Listen up, true believers!  We’ve talked about superheroes and we’ve talked about Nick Fury.  But comics aren’t all fun and games!  Since the first modern comic book was published around the turn of the 20^th century, they have been attacked by the powers-that-be for their content, their quality, and their artistic value.  In 1954, faced with the possibility of government censorship after heated Senate hearings on the impact of comics on juvenile delinquency, publishers adopted the Comics Code, a self-censorship mechanism modeled after the film industry’s restrictive Hays Code.  The comics industry was forever changed.

The exhibit “All Lurid, Unsavory, Gruesome Illustrations Shall Be Eliminated: The Comics Code as seen through the UMBC Comics Collection,” currently on display in the Special Collections Department of the Albin O. Kuhn Library isn’t just about looking at some cool rare comics.  It’s a chance to see the ways in which the industry has changed over the past 70 years, from pushing the envelope of taste in order to sell comics, to wilting under restrictions on its creativity, and back to pushing the envelope.  We see how rare pre-Code, Silver Age and underground titles led to non-Code magazines and today’s graphic novels.

This exhibit is also an opportunity to see some fantastic original comic art from the 1970s, from legendary artists such as Jack Kirby, John Romita Sr. and Joe Sinnott.  Straight out of the Special Collections vault, these pieces have almost never been seen in public! Paired with the finished published books, they are great examples of the process of the comic book artists of the time.

So come on down, superfans!  This exhibit will be on display until May 16^th, so you’ve got plenty of time.  Special Collections, located inside the library’s first floor gallery, is open Monday, Tuesday, Wednesday and Friday from 1-4 pm, and Thursdays from 1-8 pm.  Other hours are available by appointment. Please provide advance notice if you will be arriving via invisible jet.

To browse all of the comics available at Special Collections, enter “comic books” in the “Collection” field in the following search; or put in more specific search terms to find the exact comic you’re looking for: http://umbc.pastperfect-online.com/37467cgi/mweb.exe?request=advform

by Steve Ammidown, Special Collections Student Assistant

Image from Planet Comics #30, May 1944

Frances Moore Lappé, Founder of the Small Planet Institute, talks to AASHE about her newest book, EcoMind: Changing the Way We Think to Create the World We Want. Lappé discusses the importance of thinking critically about the ways different messages and metaphors impact our choices, shares stories of her encounters with campus sustainability, and more.

If you are interested in participating in the AASHE Interview Series, email Niles Barnes at niles@aashe.org. To read past interviews, click here.

Your recent book EcoMind describes how individuals can change their thinking and behavior patterns. What compelled you to write EcoMind, which to me read as a call for action, at this time in the global environmental movement?

This was my unplanned pregnancy. It kind of grew in me in as a response to a sense, that after speaking at a conference in D.C., I felt so down, so paralyzed afterward. I started worrying that the way we are framing the environmental message may not be the motivating message that it has to be now more than ever. EcoMind grew from reading the current and popular literature, and thinking about some of the metaphors that the environmental movement was using to trigger fear.

What suggestions do you have for individuals who may experience that same sense of dismay you describe when trying to actively engage themselves in sustainability issues?

Other than read my book? (laughter)

A major theme of this book is courage, in the sense that environmental messages should make us feel courageous and more able to walk with fear. And for me, in order to keep the life force flowing, keep the sense of possibility alive, I think we have to actively choose what I call a “courage news diet.”
We have to consciously bring into our lives information and stories, even if it’s a small, incremental change, that keep us moving in the right direction.

I think there’s more that we know now in neuroscience, that our thoughts actually change the pathways in our brain, and if we dwell in fear or dwell in depressive thoughts or thoughts of impossibilities, we create gullies in our neural system, such that the next thought will go into that negative gully, too. So, it’s up to us to take charge. It’s really empowering to think that our thoughts have the power to change ourselves. This is not to ignore the negative problems that are there, but rather to not dwell on them.

Tell me about the seven “thought traps” you selected to frame the chapters of the book. Are these meant to be applicable for residents of emerging, developing, and developed economies? How do they or do they not cross age demographics?

This is just really an invitation to think very, very carefully and critically, and use our whole body to feel how we respond to terms and phrases. It’s about going more deeply, and not just self-critically putting out these phrases like “we’ve hit the limit to a finite planet,” for example, and then just repeat that because it seems like a no-brainer since there are so many crises in out natural system so of course why would anyone even think about that. So, I guess, the process is what I’m really calling for. It’s really to think about these messages, how our bodies respond to them, how they make us feel, and what images they suggest – and do they really lead us to solutions.

It’s about really looking for metaphors that bring us to root causes and relationships that we have with each other that get away from quantitative, up and down, more and less, empty-full metaphors that keep us stuck in measurements of things rather than relationships of people.

A significant purpose of the book is to encourage “thinking like an ecosystem.” Can you explain for our readers how thinking like an ecosystem primarily differs and/or overlaps with our current way of thinking? Are there examples of communities currently practicing this type of thinking?

The dominant culture which affects us all is the mechanical worldview, with the premise of lack, the “lack of goodness.” This worldview is very fear-inducing because it pits us against each other in a world in which there’s not enough.

That is the dominant view, and unfortunately I think that some pieces of our environmental message feed into that scarcity mindset. For instance, when we hit 7 billion, we saw a revival of interest in population explosion and scarcity news. These are deeply ingrained ideas, that there’s just not enough. So, all of the examples in the book and everything that I’m writing about are coming from a different set of assumptions and are proving that, in fact, we can align, which is also one of the keywords in this book.

As an example, I was reading this morning an article in Andhra Pradesh in India, these really poor Indian farmers, with one hectare (2.5 acres) on average, they doubled their income simply by stopping using chemicals and relying on their own personally created “pesticide potions,” I call them. There are 108 plants that they’ve identified in this community which they use to control pests and learn how to restore their earth’s fertility so they are holding their yields but drastically reducing their costs.

So that’s what I mean by alignment. That is one very powerful example, and of course, they are helping to address the climate crisis as well as their own financial crisis. I guess that is the profound shift of worldview. That idea of “not enoughness” fortunately has not completely infected the rest of the world. There are still cultures in which there is still a presumption that if we live in a way that understands and works with the laws of nature, that there is enough for all of us, which is also the essence of the “thinking like an ecosystem” worldview.

When writing EcoMind, did you consciously decide to use the terms and concepts of “ecology” or “environment” more prominently than “sustainability?” What benefits do you see in framing the book as well as the larger ideas captured by the book from an “eco” or “environmental” perspective?

To me, “thinking like an ecosystem,” the “ecomind,” is what I want to bring out in the book; sustainability itself as a word does not communicate that. The essence of ecology is relationships, while the core idea of sustainability is “that which continues.”

I think sustainbility is a set of applications, a set of actions, and a set of techniques. An ecological worldview or eco-mind or thinking like an ecosystem, is a kind of consciousness - at least that’s how it settles in me, and at least part of sustainability would flow from the eco-mind worldview.

So, sustainable is certainly a very serviceable word, but it just doesn’t fire my engine (to use a very mechanical metaphor!)

How do you see universities and colleges effecting some of the ideas you’ve put forth in this book? (Or in your other works on building more sustainable communities.)

We are developing a workshop that’s very much more personal around the concepts in the book. We’re going to put it online so people can create their own workshop. I can imagine students adapting that on their campuses. We did our first one at UC Santa Cruz and it was mainly students involved -- they gave us a lot of great feedback.

What are the most important tools that students in higher ed institutions around the world have to discuss their own lives, and effect larger, meaningful change in their communities?

I was just at UMass Amherst, for a dedication of a garden that was growing food for the dining hall. So we were looking out of the dining hall down at this beautiful garden. It was a totally positive experience. There were hundreds of people at this dedication, they had created the shape of the garden to look like a leaf;, and they had gotten the food service provider into the whole spirit of provisioning locally as much as possible, getting organic, just making it fun.

At Stanford, I heard students presenting about how they were helping people think about the relationship with food by encouraging people to eat reasonable portions and not be wasteful. As you walked into the dining hall, you could see what was being put out for dinner, and it was being put out on dinner plates in portions that looked reasonable. So you’ve planted that idea in your mind as you’re going to the line instead of mindlessly throwing food on your plate. It looks so much more appetizing, but it also did reduce the waste.

To me, the question for a college campus action is, how do you create situations in which you can talk to people you don’t know at all, and are outside of your social grouping? That’s the essence of organizing – talking to strangers – and yet we tend to stay within our own subgroups.

One of the popular sessions at last year’s AASHE Student Summit was an Open Space discussion titled “Addressing the Apathetic.” What advice do you have to students and other stakeholders on campus who are attempting to more effectively engage those who are not moved by popular environmental messages or feel fundamentally opposed due to ideological beliefs?

Well, that’s the unfortunate thing that’s happened in our country: the environment has become left wing. But not entirely. As I say in EcoMind, there are a lot of conservative religious groups that are very committed to the stewardship idea. So, I think for any individuals in another political, non-progressive political framework who have a traditional religious orientation, there is a lot of great language about creation (“creation care” is a catch phrase that I think is really beautiful). Using that frame for anyone you know who is coming from a traditional religious orientation could be really helpful.

Also, anything that better elicits that feeling of “this gives meaning in my life,” “this makes me part of the solution,” “this makes me feel better about myself, too,” is helpful. Appealing to people’s desire to feel connected to something and have a greater meaning in their lives is really good.

At least in my life, it feels so good - even with small things - to think that my choices are more aligned with what I know; and I think we can assume other people will feel that too, if you’re not making them feel guilty and like a criminal for not having already acted. Make it interesting and lighthearted, and appealing, about being part of the solution.

One of my favorite examples of the impact I hope this book would have has emerged in the book tour. One student said before she read the book that she found herself (though these may not have been her exact words) arm-twisting, trying to convince and brow-beat her fellow students to get on the environmental bandwagon. After she read the book, her view completely shifted -- she just wanted to share her excitement about all that she’s learning and doing.

I guess that’s the inner shift I’m hoping this book will make: from a sense of burden to a sense of excitement and meaning that being part of this movement gives us.

UMBC has earned an Honorable Mention on The Princeton Review's third annual list of undergraduate schools to study game design, placing it in the top 32 undergraduate schools for game design and development in the U.S. and Canada.

The list, "Top Schools To Study Video Game Design For 2012," salutes 50 institutions (32 undergraduate and 18 graduate) for their outstanding game design and development programs.

Compiled by The Princeton Review, one of America’s best-known education services companies, the 2012 list names 10 undergraduate and 10 graduate schools in ranked order and 22 undergraduate and 8 graduate schools as Honorable Mentions. The list is published on The Princeton Review’s website at www.princetonreview.com/game-design.aspx.

The Princeton Review chose the schools based on a survey it conducted in the 2011-12 academic year of administrators at 150 institutions offering video game design coursework and/or degrees in the United States and Canada. The survey, which included more than 50 questions, covered a wide range of topics from academics, curriculum, and faculty credentials to graduates’ employment and career achievements. School selections were based on a comprehensive analysis of data that analyzed the quality of the curriculum, faculty, facilities, and infrastructure, plus the school's scholarships, financial aid and career services.

Said Robert Franek, Princeton Review Senior VP/Publisher, “It has long been our mission to help students find – and get into – the schools best for them to purse their interests and develop their talents. For the burgeoning number of students aspiring to become game designers, we highly recommend UMBC as one of the best and most innovate institutions to study and succeed in this exciting field. We also salute the faculty and administrators at UMBC and the other schools on our 2012 list for their extraordinary programs and commitment to students. "

Building on the Vision for STARS 2.0 that the STARS Steering Committee distributed last month, AASHE would now like to encourage those with ideas for improving STARS to send them to stars@aashe.org. Whether you would like to see a new credit in STARS or have suggestions for improving the existing ones, now is the time to share your ideas. Comments will be reviewed and considered by staff and Technical Advisors as we move through the technical development process towards the launch of STARS 2.0. We ask that you submit your comments by Friday, March 30th.

In addition, AASHE is soliciting feedback on some topics of particular interest to individuals who have a working knowledge of STARS. Please take a few minutes to complete this brief survey and let your voice be heard on issues like the Education & Research section of STARS and the 2005 baseline in the Operations section.

We look forward to hearing from you!

Last month, STARS Participants joined the ranks of hundreds of U.S. and Canadian institutions to participate in Recyclemania, a friendly competition to see who can reduce, reuse, and recycle the most on-campus waste. While this annual competition recognizes institutions based on data submitted over an eight-week period, the Waste subcategory in STARS recognizes ongoing initiatives that move institutions toward zero waste. March’s STARS Facts and Best Practices blog focuses on OP 17: Waste Reduction and OP 18: Waste Diversion.

Overview of Credits

• OP 17: Waste Reduction recognizes institutions that have reduced waste generation over time. While other credits recognize the benefits of recycling, this credit acknowledges the importance of preventative measures to reduce total waste generation (garbage, recycling, and compost).
• OP 18: Waste Diversion recognizes institutions that are reducing waste and conserving resources. Institutions earn points by diverting materials from the landfill or incinerator by recycling, composting, reusing, donating, or re-selling.

STARS Facts
Based on the current STARS data, there is tremendous room for improvement to minimize waste on college and university campuses.

• OP 17: Waste Reduction – On average, institutions earned 1 point out of 5. Only 8 out of 175 institutions achieved waste reductions of 50% or more compared to a 2005 baseline.
• OP 18: Waste Diversion – On average, institutions earned 1 point out of 3. Overall, 22% of all waste has been diverted from the landfill or incinerator through recycling, composting, re-using, donating, or reselling.

With campus populations growing steadily, data submitted for OP 17: Waste Waste Reduction show that total waste generated per campus user has decreased by 4%, even while overall waste has increased by 5%.

In comparison to the 2005 baseline, average recycling and composting rates have increased for STARS-rated institutions while rates for disposed goods have decreased:

• 11% increase in recycling
• 2% increase in composting
• 13% decrease in disposed waste

AASHE Resource Center
Click here to access resources on Sustainable Management of Campus Waste & Materials.

Highlighted Institutions

• Arizona State University (STARS Gold, July 2011) published a Strategic Plan for Sustainability Practices in 2011 that declares zero waste as a primary goal for on-campus sustainability efforts. ASU has pledged to eliminate 90 percent of campus solid waste from the landfill by 2015. Over the last five years, ASU has launched over four dozen projects and initiatives, for both waste aversion and diversion, across diverse areas of operations, resulting in a 52% drop in total waste generated.

• In accordance with its strategic plan, Agnes Scott College in Decatur, GA (STARS Silver, February 2012) has established a campus-wide policy to “reduce, reuse, recycle and rethink”. Campus community members participate in aggressive waste reduction programs that include single-stream recycling, paper reduction initiatives, and numerous others. With a 2011 diversion rate of 73%, Agnes Scott College is on its way to achieving its zero waste goals.

The most successful campus waste reducers have established challenging waste reduction goals and are implementing broad and numerous initiatives to achieve these goals. Moving forward, a challenge for institutions is to systematically reduce total waste while still accommodating for campus growth. The STARS team would love to hear readers’ feedback on ways to shape STARS in the future to further promote zero waste initiatives. Please send your ideas to stars@aashe.org.

UMBC has earned an honorable mention on The Princeton Review’s recently released list: “Top Schools to Study Video Game Design for 2012.” The recognition places UMBC among schools like Georgia Institute of Technology, UC Santa Cruz, and Northeastern University.

Released annually, the list features 50 schools from around the country, including their “top ten” undergraduate and graduate schools in this category. This year, the University of Southern California secured first place for their undergraduate game design program. The rankings were based on a survey administered by The Princeton Review during the 2011-2012 academic year that consulted administrators at 150 schools and universities. The winning schools were judged on the quality of their curriculum, faculty, facilities, and infrastructure, as well as their scholarship, financial aid, and career opportunities.

“We salute the schools on our list this year for their commitment to this burgeoning field and the innovative programs they offer. For students aspiring to work in this more than $10.5 billion industry and for the companies that will need their creative talents and skills, we hope this project will serve as a catalyst for many rewarding connections,” says Robert Franek, The Princeton Review’s Senior VP/Publisher in a press release.

Both UMBC’s Computer Science and Electrical Engineering Department and its Visual Arts Department offer programs for students interested in pursuing a career in video game development. Artists can concentrate on “Animation and Interactive Media,” while computer programmers can pursue the “Game Development” track within the Computer Science major. In addition, UMBC has a Game Development club, and has been a host site of the International Development Association’s Global Game Jam for the past four years.

To see a comprehensive list of winners, visit The Princeton Review’s website.

The buzz about driverless cars erupted after Google received a patent for the technology in December of last year. Since then, the project has been steadily moving forward. A few days ago, Google started testing their vehicles on Nevada roads, following approval by the state’s Legislative Commission. With the inevitability of autonomous transportation creeping closer, measures to ensure its realization are being pursued by more companies than just Google.

Peter Stone, a professor of computer science at the University of Texas at Austin, and his team are working on developing a “smart” intersection that would manage the flow of driverless cars, reports techworld.com.

According to Stone’s project, intersections would be equipped with a manager that would coordinate traffic in an efficient and mathematical way. Techworld reports:

‘"When a car gets close to the intersection, it calls ahead and says, 'I want to go through the intersection.' The intersection manager says either yes or no. It keeps track of the reservations it grants and makes sure it doesn't give permission to other cars that would conflict with them," Stone said.’

To learn more, check out the full article: “Scientists develop computer-controlled intersections for self-driving cars.”

Now Online

View photographs from the Hughes Company photography studio and experience Baltimore life during 1905-1940.  Find out what your neighborhood street looked like back then; compare familiar buildings and structures--such as the Hippodrome Theater and Bromo Seltzer tower--with how they look now; peruse images of Flower Mart from the 1920s; make your way through the old outdoor markets of Eutaw and Lexington Streets; or see horse drawn carts, streetcars, and early automobiles traverse the city.

The Basics of the Collection

The 2,682 glass negatives from the Hughes Company Glass Negative Collection were scanned and converted into digital positives.  The collection features images of Baltimore and environs, including street scenes, buildings, churches, schools, store fronts, monuments, and signs.  Also included are commercial photographs from local businesses and community groups, such as company portraits, student groups, advertising images, machinery, and people at work. 

The History of the Company

The Hughes Company was a commercial photography studio in Baltimore, MD founded circa 1878 by James F. Hughes. Business was good for Hughes, and the studio thrived into the 1890s.
After his death in the early 1900s, the company was sold to his studio assistant, photographer James W. Scott. The studio experienced a boom of production, generating advertising photographs for clients as diverse as Westinghouse Company and the Baltimore Sun, as well as local businesses and school and church groups. The glass negatives in the digital collection were created during this period.
In 1939, Scott trained his son, Gaither, in both photography and the operation of the studio. Gaither Scott later took over the studio and eventually moved the company to Annapolis in the 1970s, where he retired and finally closed the business.
Scott divided the collection and gave the Hughes Company negatives to three different institutions, including UMBC, the Maryland Historical Society and the Peale Museum.

How You Can Participate

You can help us enrich the collection by providing additional details about the images. If you recognize a building, a person, or know further information about an image, please email Special Collections at speccoll@umbc.edu.

Additional Resources

• Growing Baltimore is a project carried out by UMBC Public History graduate students Aiden Faust, Ryan McCormick and Trisha Okine, who created an online exhibit using images from the Hughes Company Glass Negatives Collection to illustrate expansion and development of Baltimore City from 1918-1939.
• A portion of UMBC's Hughes Company Glass Negatives Collection can be viewed on Flickr: http://www.flickr.com/photos/umbclibrary/sets/72157622584312332/.