: A Discovery Approach
Get PDFGame theory is an excellent topic for a non-majors quantitative course as it develops mathematical models to understand human behavior in social, political, and economic settings. The variety of applications can appeal to a broad range of students. Additionally, students can learn mathematics through playing games, something many choose to do in their spare time! This text also includes an exploration of the ideas of game theory through the rich context of popular culture. It contains sections on applications of the concepts to popular culture. It suggests films, television shows, and novels with themes from game theory. The questions in each of these sections are intended to serve as essay prompts for writing assignments.
Many colleges offer courses in quantitative reasoning for all students. One model for a quantitative reasoning course is to provide students with a single cohesive topic. Ideally, such a topic can pique the curiosity of students with wide-ranging academic interests and limited mathematical background. This text is intended for use in such a course. This text may also be appropriate for a high school enrichment course.
Students can work through the text independently or as a class. The questions throughout the text help students discover the key ideas themselves. Although the materials have been classroom-tested, this PDF version is still in a draft form. A full instructor\u27s guide, which includes classroom activities, discussion questions, key ideas, solutions, and other implementation suggestions, is available to verified course instructors by emailing the author.https://digitalcommons.linfield.edu/linfauth/1086/thumbnail.jp
crisscrossing Science Episode 113: Game Theory Reboot
No full textIn episode 085 of crisscrossing Science, Mike Crosser (professor of physics at Linfield University) and Chad Tillberg (professor of biology at Linfield University) talked with Dr. Jennifer Nordstrom (professor of mathematics at Linfield University) about the mathematical concept of game theory. Crosser recorded a new introduction for the rebroadcast of this popular episode. (To hear the original episode, click the link in the Related Resource field below.
Black Walnut 01
No full textBlack Walnut 01, wood carving, measures 4.5 by 1.5 feet.
Bio My name is Benedict Ulibarri, but most people call me Benny. I was born in Reno in 1998, and I grew up in a small town near Dallas, Texas. Being homeschooled, I had a much more flexible education and spent a lot of time traveling the U.S. with my family (pretty much like the Wild Thornberrys). A majority of my time in high school was devoted to martial arts, which informs my current studio practice. In martial arts, I learned through an apprenticeship, which translates to how I interact with my art professors at Linfield College. As a junior on the studio art-thesis track, I am working towards a cohesive portfolio which will allow me to pursue an MFA and other opportunities.
Artist’s Statement What I\u27m currently interested in depicting with these carvings is the relationship between the sculpting caused by the natural processes of life and the unnatural sculpting I employ while carving.
These processes exist on totally different timescales and therefore give one a glimpse into its alien perspective.
This glimpse is attained in deferring degree of completeness and through deferring means of sensory exploration depending on the way the viewer interacts with the piece and its material qualities.
Displaying this relationship allows one to meditate on the blurry line between what we consider natural and unnatural.https://digitalcommons.linfield.edu/arts_reconnecting/1065/thumbnail.jp
Orange Sky
No full textOrange Sky, color photography, measures 11 by 13 inches.
Artist Statement Hello! My name is Keith Rasmussen, and I am a senior at Linfield College. Coming in to college, I wasn’t too sure on what I’d actually do. I didn’t have any goals, and no true aspirations. I’ve now decided on trying for sound design in movies and/or games. This led to me declaring Electronic Arts as my major and Music as my minor. Having played cello for almost eleven years, I felt that I didn’t want to drop all the hard work I’d put in. I grew up in Tacoma, WA and always enjoyed playing music in school. In high school, I even joined a group called the Tacoma Youth Symphony, and participated in that for four years. I did not know I’d be doing photography in college, but here we are, and we’re having fun.https://digitalcommons.linfield.edu/arts_reconnecting/1060/thumbnail.jp
Contemplation
No full textContemplation, black-and-white photograpy, measures 13 by 19 inches.
Artist Bio and Statement My Name is Dustin Lau. I am a Senior Electronic Arts Major at Linfield College. My medium has been mainly photography, with one performance piece that was documented for class with photography. My work began with a focus on portraiture; however, during the start of this year I wanted to shift my focus from people to that of street photography. I believed that the photographs that I could take of the streets and the life within the streets could help to tell a story as well as document its life, and moreover allow others to see a glimpse into how I see the world through photography. As such, my series Timelessness was created. A lot of the inspiration for this series came from street photographer Melissa Breyer and her inspiration for finding the hidden stories behind the images that she took. I see my work within the art world as being an exploration and, in some way, documentation of life around where I am currently living, using my camera to give that feeling of something that can stand through the test of time and look like it can be from any time period.
As such, my intention for my images is that I aim to capture those timeless feelings with a focus on the quiet moments using my photography with people who are just going about their day. I want to use my photos to document the town and its people as well as get a glimpse into how I see the world through photography. We go throughout our lives so fast that we don’t take the time to stop and enjoy what is happening now, such as the things we do for our jobs or for ourselves.https://digitalcommons.linfield.edu/arts_reconnecting/1048/thumbnail.jp
Still Bike
No full textStill Bike, black-and-white photograpy, measures 13 by 19 inches.
Artist Bio and Statement My Name is Dustin Lau. I am a Senior Electronic Arts Major at Linfield College. My medium has been mainly photography, with one performance piece that was documented for class with photography. My work began with a focus on portraiture; however, during the start of this year I wanted to shift my focus from people to that of street photography. I believed that the photographs that I could take of the streets and the life within the streets could help to tell a story as well as document its life, and moreover allow others to see a glimpse into how I see the world through photography. As such, my series Timelessness was created. A lot of the inspiration for this series came from street photographer Melissa Breyer and her inspiration for finding the hidden stories behind the images that she took. I see my work within the art world as being an exploration and, in some way, documentation of life around where I am currently living, using my camera to give that feeling of something that can stand through the test of time and look like it can be from any time period.
As such, my intention for my images is that I aim to capture those timeless feelings with a focus on the quiet moments using my photography with people who are just going about their day. I want to use my photos to document the town and its people as well as get a glimpse into how I see the world through photography. We go throughout our lives so fast that we don’t take the time to stop and enjoy what is happening now, such as the things we do for our jobs or for ourselves.https://digitalcommons.linfield.edu/arts_reconnecting/1046/thumbnail.jp