Poem: "Second Lives"
Jun. 27th, 2023 09:13 pm![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
ysabetwordsmithThis poem came out of the March 7, 2023 Poetry Fishbowl. It was inspired by prompts from rix_scaedu, siliconshaman, and see_also_friend. It also fills the "Ephemeral Ponds" square in my 3-1-23 card for the March Is... Bingo fest. This poem has been sponsored by a pool with ng_moonmoth. It belongs to the Big One thread of the Polychrome Heroics series.
"Second Lives"
[Fall 2016]
As summer turned to autumn,
the weather went cold and wet.
Smith and Tinker, along with
their growing pride of other kittens,
began to want more shelter than
three walls, a bit of roof, and a yard.
Ranging a little farther afield,
they found a building that was
still mostly intact, the kind
that humans called a mall.
It had a few holes in places,
but it hadn't flattened like most
of the older or taller buildings.
The first floor had flooded,
because Rain City lived up to
its name, and the fancy things
humans had done to keep water
out of low places had broken.
Frogs and toads and tadpoles
came in from ephemeral ponds.
Calico fish had gotten loose
from the places where humans
used to keep them, and catfish
had come in from the river, so
now they lived together in
the bottom of the old mall.
They were big and delicious,
but also slippery, so the kittens
wanted a better way to catch them.
They searched the mall for inspiration.
In some places, humans had put
colors and patterns on the wall,
so it wasn't altogether abandoned.
They even left a little food for
the kittens after spotting them.
Soon the kittens found a place
where the humans had left piles
of soft cloth. That would make
an excellent den for the pride.
Then Smith found one filled with
interesting metal parts and wires.
Tinker discovered a big room
with all kinds of things for playing --
colorful papers and foils that crinkled,
buttons and fuzzy balls and feathers.
One whole corner was all string,
and that gave them some ideas.
Smith and Tinker had gotten
tangled in string often enough
to know how clingy it was.
If they dropped some in
the water, would the fish
get tangled in string too?
They tried that, but
the string just floated.
Smith and Tinker watched
the humans who came
to scrounge in the ruins.
Often they picked things up
and put bits together until
they had something new.
The human who sometimes
turned shiny and hard would
feed the kittens and warn them
away from dangerous places.
The one with the fluffy mane
showed them how to do things.
She taught them to open jars by
twisting the lids until they came off,
and how to make better toys by
tying scraps into a fluffy wad.
That gave Smith the idea to try
mixing wire in with the string.
This time it sank and entangled
the fish, so the kittens could
pull on the tangle and drag
the fish out of the water.
Then everyone feasted.
The next time the humans
came to the lair, the kittens
went fishing again, and Tinker
offered them some of the fish.
It was only fair -- the humans
had shared their food before.
The two humans stared at
the fish, and at the kittens,
and even at each other.
They made many of
the loud noises that
humans used instead
of the quieter cat talk.
Then they picked up
the fish, accepting
the offer of alliance.
From that time onward,
the kittens and the humans
shared what was left in
the ruins, and whatever
they could catch to eat.
Even as the weather grew
colder and wetter, they created
warm dens and stayed comfortable.
In this way, they learned a new truth:
Not all dead malls end up empty forever.
Some of them are given second lives.
* * *
Notes:
Diamond One (Diane Allen) -- She has fair skin, hazel eyes, and short brown hair. Her heritage is American. She speaks English and German. She is 22 years old in 2015.
Diane had a difficult childhood, which left her unwilling to let anyone in. After developing superpowers, she took the cape name Diamond One and started working as muscle. Currently a mercenary, she hires out as a bodyguard or enforcer. She is good at scoping out a scene with a quick glance and then determining advantageous routes or angles within it.
Diamond One was in Rain City when the Big One hit. She has taken up scrounging in the ruins, because her superpowers make her almost impossible to injure. As a hobby, she enjoys making graffiti. After the quake, she paints images of hazards to warn people away, like mosquitoes at the flooded Jancar Mall and Gallery. She also feeds the cats who are taking over the area.
Origin: Diane grew up in foster care, but a scruffy child turned into a beautiful teen. When people tried to abuse her, she manifested Diamond Form and they hurt themselves badly on her sharp edges.
Uniform: She wears plain unisex clothes, often with holes in them, because transforming tends to wear through fabric quickly. Occasionally she wears a uniform if her current gig provides one.
Qualities: Master (+6) Toughness, Good (+4) Mercenary, Good (+2) Graffiti Artist, Good (+2) Visual-Spatial Intelligence
Poor (-2) Letting People In
Powers: Expert (+4) Diamond Form
In human form, she has Master (+6) Toughness. In diamond form, she has Expert (+4) Invulnerability on top of that plus Good (+2) Sharp Edges, which she can use 4 times per day up to 11 minutes per use. This form is extremely difficult to damage, and its sharp edges inflict damage on anyone attacking it in close combat.
Motivation: To protect.
Global Force (Willodean Field) -- She has sorrel skin, brown eyes, and a shaggy mane of nappy brown hair. She is tall and slim with shallow curves. Her heritage is Afro-American and Afro-Caribbean. She speaks English, Esperanto, French, and Spanish. She is 25 years old in 2016.
Willodean earned a Combined Bachelor and Master of Arts in Conflict Resolution & Peace Studies with a minor in Studio Art at the University of Texas-Austin. There she joined the Black Women Wellness Organization, Heartfulness Meditation Group, Inclusive Campus Support, Longhorn Voices Book Club, Street Art Muralist Organization, and UT Women's Volleyball Club.
After graduating, Willodean took the cape name Global Force and went to work as a cross-cape negotiator. She was in Rain City when the Big One hit. She has stayed in the city to scrounge for supplies and help everyone work together, regardless of cape colors. Global Force becomes one of the founders of ESSENCE. As a hobby, she enjoys making graffiti. After the earthquake, she marks resources so people can find them, such as fish graffiti at the flooded Jancar Mall and Gallery. She also feeds the cats taking over the area.
Origin: Her superpowers resulted from intensive study of peacework in college, along with Kwanzaa practices.
Uniform: She prefers practical women's wear. Her base colors are black, khaki, and white accented with blue and green.
Qualities: Master (+6) Emotional Intelligence, Expert (+4) Peacework, Good (+2) Graffiti Artist, Good (+2)
Poor (-2) Logical-Mathematical Intelligence
Powers: Expert (+4) Umoja
Her superpower has the rare ability to work either as a field effect (up to a football field at Good level, or a square mile at Average level) or focused on specific targets (up to 11 people at Expert level). She can use her ability for everything from negotiating a truce to boosting teamwork.
Motivation: Peace on Earth.
(T-America allows a combined 5-year degree by taking all four strands, two Connecting Experiences with one undergraduate and one graduate, and replacing the senior integration essay with a thesis.)
Combined Bachelor and Master of Arts in Conflict Resolution & Peace Studies
at the University of Texas-Austin
The Conflict Resolution & Peace Studies Bridging Disciplines Program offers students the opportunity to both study and promote conflict resolution in interpersonal, institutional, societal, and global contexts. Students in this program will explore the causes and consequences of various forms of violence, as well as the conditions of peace. In exploring peaceful alternatives to violence, they will learn to understand peace as a multifaceted vision for transformed human relations. In addition to gaining a more sophisticated understanding of peace and conflict, students will also learn about and practice the skills necessary for the peaceful resolution of conflicts.
For a complete list of courses and requirements, view the Conflict Resolution & Peace Studies BDP curriculum sheet.
Students must focus their work in at least two of the following categories:
• Global Conflict Resolution
• Institutional Conflict Resolution
• Interpersonal Conflict Resolution
• Societal Conflict Resolution
Requirements
With 19 credit hours of coursework and Connecting Experiences, students may earn a BDP certificate in Conflict Resolution & Peace Studies.
Courses counting toward a BDP in Conflict Resolution & Peace Studies may also satisfy core, major, and elective requirements in a student’s degree plan. With planning, the BDP should not add time to students’ UT careers, but instead helps students choose the courses they already have to take in an integrated way.
Foundation Courses [4-7 hours]
• Forum Seminar
BDP 101: Intro to Conflict Resolution & Peace Studies
• Skills Foundation Course(s)
CLD 320 FACILITATIVE LEADERSHIP
CMS 354 Conflict Resolution
Courses in a Strand [9 hours]
• Global Conflict Resolution
BDP 319 Human Rights: Theories and Practice
GOV 355M WAR AND GLOBAL POLIT CHANGE
SPN 355R East/West/New World Encounters
• Institutional Conflict Resolution
ALD 331 RESTORATIVE PRACTICES
HDO 330 CULTURAL COMPETENCE IN ORGS
MAN 337 3-INTERCULTURAL MANAGEMENT
• Interpersonal Conflict Resolution
HDF 337 Personal Relationships
CMS 344K Lying and Deception
HED 370K Foundations of Peer Support and Social Wellness
• Societal Conflict Resolution
AFR 372F Urban Unrest
ANT 326L Cultures in Contact
CMS 356C Collective Action
Connecting Experiences [3-6 hours]
BDP advisors assist students in finding meaningful connecting research and/or internship experiences related to Conflict Resolution & Peace Studies. For examples of Connecting Experiences Conflict Resolution & Peace Studies students have completed in the past, read these Connecting Experience spotlights.
Integration Essay
Students write a three-four page essay written at the end of the BDP experience, drawing together the different pieces of the BDP.
Curriculum
Courses
BDP 101: Intro to Conflict Resolution & Peace Studies
Applies to Conflict Resolution & Peace Studies and all Ethics & Leadership BDP certificates
This course will survey the nature and role of conflict and its resolution at various levels, from the global to the interpersonal, focusing on certain key challenges, such as great power conflicts, civil wars, ethnic conflicts, and urban struggles. We will study the use of conflict as a tool by change agents as well as efforts to resolve conflicts in the interests of peace, justice, and welfare. Special attention will be given to nonviolent campaigns for social change. We will read interesting accounts of various conflicts and efforts to deal with them, along with writings by change agents employing conflict. Class sessions will include presentations by experts from various fields in the university community and beyond.
CLD 320 FACILITATIVE LEADERSHIP
Explores facilitation and consensus-building in leadership in the private, nonprofit, and public sectors; how to engage stakeholders in powerful, productive, and prudent ways; and how to collaborate with team members to advance a leader's vision. Includes experiential learning with a local company, organization, or public agency. In this course, students will learn how to integrate facilitation and consensus-building into their work as leaders in the private, nonprofit, or public sectors; how to engage stakeholders (like employees, financial supporters, customers, and voters) in powerful, productive, and prudent ways; and how to collaborate with team members to advance a leader’s vision. The course will include opportunities to apply lessons from the course in real-life scenarios and design and help implement a collaborative process for a local company, organization, or public agency.
CMS 354 Conflict Resolution
Systematic analysis of conflict and communication to examine some of theeffects of communication on conflict and of conflict on communication. Readings, analysis of conflicts, and practice with and evaluation of communication behaviors thought to be effective in conflict talk.
Global Conflict Resolution Strand
BDP 319 Human Rights: Theories and Practice
This course will introduce students to the interdisciplinary study and practices of human rights at home and around the world. Drawing on materials from the humanities, social sciences, law, fine arts, and public policy, the course will engage both historical precedents and contemporary debates over the relevance of a human rights discourse to academic inquiry and extracurricular advocacy. Divided into five sections, the syllabus is designed not only to encourage a broad understanding of human rights’ emergence into current public policy and persistent humanitarian narratives, but to facilitate as well the opportunity to research these concerns through specific topical examples, both issue-oriented and regionally-grounded.
GOV 355M WAR AND GLOBAL POLIT CHANGE
This class examines how war has remade the larger global order since the onset of the twentieth century. It begins with a brief overview of foundational models developed in political science to explain the origins and termination of war. It then uses World I and its extended aftermath as an empirical case to illustrate and evaluate these theoretical foundations. We then build on these theoretical and empirical foundations to examine some of the broader political, social, economic, and ideational consequences of war. Among others, we will look at how war contributes to: imperial collapse and national self-determination movements; democratization; economic recessions and recovery; refugee flows; and humanitarian catastrophes associated with famine, the targeting of civilians, and genocide.
SPN 355R East/West/New World Encounters
Study of important themes or issues in the cultural production of the Latin American world. Among the regions studied are Spain; North, Central, and South America; the Caribbean; and related areas in Africa. Survey of works mostly in the Latin American and Hispanic literary tradition in which images or themes related to the East (Asia, Eastern Africa, the Middle East) are developed.
Institutional Conflict Resolution Strand
ALD 331 RESTORATIVE PRACTICES
Focus on community engagement and social justice issues related to schooling access and equity. Includes a field-based component that promotes practices needed to implement restorative practices in multiple settings.
HDO 330 CULTURAL COMPETENCE IN ORGS
Regardless of what organizations we are part of—education, business, non-profit, military, religious, political, social—our spaces are increasingly diverse, yet all too often they remain exclusionary and inequitable. We will explore how identities are experienced in various organizations, with an emphasis on how identities intersect in individual’s experiences and are lived differently in different contexts. We will begin the semester by laying a foundation for understanding the complexity of identity by exploring relevant theories. Using a wide range of texts, students will investigate how our identities manifest in a myriad of ways at the micro, meso, and macro levels in various organizations. We will engage with how identity shapes one’s experience of an organization through a podcast analysis, daily class discussions, an interview-based Experiencing Organizations Project, and experiential learning events. In addition, students will research and present on case studies exploring solutions for organizations facing problems with cultural competence. Students will also be introduced to professional options connected to diversity, equity, and inclusion, including working as a consultant, a chief diversity officer, human resources, management, community organizing, and other burgeoning professions that rely heavily on cultural competency.
MAN 337 3-INTERCULTURAL MANAGEMENT
This course offers undergraduates a conceptual framework and specific tools for interacting successfully in international teams, negotiations, and partnerships. The course will explore concepts of ethnorelativism and cultural engagement and what it means to have a “global perspective”. You will gain analytical and collaborative skills for interacting effectively with people from a variety of cultural backgrounds. We will discuss cultural patterns characteristic of world regions and particular countries in terms of their implications for corporate management. Using a framework of cultural dynamics in business interaction, you will analyze international people and contexts, predict challenges you would have dealing with them, and identify strategies for managing culturally-based conflict. Coursework, exercises, research and assignments offer a chance to not only study but actually apply a methodology for success in international interaction.
ALD 331 RESTORATIVE PRACTICES
HDO 330 CULTURAL COMPETENCE IN ORGS
MAN 337 3-INTERCULTURAL MANAGEMENT
Interpersonal Conflict Resolution Strand
HDF 337 Personal Relationships
The purpose of this course is to deepen your understanding of how romantic relationships are formed and maintained. To this end, we will examine what the scientific literature (i.e., research and theory in social psychology, family studies, sociology, communications studies, clinical psychology, and related disciplines) has to say about the kinds of relationship processes/behaviors that are associated with healthier romantic relationships. In addition, we will be asking where the capacity for adaptive relationship functioning comes from. In other words, who is most likely to engage in the kinds of relationship behaviors associated with good relationship outcomes? What kinds of environments foster healthier relationship behaviors? Along the way, we also will be discussing the different types of methodologies used in studies of intimate relationships. The purpose of this course is three fold: (1) to familiarize everyone with classical and contemporary theorizing in the field of intimate relationships; (2) to understand and critique the key issues and debates in the field; and (3) to identify what critical questions must be asked (and eventually answered) if a stronger, more complete, and more integrated science of relationships is to emerge.
This will be a difficult course. Why should a course on romantic relationships be so hard? Because relationships are hard. If you have ever been in one, you know this.
CMS 344K Lying and Deception
Examines lying and deception as civil, strategic, and manipulative behavior. Secrets, privacy, disclosures, and confidentiality are examined in a variety of familiar contexts.
HED 370K Foundations of Peer Support and Social Wellness
All students in this course have been selected to participate in the Longhorn SHARE Project, a new mental health and social connection-focused peer support program in the Longhorn Wellness Center. Our goal is to increase all students’ capacity to: a) confidently and effectively provide empathetic, non-clinical peer-to-peer support, and b) co-create inclusive group spaces where self-exploration, growth, and genuine social connection can occur. Students will learn relevant health, behavioral, and social theories, explore common concerns of today’s college students, hone a variety of interpersonal and helping skills, and receive guidance in maintaining ethical boundaries, managing conflict, making appropriate referrals, and responding to peers in distress. Students in this course will also be required to complete Mental Health First Aid training to become certified in MFHA (more details below). In preparation for the Fall 2022 semester, students will give group presentations on common challenges faced by college students with suggestions for peer-based interventions; record and reflect upon a peer support roleplay scenario with a partner to demonstrate active listening skills; and submit a proposal with a partner for a peer support group relevant to their lived experiences and/or interests.
Societal Conflict Resolution
AFR 372F Urban Unrest
How and when do cities burn? The modern US city has seen its share of urban unrest, typified by street protests (both organized and spontaneous), the destruction of private property, looting and fires. Interpretations of urban unrest are varied: some describe it as aimless rioting, others as political insurrection. Most agree that the matter has something to do with the deepening of racism, poverty and violence in U.S. cities. This course takes a closer look at the roots of urban unrest, exploring a range of origins: joblessness, state violence, white flight, the backlash against civil rights gains, new immigration and interracial strife. Urban unrest is often cast as an intractable struggle between black and white, yet this course examines the ways in which multiple racial groups have entered the fray. Beyond race and class, the course will also explore unrest as a mode of pushing the normative boundaries of gender and sexuality in public space. Course material will draw from film, literature, history, geography and anthropology.
ANT 326L Cultures in Contact
"Cultures in Contact" is a multi-disciplinary course which combines
Historical, Anthropological, Geographical and Literary analyses of the
continuing "contact period" in the New World. The issues addressed span the last 500+ years of cultural interaction in the Americas, looking especially at the processes of cultural conflict, competition, cooperation, and synthesis that have taken place among people from the Americas, Europe, Africa, and Asia.
CMS 356C Collective Action
Collective action is a fundamental part of our social behavior and refers to any process whereby groups of people attempt to make decisions and act towards a common good. Collective action covers a vast field and include both collaborative and contentious forms of social action. Two interrelated factors have irrevocably changed how we view collective action: globalization and digitization. In this class, students will obtain insight into how globalization and technology have impacted how we organize and communicate to achieve better collective outcomes about the public good. It will review a range of perspectives on collective action, and examine communicative elements of collective action in a variety of global contexts, focusing on India and New Zealand as global contexts in the last portion of the course.
Minor in Studio Art
at the University of Texas-Austin
Requirements Hours
15 semester hours of coursework in studio art, chosen from the following: 15
ART 350 Philosophy, Theory, and Criticism
ART 352C Painting for Nonmajors
ART 352D Drawing for Nonmajors
ART 352E Figure Drawing for Nonmajors
ART 352K Transmedia for Nonmajors
Clubs
Black Women Wellness Organization
Black Women Wellness Organization is an organization that hopes to foster and maintain an environment that supports students in their efforts for overall wellness, academic/professional success, and service endeavors. BWWO works to promote conversation surrounding inequality and discrimination while connecting students to volunteering activities, wellness resources, test prep, and networking at the University of Texas at Austin. Through this organization, members will benefit from an uplifting, close-knit group that focuses on community and local/global improvement.
Heartfulness Meditation Group
Stressed out with classes? Looking to try something new? Join the Heartfulness Meditation Club to add more peace and Zen to your life.
Whatever experience with meditation you may have, all are welcome to join us online for group meditations at 5:00 PM every Monday. It is encouraged to join early.
Inclusive Campus Support
Inclusive Campus Support offers students, staff, and faculty opportunities to speak with a peer about campus climate experiences, best practices in organizational or departmental program planning, and receive personalized resource information.
Specifically for students, Inclusive Campus Support can assist students and student leaders in organizational support – peer assistance with student organizations which could encompass many things like membership recruitment/retention, inclusive organizational practices, conflict management. This list is not exhaustive but we do offer one on one peer support and consults for students who have questions, have concerns, or need advice regarding any campus climate experiences and concerns at UT Austin.
Longhorn Voices Book Club
Longhorn Voices Book Club is intended to serve as a means of building community, reading diverse books, promote recreational and creative activities, and foster discussions. It is targeted, but not restricted to, those in STEM education to serve as an entertaining break from rigorous course demands. This organization aims to make members more well-rounded by immersing them in literature and the arts. This book club focuses on reading Own Voices novels, that allow for readers to gain first-hand insight into the lives of marginalized groups in the form of fiction. Members will then attend meetings to discuss the book. The ultimate goal of Longhorn Voices Book Club is to make everyone feel included and heard.
Street Art Muralist Organization
SAMO is intended to create murals and various public art spaces to provide students with a platform to creatively express themselves, raise awareness for certain causes, and to diversify the visual landscape of Austin as a whole. It functions to champion teamwork and individualism- and to provide a healthy outlet for students to grow and develop through artistic expression, leaving a lasting visual legacy for generations to come.
UT Women's Volleyball Club
Texas Women’s Club Volleyball is a great way for women on campus to continue their love for the fast-growing sport. The UT RecSports affiliated organization is comprised of two teams. Both teams practice twice a week, for 3 hours each practice and actively participate in various fundraising, volunteer, and social events. As an organization, we pride ourselves on our highly competitive nature. Teams will travel to different cities and states to compete against the best teams in the nation. Every year UTWVC teams are national title-contending teams. Our mission is to promote the development of the sport of volleyball, while providing a fun, competitive environment.
* * *
"The American shopping mall is in crisis, but not all dead malls end up empty forever. Some are given second lives."
-- from a Google search, but not actually in the link
"The City of Kittens"
Story Date: Summer 2016
Summary: After the Big One, humans leave the ruins of Rain City, and a pair of kittens begin to build something of their own.
This is a wide view inside the flooded Jancar Mall and Gallery, full of feral and wild fish. These fish are mostly white or green. Some of these are bright orange.
This escalator goes down into water now, with some calico fish swimming in sunlit water.
Diamond One draws hazard graffiti, like this mosquito. Global Force tends to draw graffiti of opportunities, such as fishing.
On the second floor is an indoor garden. This convenience store still has some food. HAMshack features electronics and small parts. The shoe store is a mess. The clothing store becomes a den for the pride of kittens.
The gallery still has some art, but more graffiti. Graffiti artists also make use of the small studio.
The arts and crafts store has a lot of supplies left. It carries yarn and other fibercraft materials.
In Seattle, the summers are short, warm, dry, and partly cloudy and the winters are very cold, wet, and mostly cloudy. Over the course of the year, the temperature typically varies from 37°F to 79°F and is rarely below 28°F or above 88°F.
Fishing nets come in many types. Learn how to make one.
rix_scaedu, siliconshaman, and see_also_friend. It also fills the "Ephemeral Ponds" square in my 3-1-23 card for the March Is... Bingo fest. This poem has been sponsored by a pool with ng_moonmoth. It belongs to the Big One thread of the Polychrome Heroics series."Second Lives"
[Fall 2016]
As summer turned to autumn,
the weather went cold and wet.
Smith and Tinker, along with
their growing pride of other kittens,
began to want more shelter than
three walls, a bit of roof, and a yard.
Ranging a little farther afield,
they found a building that was
still mostly intact, the kind
that humans called a mall.
It had a few holes in places,
but it hadn't flattened like most
of the older or taller buildings.
The first floor had flooded,
because Rain City lived up to
its name, and the fancy things
humans had done to keep water
out of low places had broken.
Frogs and toads and tadpoles
came in from ephemeral ponds.
Calico fish had gotten loose
from the places where humans
used to keep them, and catfish
had come in from the river, so
now they lived together in
the bottom of the old mall.
They were big and delicious,
but also slippery, so the kittens
wanted a better way to catch them.
They searched the mall for inspiration.
In some places, humans had put
colors and patterns on the wall,
so it wasn't altogether abandoned.
They even left a little food for
the kittens after spotting them.
Soon the kittens found a place
where the humans had left piles
of soft cloth. That would make
an excellent den for the pride.
Then Smith found one filled with
interesting metal parts and wires.
Tinker discovered a big room
with all kinds of things for playing --
colorful papers and foils that crinkled,
buttons and fuzzy balls and feathers.
One whole corner was all string,
and that gave them some ideas.
Smith and Tinker had gotten
tangled in string often enough
to know how clingy it was.
If they dropped some in
the water, would the fish
get tangled in string too?
They tried that, but
the string just floated.
Smith and Tinker watched
the humans who came
to scrounge in the ruins.
Often they picked things up
and put bits together until
they had something new.
The human who sometimes
turned shiny and hard would
feed the kittens and warn them
away from dangerous places.
The one with the fluffy mane
showed them how to do things.
She taught them to open jars by
twisting the lids until they came off,
and how to make better toys by
tying scraps into a fluffy wad.
That gave Smith the idea to try
mixing wire in with the string.
This time it sank and entangled
the fish, so the kittens could
pull on the tangle and drag
the fish out of the water.
Then everyone feasted.
The next time the humans
came to the lair, the kittens
went fishing again, and Tinker
offered them some of the fish.
It was only fair -- the humans
had shared their food before.
The two humans stared at
the fish, and at the kittens,
and even at each other.
They made many of
the loud noises that
humans used instead
of the quieter cat talk.
Then they picked up
the fish, accepting
the offer of alliance.
From that time onward,
the kittens and the humans
shared what was left in
the ruins, and whatever
they could catch to eat.
Even as the weather grew
colder and wetter, they created
warm dens and stayed comfortable.
In this way, they learned a new truth:
Not all dead malls end up empty forever.
Some of them are given second lives.
* * *
Notes:
Diamond One (Diane Allen) -- She has fair skin, hazel eyes, and short brown hair. Her heritage is American. She speaks English and German. She is 22 years old in 2015.
Diane had a difficult childhood, which left her unwilling to let anyone in. After developing superpowers, she took the cape name Diamond One and started working as muscle. Currently a mercenary, she hires out as a bodyguard or enforcer. She is good at scoping out a scene with a quick glance and then determining advantageous routes or angles within it.
Diamond One was in Rain City when the Big One hit. She has taken up scrounging in the ruins, because her superpowers make her almost impossible to injure. As a hobby, she enjoys making graffiti. After the quake, she paints images of hazards to warn people away, like mosquitoes at the flooded Jancar Mall and Gallery. She also feeds the cats who are taking over the area.
Origin: Diane grew up in foster care, but a scruffy child turned into a beautiful teen. When people tried to abuse her, she manifested Diamond Form and they hurt themselves badly on her sharp edges.
Uniform: She wears plain unisex clothes, often with holes in them, because transforming tends to wear through fabric quickly. Occasionally she wears a uniform if her current gig provides one.
Qualities: Master (+6) Toughness, Good (+4) Mercenary, Good (+2) Graffiti Artist, Good (+2) Visual-Spatial Intelligence
Poor (-2) Letting People In
Powers: Expert (+4) Diamond Form
In human form, she has Master (+6) Toughness. In diamond form, she has Expert (+4) Invulnerability on top of that plus Good (+2) Sharp Edges, which she can use 4 times per day up to 11 minutes per use. This form is extremely difficult to damage, and its sharp edges inflict damage on anyone attacking it in close combat.
Motivation: To protect.
Global Force (Willodean Field) -- She has sorrel skin, brown eyes, and a shaggy mane of nappy brown hair. She is tall and slim with shallow curves. Her heritage is Afro-American and Afro-Caribbean. She speaks English, Esperanto, French, and Spanish. She is 25 years old in 2016.
Willodean earned a Combined Bachelor and Master of Arts in Conflict Resolution & Peace Studies with a minor in Studio Art at the University of Texas-Austin. There she joined the Black Women Wellness Organization, Heartfulness Meditation Group, Inclusive Campus Support, Longhorn Voices Book Club, Street Art Muralist Organization, and UT Women's Volleyball Club.
After graduating, Willodean took the cape name Global Force and went to work as a cross-cape negotiator. She was in Rain City when the Big One hit. She has stayed in the city to scrounge for supplies and help everyone work together, regardless of cape colors. Global Force becomes one of the founders of ESSENCE. As a hobby, she enjoys making graffiti. After the earthquake, she marks resources so people can find them, such as fish graffiti at the flooded Jancar Mall and Gallery. She also feeds the cats taking over the area.
Origin: Her superpowers resulted from intensive study of peacework in college, along with Kwanzaa practices.
Uniform: She prefers practical women's wear. Her base colors are black, khaki, and white accented with blue and green.
Qualities: Master (+6) Emotional Intelligence, Expert (+4) Peacework, Good (+2) Graffiti Artist, Good (+2)
Poor (-2) Logical-Mathematical Intelligence
Powers: Expert (+4) Umoja
Her superpower has the rare ability to work either as a field effect (up to a football field at Good level, or a square mile at Average level) or focused on specific targets (up to 11 people at Expert level). She can use her ability for everything from negotiating a truce to boosting teamwork.
Motivation: Peace on Earth.
(T-America allows a combined 5-year degree by taking all four strands, two Connecting Experiences with one undergraduate and one graduate, and replacing the senior integration essay with a thesis.)
Combined Bachelor and Master of Arts in Conflict Resolution & Peace Studies
at the University of Texas-Austin
The Conflict Resolution & Peace Studies Bridging Disciplines Program offers students the opportunity to both study and promote conflict resolution in interpersonal, institutional, societal, and global contexts. Students in this program will explore the causes and consequences of various forms of violence, as well as the conditions of peace. In exploring peaceful alternatives to violence, they will learn to understand peace as a multifaceted vision for transformed human relations. In addition to gaining a more sophisticated understanding of peace and conflict, students will also learn about and practice the skills necessary for the peaceful resolution of conflicts.
For a complete list of courses and requirements, view the Conflict Resolution & Peace Studies BDP curriculum sheet.
Students must focus their work in at least two of the following categories:
• Global Conflict Resolution
• Institutional Conflict Resolution
• Interpersonal Conflict Resolution
• Societal Conflict Resolution
Requirements
With 19 credit hours of coursework and Connecting Experiences, students may earn a BDP certificate in Conflict Resolution & Peace Studies.
Courses counting toward a BDP in Conflict Resolution & Peace Studies may also satisfy core, major, and elective requirements in a student’s degree plan. With planning, the BDP should not add time to students’ UT careers, but instead helps students choose the courses they already have to take in an integrated way.
Foundation Courses [4-7 hours]
• Forum Seminar
BDP 101: Intro to Conflict Resolution & Peace Studies
• Skills Foundation Course(s)
CLD 320 FACILITATIVE LEADERSHIP
CMS 354 Conflict Resolution
Courses in a Strand [9 hours]
• Global Conflict Resolution
BDP 319 Human Rights: Theories and Practice
GOV 355M WAR AND GLOBAL POLIT CHANGE
SPN 355R East/West/New World Encounters
• Institutional Conflict Resolution
ALD 331 RESTORATIVE PRACTICES
HDO 330 CULTURAL COMPETENCE IN ORGS
MAN 337 3-INTERCULTURAL MANAGEMENT
• Interpersonal Conflict Resolution
HDF 337 Personal Relationships
CMS 344K Lying and Deception
HED 370K Foundations of Peer Support and Social Wellness
• Societal Conflict Resolution
AFR 372F Urban Unrest
ANT 326L Cultures in Contact
CMS 356C Collective Action
Connecting Experiences [3-6 hours]
BDP advisors assist students in finding meaningful connecting research and/or internship experiences related to Conflict Resolution & Peace Studies. For examples of Connecting Experiences Conflict Resolution & Peace Studies students have completed in the past, read these Connecting Experience spotlights.
Integration Essay
Students write a three-four page essay written at the end of the BDP experience, drawing together the different pieces of the BDP.
Curriculum
Courses
BDP 101: Intro to Conflict Resolution & Peace Studies
Applies to Conflict Resolution & Peace Studies and all Ethics & Leadership BDP certificates
This course will survey the nature and role of conflict and its resolution at various levels, from the global to the interpersonal, focusing on certain key challenges, such as great power conflicts, civil wars, ethnic conflicts, and urban struggles. We will study the use of conflict as a tool by change agents as well as efforts to resolve conflicts in the interests of peace, justice, and welfare. Special attention will be given to nonviolent campaigns for social change. We will read interesting accounts of various conflicts and efforts to deal with them, along with writings by change agents employing conflict. Class sessions will include presentations by experts from various fields in the university community and beyond.
CLD 320 FACILITATIVE LEADERSHIP
Explores facilitation and consensus-building in leadership in the private, nonprofit, and public sectors; how to engage stakeholders in powerful, productive, and prudent ways; and how to collaborate with team members to advance a leader's vision. Includes experiential learning with a local company, organization, or public agency. In this course, students will learn how to integrate facilitation and consensus-building into their work as leaders in the private, nonprofit, or public sectors; how to engage stakeholders (like employees, financial supporters, customers, and voters) in powerful, productive, and prudent ways; and how to collaborate with team members to advance a leader’s vision. The course will include opportunities to apply lessons from the course in real-life scenarios and design and help implement a collaborative process for a local company, organization, or public agency.
CMS 354 Conflict Resolution
Systematic analysis of conflict and communication to examine some of theeffects of communication on conflict and of conflict on communication. Readings, analysis of conflicts, and practice with and evaluation of communication behaviors thought to be effective in conflict talk.
Global Conflict Resolution Strand
BDP 319 Human Rights: Theories and Practice
This course will introduce students to the interdisciplinary study and practices of human rights at home and around the world. Drawing on materials from the humanities, social sciences, law, fine arts, and public policy, the course will engage both historical precedents and contemporary debates over the relevance of a human rights discourse to academic inquiry and extracurricular advocacy. Divided into five sections, the syllabus is designed not only to encourage a broad understanding of human rights’ emergence into current public policy and persistent humanitarian narratives, but to facilitate as well the opportunity to research these concerns through specific topical examples, both issue-oriented and regionally-grounded.
GOV 355M WAR AND GLOBAL POLIT CHANGE
This class examines how war has remade the larger global order since the onset of the twentieth century. It begins with a brief overview of foundational models developed in political science to explain the origins and termination of war. It then uses World I and its extended aftermath as an empirical case to illustrate and evaluate these theoretical foundations. We then build on these theoretical and empirical foundations to examine some of the broader political, social, economic, and ideational consequences of war. Among others, we will look at how war contributes to: imperial collapse and national self-determination movements; democratization; economic recessions and recovery; refugee flows; and humanitarian catastrophes associated with famine, the targeting of civilians, and genocide.
SPN 355R East/West/New World Encounters
Study of important themes or issues in the cultural production of the Latin American world. Among the regions studied are Spain; North, Central, and South America; the Caribbean; and related areas in Africa. Survey of works mostly in the Latin American and Hispanic literary tradition in which images or themes related to the East (Asia, Eastern Africa, the Middle East) are developed.
Institutional Conflict Resolution Strand
ALD 331 RESTORATIVE PRACTICES
Focus on community engagement and social justice issues related to schooling access and equity. Includes a field-based component that promotes practices needed to implement restorative practices in multiple settings.
HDO 330 CULTURAL COMPETENCE IN ORGS
Regardless of what organizations we are part of—education, business, non-profit, military, religious, political, social—our spaces are increasingly diverse, yet all too often they remain exclusionary and inequitable. We will explore how identities are experienced in various organizations, with an emphasis on how identities intersect in individual’s experiences and are lived differently in different contexts. We will begin the semester by laying a foundation for understanding the complexity of identity by exploring relevant theories. Using a wide range of texts, students will investigate how our identities manifest in a myriad of ways at the micro, meso, and macro levels in various organizations. We will engage with how identity shapes one’s experience of an organization through a podcast analysis, daily class discussions, an interview-based Experiencing Organizations Project, and experiential learning events. In addition, students will research and present on case studies exploring solutions for organizations facing problems with cultural competence. Students will also be introduced to professional options connected to diversity, equity, and inclusion, including working as a consultant, a chief diversity officer, human resources, management, community organizing, and other burgeoning professions that rely heavily on cultural competency.
MAN 337 3-INTERCULTURAL MANAGEMENT
This course offers undergraduates a conceptual framework and specific tools for interacting successfully in international teams, negotiations, and partnerships. The course will explore concepts of ethnorelativism and cultural engagement and what it means to have a “global perspective”. You will gain analytical and collaborative skills for interacting effectively with people from a variety of cultural backgrounds. We will discuss cultural patterns characteristic of world regions and particular countries in terms of their implications for corporate management. Using a framework of cultural dynamics in business interaction, you will analyze international people and contexts, predict challenges you would have dealing with them, and identify strategies for managing culturally-based conflict. Coursework, exercises, research and assignments offer a chance to not only study but actually apply a methodology for success in international interaction.
ALD 331 RESTORATIVE PRACTICES
HDO 330 CULTURAL COMPETENCE IN ORGS
MAN 337 3-INTERCULTURAL MANAGEMENT
Interpersonal Conflict Resolution Strand
HDF 337 Personal Relationships
The purpose of this course is to deepen your understanding of how romantic relationships are formed and maintained. To this end, we will examine what the scientific literature (i.e., research and theory in social psychology, family studies, sociology, communications studies, clinical psychology, and related disciplines) has to say about the kinds of relationship processes/behaviors that are associated with healthier romantic relationships. In addition, we will be asking where the capacity for adaptive relationship functioning comes from. In other words, who is most likely to engage in the kinds of relationship behaviors associated with good relationship outcomes? What kinds of environments foster healthier relationship behaviors? Along the way, we also will be discussing the different types of methodologies used in studies of intimate relationships. The purpose of this course is three fold: (1) to familiarize everyone with classical and contemporary theorizing in the field of intimate relationships; (2) to understand and critique the key issues and debates in the field; and (3) to identify what critical questions must be asked (and eventually answered) if a stronger, more complete, and more integrated science of relationships is to emerge.
This will be a difficult course. Why should a course on romantic relationships be so hard? Because relationships are hard. If you have ever been in one, you know this.
CMS 344K Lying and Deception
Examines lying and deception as civil, strategic, and manipulative behavior. Secrets, privacy, disclosures, and confidentiality are examined in a variety of familiar contexts.
HED 370K Foundations of Peer Support and Social Wellness
All students in this course have been selected to participate in the Longhorn SHARE Project, a new mental health and social connection-focused peer support program in the Longhorn Wellness Center. Our goal is to increase all students’ capacity to: a) confidently and effectively provide empathetic, non-clinical peer-to-peer support, and b) co-create inclusive group spaces where self-exploration, growth, and genuine social connection can occur. Students will learn relevant health, behavioral, and social theories, explore common concerns of today’s college students, hone a variety of interpersonal and helping skills, and receive guidance in maintaining ethical boundaries, managing conflict, making appropriate referrals, and responding to peers in distress. Students in this course will also be required to complete Mental Health First Aid training to become certified in MFHA (more details below). In preparation for the Fall 2022 semester, students will give group presentations on common challenges faced by college students with suggestions for peer-based interventions; record and reflect upon a peer support roleplay scenario with a partner to demonstrate active listening skills; and submit a proposal with a partner for a peer support group relevant to their lived experiences and/or interests.
Societal Conflict Resolution
AFR 372F Urban Unrest
How and when do cities burn? The modern US city has seen its share of urban unrest, typified by street protests (both organized and spontaneous), the destruction of private property, looting and fires. Interpretations of urban unrest are varied: some describe it as aimless rioting, others as political insurrection. Most agree that the matter has something to do with the deepening of racism, poverty and violence in U.S. cities. This course takes a closer look at the roots of urban unrest, exploring a range of origins: joblessness, state violence, white flight, the backlash against civil rights gains, new immigration and interracial strife. Urban unrest is often cast as an intractable struggle between black and white, yet this course examines the ways in which multiple racial groups have entered the fray. Beyond race and class, the course will also explore unrest as a mode of pushing the normative boundaries of gender and sexuality in public space. Course material will draw from film, literature, history, geography and anthropology.
ANT 326L Cultures in Contact
"Cultures in Contact" is a multi-disciplinary course which combines
Historical, Anthropological, Geographical and Literary analyses of the
continuing "contact period" in the New World. The issues addressed span the last 500+ years of cultural interaction in the Americas, looking especially at the processes of cultural conflict, competition, cooperation, and synthesis that have taken place among people from the Americas, Europe, Africa, and Asia.
CMS 356C Collective Action
Collective action is a fundamental part of our social behavior and refers to any process whereby groups of people attempt to make decisions and act towards a common good. Collective action covers a vast field and include both collaborative and contentious forms of social action. Two interrelated factors have irrevocably changed how we view collective action: globalization and digitization. In this class, students will obtain insight into how globalization and technology have impacted how we organize and communicate to achieve better collective outcomes about the public good. It will review a range of perspectives on collective action, and examine communicative elements of collective action in a variety of global contexts, focusing on India and New Zealand as global contexts in the last portion of the course.
Minor in Studio Art
at the University of Texas-Austin
Requirements Hours
15 semester hours of coursework in studio art, chosen from the following: 15
ART 350 Philosophy, Theory, and Criticism
ART 352C Painting for Nonmajors
ART 352D Drawing for Nonmajors
ART 352E Figure Drawing for Nonmajors
ART 352K Transmedia for Nonmajors
Clubs
Black Women Wellness Organization
Black Women Wellness Organization is an organization that hopes to foster and maintain an environment that supports students in their efforts for overall wellness, academic/professional success, and service endeavors. BWWO works to promote conversation surrounding inequality and discrimination while connecting students to volunteering activities, wellness resources, test prep, and networking at the University of Texas at Austin. Through this organization, members will benefit from an uplifting, close-knit group that focuses on community and local/global improvement.
Heartfulness Meditation Group
Stressed out with classes? Looking to try something new? Join the Heartfulness Meditation Club to add more peace and Zen to your life.
Whatever experience with meditation you may have, all are welcome to join us online for group meditations at 5:00 PM every Monday. It is encouraged to join early.
Inclusive Campus Support
Inclusive Campus Support offers students, staff, and faculty opportunities to speak with a peer about campus climate experiences, best practices in organizational or departmental program planning, and receive personalized resource information.
Specifically for students, Inclusive Campus Support can assist students and student leaders in organizational support – peer assistance with student organizations which could encompass many things like membership recruitment/retention, inclusive organizational practices, conflict management. This list is not exhaustive but we do offer one on one peer support and consults for students who have questions, have concerns, or need advice regarding any campus climate experiences and concerns at UT Austin.
Longhorn Voices Book Club
Longhorn Voices Book Club is intended to serve as a means of building community, reading diverse books, promote recreational and creative activities, and foster discussions. It is targeted, but not restricted to, those in STEM education to serve as an entertaining break from rigorous course demands. This organization aims to make members more well-rounded by immersing them in literature and the arts. This book club focuses on reading Own Voices novels, that allow for readers to gain first-hand insight into the lives of marginalized groups in the form of fiction. Members will then attend meetings to discuss the book. The ultimate goal of Longhorn Voices Book Club is to make everyone feel included and heard.
Street Art Muralist Organization
SAMO is intended to create murals and various public art spaces to provide students with a platform to creatively express themselves, raise awareness for certain causes, and to diversify the visual landscape of Austin as a whole. It functions to champion teamwork and individualism- and to provide a healthy outlet for students to grow and develop through artistic expression, leaving a lasting visual legacy for generations to come.
UT Women's Volleyball Club
Texas Women’s Club Volleyball is a great way for women on campus to continue their love for the fast-growing sport. The UT RecSports affiliated organization is comprised of two teams. Both teams practice twice a week, for 3 hours each practice and actively participate in various fundraising, volunteer, and social events. As an organization, we pride ourselves on our highly competitive nature. Teams will travel to different cities and states to compete against the best teams in the nation. Every year UTWVC teams are national title-contending teams. Our mission is to promote the development of the sport of volleyball, while providing a fun, competitive environment.
* * *
"The American shopping mall is in crisis, but not all dead malls end up empty forever. Some are given second lives."
-- from a Google search, but not actually in the link
"The City of Kittens"
Story Date: Summer 2016
Summary: After the Big One, humans leave the ruins of Rain City, and a pair of kittens begin to build something of their own.
This is a wide view inside the flooded Jancar Mall and Gallery, full of feral and wild fish. These fish are mostly white or green. Some of these are bright orange.
This escalator goes down into water now, with some calico fish swimming in sunlit water.
Diamond One draws hazard graffiti, like this mosquito. Global Force tends to draw graffiti of opportunities, such as fishing.
On the second floor is an indoor garden. This convenience store still has some food. HAMshack features electronics and small parts. The shoe store is a mess. The clothing store becomes a den for the pride of kittens.
The gallery still has some art, but more graffiti. Graffiti artists also make use of the small studio.
The arts and crafts store has a lot of supplies left. It carries yarn and other fibercraft materials.
In Seattle, the summers are short, warm, dry, and partly cloudy and the winters are very cold, wet, and mostly cloudy. Over the course of the year, the temperature typically varies from 37°F to 79°F and is rarely below 28°F or above 88°F.
Fishing nets come in many types. Learn how to make one.
(no subject)
Date: 2023-06-29 11:25 pm (UTC)Thoughts
Date: 2023-06-30 03:32 pm (UTC)Re: Thoughts
Date: 2023-06-30 04:48 pm (UTC)Re: Thoughts
Date: 2023-06-30 04:57 pm (UTC)Cross-species sign language is hard, especially when they have different moving parts. Cats have mobile ears and tail, humans have fingers and thumbs, etc.
Re: Thoughts
Date: 2023-07-01 03:03 am (UTC)"Greeting." [casual] / "I love/trust you."
slow eyeblink (socialized cats will recognize kissing noises as affection)
slow eyeblink
"Hello." [proper friendly greeting]
touches finger-to-nose or touches-nose-to-nose
touches nose-to-nose
"Hi, you." [affectionate, bonded greeting]
gently 'stoke' cat w/ side of your leg (if walking), or pet (if sitting)
rubs against other person
"Excuse me, attention please."
taps person with fingers
taps person with paw
"Pleeeease?"
?
flops down, exposing belly and rolls (usually near desired item)
"Come here."
pats surface, vocalize
? ...stands in desired place and calls
"Pay attention!"
"Hey!"
"Mrroooooow!"
"That, there." / "Do the thing with the thing."
points with finger, maybe add a small noise for emphasis
points with eyes, points with ears*, maybe add a small noise for emphasis
"Follow me."
Step in front of cat and walk. Vocalize (cat's name, "food" "come" "inside" etc)
step in front of human, slow down, and walk, occasionally glancing over shoulder. May vocalize.
"Look here! Something important!"
repeat the same word/inflection twice
repeat the same sound/inflection twice
"Kittens, food!"
"Prrript!"
"Prrript!"
"Look! Entertainment/food!"
"E-e-e-eh!" chitter
'Killing bite' chitter
"I'm angry." "I'm annoyed."
flips/lashes arm, twitches hand _or_ a fixed, unblinking
flips/lashes arm, twitches hand
"I'm furious." / "You wanna fight!?"
fixed, unblinking stare w/ hunched shoulders
fixed, unblinking stare w/ arched back
"I don't want to fight."
slow eyeblink & look away
slow eyeblink & look away
*Note: Pointing with fingers or one's nose involve the end of an appendage aimed at the McGuffin. Pointing with ears does not involve the tip of the ears. Instead it involves the ear "cupped" towards the McGuffin (and since ear-pointing is usually used for noises, this makes sense).