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Japan Society Presents When Practice Becomes Form: Carpentry Tools from Japan
Installation view at the Takenaka Carpentry Tools Museum, Kobe, Japan. On the occasion of the 50th anniversary of Japan Society’s landmark building, the institution is pleased to present the new exhibition, When Practice Becomes Form: Carpentry Tools from Japan. The exhibition celebrates the spirit of architecture and craftsmanship through Japanese woodworking tools as well as architectural patterns and various models. The site-specific installation, conceived by the esteemed contemporary architect Sou Fujimoto in collaboration with Brooklyn-based Popular Architecture, reinterprets major themes from the exhibition and is in dialogue with the gallery’s spaces, highlighting an enduring connection between traditional Japanese wooden construction and modern architecture. Featuring hand tools and joinery techniques that have been used for hundreds of years to build Japan’s wooden architectural masterpieces (from temples and shrines to teahouses and bridges), the exhibition unpacks how the intangible qualities of craftsmanship, such as consummate experience, knowledge, and the honed skills of master carpenters, have been transformed into significant forms of architecture. A diverse array of tools—planes, chisels, saws—have played an important role in the development of architecture in Japan’s history, and this philosophy extends to Japan’s cultural heritage today. Integral to the process of making by master carpenters (tōryo) is their extensive knowledge of the local environment and of wood as a material. Using natural resources and learning from their predecessors’ practices, they construct buildings using a refined methodology. Their philosophy of sustainability—for example, joinery can be restored or repaired as needed by future craftspeople—has been handed down over generations. Themes emerging from the exhibition have been interpreted by the internationally acclaimed architect Sou Fujimoto. His firm, Sou Fujimoto Architects, is based in Paris and Tokyo, and has been selected as site design producer for the 2025 World Exposition in Osaka, Japan. Fujimoto has designed the Serpentine Gallery pavilion in London (2013) among other internationally recognized projects. For this exhibition, Fujimoto has worked with Popular Architecture to explore the coexistence of nature and architecture. “Japan Society has been a home of cultural exchange, and a meeting place of past and present. In this exhibition, traditional Japanese craftsmanship is revealed in a new light by the design of contemporary architect Sou Fujimoto, and it becomes a precious educational opportunity to learn from this history,” says Yukie Kamiya, Japan Society Gallery Director. The building of Japan Society’s headquarters, designed by the architect Junzo Yoshimura (1908–1997), a major figure in 20th century Japanese architecture, opened to the public in 1971, becoming New York City’s first permanent structure designed by a Japanese citizen. It will commemorate its 50th anniversary in 2021. The building resides on land donated by John D. Rockefeller 3rd (1906–1978), former President and Chairman of Japan Society, who sought to revitalize the organization’s activities after World War II. Rockefeller 3rd and Yoshimura first met in Japan in 1951, and their friendship for over two decades resulted in Japan Society’s current building in Manhattan. Since its opening, the building has continued to serve as the central platform for the interexchange of ideas, knowledge, and innovation between the U.S. and Japan within a global context. In 2011, the building was designated landmark status by the New York City Landmarks Preservation Commission. When Practice Becomes Form: Carpentry Tools from Japan explores the connections between techniques, tools, and forms from traditional practices in Japanese carpentry and contemporary design perspectives. Paying homage to Japan Society’s building, where the arts and cultures of Japan and the United States intersect, this exhibition delves into the artistry and craftsmanship of architectural practice. Complementing the exhibition is a series of related public programs, including lectures, a hands-on workshop, and gallery tours. A digital publication illustrated and designed by Nathan Antolik further expands upon the exhibition. This exhibition is organized by Japan Society in collaboration with Takenaka Carpentry Tools Museum, Japan. The exhibition design is by Sou Fujimoto, in collaboration with Popular Architecture as local architect. About Sou Fujimoto Born in Hokkaido in 1971, Sou Fujimoto graduated from the Department of Architecture, Faculty of Engineering at Tokyo University and established Sou Fujimoto Architects in 2000. He has won several international competitions, including his recent 1st prize for the 2014 International Competition for the Second Folly of Montpellier, France ("L'Arbre Blanc"). In 2019, he was selected as the master architect for the Tsuda University Kodaira Campus Master Plan development. Among his notable projects are the annual summer pavilion for the Serpentine Gallery in London (2013)—the youngest architect to receive the commission; House NA in Tokyo (2012); Musashino Art University Museum & Library (2010); and House N (2008). In 2012, he was part of the Japanese team that won a Golden Lion award for Best National Participation at the Venice Architecture Biennale for their design of alternative housing concepts for homes destroyed by the 2011 tsunami. Most recently, he was selected as site producer for the 2025 World Exposition in Osaka, Japan. About Popular Architecture Brooklyn-based Popular Architecture combines simplicity with innovation across multiple scales ranging from master plans to buildings, interiors, and products. The firm is directed by Casey Mack, RA, LEED AP. After completing his M.Arch at Columbia, Mack worked with the Office for Metropolitan Architecture in Hong Kong and New York. He has taught urban design at the New York Institute of Technology and Passivhaus housing at Parsons School of Constructed Environments. Currently, with the support of the Graham Foundation for Advanced Studies in the Fine Arts, he is writing the book Digesting Metabolism: Artificial Land in Japan 1954-2202 (Hatje Cantz Verlag, 2021).
Examining the Popularity of the Bernie Sanders Meme
The image is a familiar one to millions across the country: Senator Bernie Sanders sitting with his legs crossed and arms across his chest—wearing a face mask, warm coat and knitted mittens—and watching as Joe Biden was sworn in as the 46th president of the United States on January 20, 2021. Two weeks later, however, the photo looks different. That's because very quickly that inauguration snapshot became an internet sensation, with people photoshopping it to create social media memes—placing Senator Sanders in famous paintings or scenes in movies ranging from the Breakfast Club to Star Trek. But what it is that draws people to these scenes and motivates them to create memes? Charles L. Folk, PhD, a professor of psychological and brain sciences at Villanova University, discusses the psychology behind it all. “Scenes and people activate ‘schemas’ in our memory,” says Dr. Folk. “Schemas are organized structures of knowledge, stored in memory, that are built up through experience. For example, we all have a ‘restaurant’ schema that stores information about the things that are typically in restaurants and the kinds of interactions we can expect in a restaurant.” Research suggests that our attention is drawn to objects that are incongruous with the “context” of a scene, Dr. Folk notes. “Thus, if we see a bedroom scene, our bedroom schema is activated, and our attention would be drawn to an object that is incongruent with that schema—like a toaster in a bedroom scene.” Dr. Folk shares that we have schemas for people as well. “Seeing Bernie Sanders activates our Bernie schema,” he says. “Bernie, in particular, has a very unique schema—so just seeing the picture of Bernie with his Vermont mittens is interesting/humorous because it is quite consistent with our schema of him.” “However, activating our Bernie schema in the context of an incongruent scene schema—like Bernie sitting on the bridge of the Starship Enterprise or a well-known movie set/scene—is particularly alluring precisely because of that incongruity,” continues Dr. Folk. Dr. Folk notes that the development of the app that can place the Bernie meme anywhere in Google Maps motivates people further to create their own versions of outrageous incongruity. “This contributes to the viral nature of the meme,” Dr. Folk says.
A lasting legacy - A gift that will touch the lives of generations
$1.48 million estate gift to Georgia Southern University Foundation funds College of Education student scholarships An extraordinary estate gift from a daughter and her husband to honor her parents will touch the lives of generations of students to come through scholarships for Georgia Southern University students working to become public school educators. The $1.48 million gift from the late Janice Sapp Castles and her late husband Charles, named for her late parents, Margaret Elizabeth and Cullen Bernice Sapp, is the second largest estate gift received to date by the Georgia Southern University Foundation. “It is inspiring when alumni, whose lives were transformed through education, give back so generously so that future students can realize the same opportunities,” said Georgia Southern President Kyle Marrero. “The Castles’ gift honors the Sapps’ legacy and their desire to help others succeed.” An alumna of then-Armstrong Junior College, Janice Castles earned an Associate of Arts degree with the financial assistance of a scholarship. That scholarship, coupled with her parents’ determination to live sacrificially to provide for educational opportunities for their children that they themselves had not experienced, allowed Sapp to begin her post-secondary academic ambitions and inspired her to give to others. Sapp continued her education at the University of Georgia earning a master’s and specialist degree in counseling as well as a doctorate in school psychology. Her longstanding education career included serving as a middle and high school teacher, guidance counselor, school counselor and adjunct professor. She also formed her own psychology practice that provided therapy and psychological assessment and diagnosis in the Atlanta area. “The generous support by the Castles family will assist in removing financial barriers for many students pursuing initial teacher preparation degrees at both the undergraduate and graduate levels at Georgia Southern for many years to come,” said College of Education Interim Dean Amy Heaston, Ed.D.. “Initial teacher preparation degrees provide students with the first step to becoming certified to teach. For many students, the Margaret Elizabeth and Cullen Bernice Sapp Memorial Scholarship will provide a needed opportunity to achieve their aspirations of teaching in their own classrooms.” If you are a journalist looking to know more about the Georgia Southern University Foundation or the College of Education -- simply reach out to Georgia Southern Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to set and time and date.
Hitting all the right notes - Georgia Southern music industry degree ready to launch
Georgia Southern University’s Department of Music earned national accreditation for a new music industry degree, the final step for an innovative program that combines music, technology and entrepreneurship. Launching in the fall of 2021, the new music industry program will prepare musicians for evolving careers in music. The program curriculum combines a traditional degree with 21st-century technology and performance opportunities. Accreditation from the National Association of Schools of Music (NASM) allows the new program, Bachelor of Arts in Music with a concentration in music industry, to be offered at the Armstrong Campus in Savannah. Students will have the option of declaring an emphasis area in music technology or music business. “We could not be more excited about this program,” said Steven A. Harper, Ph.D., chair of the Department of Music. “For many years, the music program has been itching to expand its reach and regional impact. Savannah is perfectly suited for a degree of this type and we couldn’t be more pleased to have this degree come to fruition.” The music industry program includes courses in music management, live sound, recording studio techniques, digital audio workstations and music entrepreneurship. “The numerous music industries in Savannah include music manufacturers, performing organizations/venues and major music festivals. These industries can provide ample internship possibilities for hands-on experience in a chosen area,” Harper said. “We are able to reach a student body we’ve never been able to serve before. We can prepare students for a whole different set of in-demand careers and we can create ties with the music industry in Savannah in a way that’s never been possible for us until now. It’s going to be a huge boon for the department, the college, the university and the Armstrong Campus.” One professor key to the program will be Stephen Primatic, DMA, who teaches percussion, theory, jazz and music technology. His versatility is evidenced by the books he has written: two on percussion pedagogy and another on instrument maintenance and repair. “This program will be beneficial to our students, the University and the community of Savannah, offering education and training for music careers in the 21st century,” said Primatic. If you are a journalist looking to know more about the Bachelor of Arts in Music with a concentration in music industry or would like to interview Steven A. Harper, Ph.D., chair of the Department of Music or Professor Stephen Primatic -- simply reach out to Georgia Southern Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to set and time and date.
Alternative Data Can Offer Insight into GameStop Action on Wall Street
Thomas Shohfi, an assistant professor in the Lally School of Management at Rensselaer, says that looking at alternative data can offer important insights into the turbocharged trading of GameStop. “Volatility in options on GameStop, Nokia, and AMC is exploding,” says Shohfi. “Short sellers are taking massive losses, covering their positions and pushing the stocks even higher. WallStreetBetters keep looking for soft spots in the hedge fund short portfolios to ‘blow up’ their value again and again. It’s a mob-fund mentality.” Working with a former student, Shohfi has analyzed trends from the WallStreetBets subreddit and other social media platforms. He can provide an astute understanding as to how investors have reached this moment, why this has happened, and what the impact that this event will have in the future. “Practitioners, investors, and analysts are always looking for an advantage,” according to Shohfi. “The biggest advantage that we see today is through alternative data. It’s just a rich environment to observe human behavior, incentives, and gender and disclosure effects that affect capital markets like we have seen with GameStop.”
IU Kelley School finance expert available to discuss GameStop, Robinhood
Charles Trzcinka, the James and Virginia Cozad Chair of Finance at the Indiana University Kelley School of Business and an expert on financial markets and investments, is closely following developments involving individual investors and Game Stop and available to talk with reporters. He can discuss the impact of retail investors using the popular Robinhood brokerage and Reddit’s “Wall Street Bets” page on the stock of low priced companies like Gamestop, AMC and stocks such as BlackBerry, Bed Bath and Beyond and Nokia. Several brokerages halt buying of those and other stocks on Thursday. Trzcinka teaches behavioral finance and is familiar with Robinhood's model is to use game technology to trade stock and how it makes money by selling the right to trade against the orders to hedge funds and high frequency traders. In order to schedule an interview, contact George Vlahakis, associate director of communications and media relations at the Kelley School, at vlahakis@iu.edu or 812-855-0846.
A Free App Can Help School and College Administrators Contain COVID-19
With COVID-19 infection rates rising across the country as students return to school for the spring semester, how will schools and colleges control the spread? COVID Back-to-School can help. It’s a free online tool that predicts the outcome of taking specific measures to curtail the spread of the virus. The algorithm powering the app was developed by Rensselaer Polytechnic Institute computer science professor Malik Magdon-Ismail and builds upon the success of COVID War Room, an algorithm that can predict the spread of COVID-19 in smaller cities and counties across the United States and select international locations. Administrators at Rensselaer consulted COVID Back-to-School when devising a COVID-19 management plan that successfully kept the infection rate on campus well below 0.5% during the fall 2020 semester, even with most students attending in-person classes. Magdon-Ismail, an expert in machine learning, designed the algorithm to allow administrators at schools of all levels, as well as ordinary citizens, to quantitatively analyze various strategies for containing the virus. Users can enter details about their institution — like the zip codes students come from, the size of the school, how often students are tested, the number of expected interactions during a class or meal — and COVID Back-to-School will project outcomes like the proportion of students likely to arrive infected, the proportion of students likely to be infected over time, and the number of likely new infections every 14 days. “This is a publicly available tool that we’re hoping schools can use to quantitatively analyze re-opening strategies,” Magdon-Ismail said. “Schools can use it, at least, to evaluate how their current strategy will play out assuming an infection on campus. Better still, COVID Back-to-School allows schools to try out various strategies before actually implementing them, to see what works and what doesn’t.” Magdon-Ismail is available to discuss how the algorithm works and the utility it may provide to colleges and universities across the country in the spring semester.
How the Biden Administration Can Help Save the Planet
With the inauguration of Joseph R. Biden as the 46th president of the United States came a slew of executive orders—and perhaps most notably America's reentry into the Paris Climate Accord. After the Obama administration joined the largest global cooperative agreement to limit the emission of dangerously climate-altering greenhouse gasses in 2015, the U.S. withdrew in 2017 under former president Donald Trump. Villanova University biology professor Samantha Chapman, PhD, studies how "blue carbon" solutions, like the restoration of wetlands, can contribute to slowing the harmful impact of climate change on the planet. Recently, Dr. Chapman broke down the top three things the Biden administration must do to save the planet, since we are, as she puts it, "close to some scary tipping points." #1: Pressure Brazil’s President Bolsonaro to stop the devastation of the Amazon. "The Amazon Rainforest regulates our global climate. It is imperative that through diplomacy and aid, we incentivize developing countries to preserve their intact lands and biodiversity. We can't do this without helping local communities incentivize the people living in these places to save these lands. Road building in forests is a huge cause of our planet's downward slope." #2: Invest in restoration of natural ecosystems. "We must invest resources into coastal wetlands and forests, here and abroad. USAID could be partially retooled in partnership with the United Stated Geological Survey (USGS), which already does this. These natural ecosystems will serve as natural climate solutions and be harbors for threatened species and nice places for humans to recreate. We must restore the opportunity for nature to re-invoke the necessary feedbacks that make the ecosystems work. Sometimes this involves complicated engineering, sometimes it is simpler and means giving nature space to restore. We're trying both." #3: Find ways to make people feel connected to land and nature—and value it. "This is a vague one and not one that I'm sure any administration can do. The pandemic has given me hope on this—I see so many more people out hiking, fishing, walking, and hanging out in parks. When time comes for voting on taxes, people have to remember that these state parks and preserves and even neighborhood parks cost money to staff and preserve. The U.S. has incredible land and nature and yet, in my experience, Americans value and understand it less than other countries. Some of that has to do with our frontier history. We can learn from Native Americans. Appointing Representative Deb Haaland as the secretary of the interior is one good step the Biden administration has taken in this direction." Dr. Chapman emphasizes that despite the uphill battle ahead, she remains hopeful. "Left to heal and helped to heal, the ecosystem processes that sustain our lives and those of the other amazing organisms on our planet can be restored," she notes. "Good things are happening. They just need to happen at a much larger scale."
On January 06, America watched with shock as a mob of protesters stormed the gates in Washington, D.C. and invaded the Capitol buildings. For hours, the rioters looted and occupied America’s halls of power and though some were apprehended, many found a way to get out and get back home avoiding arrest. However, media coverage was substantial and some of the protesters were even bold enough to be caught posing for social media. Slowly, authorities are tracking them down, and Dr. Derek Riley, an expert at Milwaukee School of Engineering (MSOE) in the areas of computer science and deep learning, has been explaining how artificial intelligence (AI) technology that’s taught at MSOE is capable of enabling law enforcement's efforts to identify individuals from pictures. "With these AI systems, we’ll show it example photos and we’ll say, 'OK, this is a nose, this is an ear, this is Billy, this is Susie,'" Riley said. "And over lots and lots of examples and a kind of understanding if they guess right or wrong, the algorithm actually tunes itself to get better and better at recognizing certain things." Dr. Riley says this takes huge amounts of data and often needs a supercomputer—like MSOE's "Rosie"— to process it. To get a computer or software to recognize a specific person takes more fine-tuning, Riley says. He says your smartphone may already do this. "If you have a fingerprint scan or facial recognition to open up your phone, that’s exactly what’s happening," Riley said. "So, they’ve already trained a really large model to do all the basic recognition, and then you provide a device with a fingerprint scanning or pictures of your face at the end to be able to fine-tune that model to recognize exactly who you are." Riley says this technology isn't foolproof—he says human intelligence is needed at every step. He added we might be contributing to the data sources some of the technology needs by posting our pictures to social media. "Folks are uploading their own images constantly and that often is the source of the data that is used to train these really, really large systems," Riley said. January 14 – WTMJ, Ch. 4, NBC News The concept of facial recognition and the use of this technology in law enforcement (and several other applications) is an emerging topic – and if you are a reporter looking to cover this topic or speak with an expert, then let us help. Dr. Derek Riley is an expert in big data, artificial intelligence, computer modeling and simulation, and mobile computing/programming. He’s available to speak with media about facial recognition technology and its many uses. Simply click on his icon now to arrange an interview today.
Trump’s reaction to defeat further confirms urgency for school focus on social-emotional skills
Sandra Chafouleas, psychologist and behavioral health expert from the University of Connecticut, weighs in: Imagine what would happen if a preschooler didn’t “use their words” when they got upset about sharing, instead stomping around yelling while adults simply observed in silence. Think about what the school climate would feel like if a student punched another during recess while others watched without seeking help. Now consider the actions – and inactions – by Donald Trump on January 6 as the electoral vote counts occurred at the U.S. Capitol. Those behaviors show a desperate need for social emotional learning. According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), social emotional learning involves five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Trump did not demonstrate these competencies when the election didn’t go the way he wanted. Connecting these school scenarios and Trump’s behaviors is not intended to contribute to the ever-mounting list of recommended consequences that could result from his fueling the insurrection that our nation has just experienced. It does bear noting, however, that if Trump were a Black teenager, he most certainly would have received exclusionary disciplinary action such as suspension and perhaps even expulsion from school. The purpose in connecting the two scenarios is to draw energies toward actions that propel us forward in bridging a divided nation. The responsibility for forward movement falls to future generations, which means it is critical that we pay attention to what happens in schools right now. We need to demand that policies and practice — and necessary resources — are put in place to strengthen school capacity to support students on their path to holding responsibility for democracy. Many excellent resources have quickly appeared to assist educators in teaching about the insurrection. Discussion guides are available to facilitate defining key terms, contrasting events through a social justice lens, and comparing justifications for action using fact checking. Other resources have been released that help adults talk about violence and support emotional safety of kids. What seems to be less prominent, however, is a direct connection to the social, emotional, and behavioral skills that we have just witnessed are missing. Education systems have begun the work of acknowledging their historic roles in contributing to exclusion, inequity, and intolerance of differences. Educators are working hard to turn the tide toward promising alternative approaches. Prominent among those approaches is a focus on social emotional skills. In either classroom scenario above, educators would be jumping into discussion about what supports are needed to address student needs. Social and emotional well-being fulfills us throughout every stage of life – integrating those skills should be in all that we do as adults to model, teach, and give feedback to our children. Of course schools must teach academic content areas and have high expectations, but there is tremendous potential to increase capacity to embed exploration, active practice, and positive feedback about social and emotional skills within each corner of the day. As one example, history professor Kellie Carter Jackson writes about challenges in teaching violence in political history. The author describes the need to question how political violence should be labeled, which could reveal an expression of unmet need by marginalized people. Learning through this analysis offers social and emotional parallels, such as examining biases, recognizing emotions, and examining integrity. As another, Facing History and Ourselves offers a classroom resource specific to the insurrection. Activities reference principles of social and emotional learning, such as steps for educators to practice self-awareness and relationship skills by examining their own emotions and perspectives. Student self-management and social awareness builds through reflection activity that builds civic agency. All of these examples offer incredible opportunity in social and emotional learning that could be advanced with more explicit connection. Entrenching social and emotional learning within the school day beyond this immediate teachable moment also is needed to enable sustained effort. CASEL identifies adults as key to social emotional strategies that will maintain safe, supportive, and equitable learning environments for this moment in history. To do so requires a strong collection of social, emotional, and behavioral education policies and practices. Responsibility for urgently resourcing this collection rests within each of us, right now, to ensure future generations who can and do take part in a resilient democratic nation. Dr. Chafouleas is licensed psychologist and Distinguished Professor, with expertise in school psychology and school mental health at the University of Connecticut’s Neag School of Education. If you’re a reporter looking to speak with Dr. Chafouleas about this topic – let us help. Simply click on her icon to arrange an interview today.
