Miami University

About: Miami University is a education organization based out in Oxford, Ohio, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 9949 authors who have published 19598 publications receiving 568410 citations. The organization is also known as: Miami of Ohio & Miami-Ohio.

Border Pedagogy in the Age of Postmodernism.

Abstract: Within the last two decades, the varied discourses known as postmodernism have exercised a strong influence on the nature of intellectual life both in and out of the university. As a form of cultural criticism, postmodernism has challenged a number of assumptions central to the discourse of modernism. These include modernism's reliance on metaphysical notions of the subject, its advocacy of science, technology, and rationality as the foundation for equating change with progress, its ethnocentric equation of history with the triumphs of European Civilization, and its globalizing view that the industrialized Western countries constitute "a legitimate center a unique and superior position from which to establish control and to determine hierarchies" (Richard, 1987/1988, p. 6). From the postmodernist perspective, modernism's claim to authority partly serves to privilege Western, patriarchal culture, on the one hand, while simultaneously repressing and marginalizing the voices of those who have been deemed subordinate and/or subjected to relations of oppression because of their color, class, ethnicity, race, or cultural and social capital. In postmodernist terms, the political map of modernism is one in which the voice of the other is consigned to the margins of existence, recognition, and possibility. At its best, a critical postmodernism wants to redraw the map of modernism so as to effect a shift in power from the privileged and the powerful to those groups struggling to gain a measure of control over their lives in what is increasingly becoming a world marked by a logic of disintegration (Dews, 1987). Postmodernism not only makes visible the ways in which domination is being prefigured and redrawn, it also points to the shifting configurations of power, knowledge, space, and time that characterize a world that is at once more global and more differentiated. One important aspect of postmodernism is its recognition that, as we move into the 21st century, we find ourselves no longer constrained by modern-

Schooling the Postmodern Body: Critical Pedagogy and the Politics of Enfleshment:

Abstract: While educators in the United States are witnessing a reactionary and ultimately fatuous rearguard defense of the alleged transcendent virtues of Western civilization, a neo-corporatist assault on the New Deal welfare state, and what Jim Merod calls the "guiltless counterrevolutionary violence of state power" (1987, p. 191), they are also experiencing a new vitality in the realm of educational theory. The cultural/moral hegemony of mainstream approaches to curriculum, pedagogy, and epistemology is being fissured and in some cases torn asunder by new deconstructive postmodern strategies. Largely imported from literary theory and influenced by continental poststructuralism, postmodern strategies (e.g., Derridean grammatology and Foucauldian discourse analysis) have systematically problematized, if not dismantled, the epistemological certainty and transcendent claims to truth that characterize dominant strands of modernist discourse.1 Suffice it to say that there exists a "crisis of representation" and a steady and sometimes vehement erosion of confidence in prevailing conceptualizations of what constitutes knowledge and truth and their pedagogical means of attainment. Keeping in mind the conceptual inflation of the term "postmodernity" and its unwieldy semantic overloadwhich has come to designate a vast array of artistic, architectural, and theoretical practices I want to make clear that I am using it in a severely delimited sense. While postmodernism crisscrosses numerous regions of inquiry, I am using it to refer to the material and semiotic organization of society, primarily with respect to what Stanley Aronowitz calls visual culture and the homogenization of culture (1981, 1983). That is, I am referring to the current tendency toward desubstantialized meaning or "literalness of the visual" in which students seem unable to penetrate beyond the media-bloated surface of things, thereby dismissing concepts such as "society? "capitalism," and "history" which are not immediately present to the senses (Aronowitz, 1983). According to Aronowitz, "in the last half of the twen-

A comprehensive analysis of the response time of MR dampers

Abstract: The primary purpose of this paper is to provide a comprehensive review on the response time of magnetorheological (MR) dampers. Rapid response time is desired for all real-time control applications. In reviewing the literature, a detailed description of the response time of semi-active dampers is seldom given. Furthermore, the methods of computing the response time are not discussed in detail. The authors intend to develop a method for the definition and the experimental determination of the response time of MR dampers. Furthermore, parameters affecting the response time of MR dampers are investigated. Specifically, the effect of operating current, piston velocity, and system compliance are addressed. Because the response time is often limited, not by the response of the fluid itself, but by the limitations of the driving electronics and the inductance of the electromagnet, the response time of the driving electronics is considered as well. The authors define the response time as the time required to transition from the initial state to 95% of the final state. Using a triangle wave to maintain constant velocity across the damper, various operating currents ranging from 0.5 to 2 A were applied and the resulting force was recorded. The results show that, for a given velocity, the response time decreases as the operating current increases. Results for the driving electronics show the opposite trend: as current increases, response time increases. To evaluate the effect of piston velocity on response time, velocities ranging from 0.1 to 4 in s−1 were tested. The results show that the response time decreases exponentially as the velocity increases, converging on some final value. Further analysis revealed that this result is an artifact of the compliance in the system. To confirm this, a series of tests was conducted in which the compliance of the system was artificially altered. The results of the compliance study indicate that compliance has a significant effect on the response time of the damper.

Class, Race, and the Face: Social Context Modulates the Cross-Race Effect in Face Recognition

Abstract: The current research investigates the hypothesis that the well-established cross-race effect (CRE; better recognition for same-race than for cross-race faces) is due to social-cognitive mechanisms rather than to differential perceptual expertise with same-race and cross-race faces. Across three experiments, the social context in which faces are presented has a direct influence on the CRE. In the first two experiments, middle-class White perceivers show superior recognition for same-race White faces presented in wealthy but not in impoverished contexts. The second experiment indicates this effect is due to the tendency to categorize White faces in impoverished contexts as outgroup members (e.g., “poor Whites”). In the third experiment, this effect is replicated using different ingroup and outgroup categorizations (university affiliation), with ingroup White faces being recognized better than outgroup White faces. In line with a social-cognitive model of the CRE, context had no influence on recognition for ...