2,044 research outputs found

    2023-2024 Catalog

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    The 2023-2024 Governors State University Undergraduate and Graduate Catalog is a comprehensive listing of current information regarding:Degree RequirementsCourse OfferingsUndergraduate and Graduate Rules and Regulation

    Undergraduate Catalog of Studies, 2022-2023

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    Untying the Mother Tongue

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    Untying the Mother Tongue explores what it might mean today to speak of someone’s attachment to a particular, primary language. Traditional conceptions of mother tongue are often seen as an expression of the ideology of a European nation-state. Yet, current celebrations of multilingualism reflect the recent demands of global capitalism, raising other challenges. The contributions from international scholars on literature, philosophy, and culture, analyze and problematize the concept of ‘mother tongue’, rethinking affective and cognitive attachments to language while deconstructing its metaphysical, capitalist, and colonialist presuppositions

    2023-2024 Graduate School Catalog

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    You and your peers represent more than 67 countries and your shared scholarship spans 140 programs - from business administration and biomedical engineering to history, horticulture, musical performance, marine science, and more. Your ideas and interests will inform public health, create opportunities for art and innovation, contribute to the greater good, and positively impact economic development in Maine and beyond

    Measuring the Severity of Depression from Text using Graph Representation Learning

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    The common practice of psychology in measuring the severity of a patient's depressive symptoms is based on an interactive conversation between a clinician and the patient. In this dissertation, we focus on predicting a score representing the severity of depression from such a text. We first present a generic graph neural network (GNN) to automatically rate severity using patient transcripts. We also test a few sequence-based deep models in the same task. We then propose a novel form for node attributes within a GNN-based model that captures node-specific embedding for every word in the vocabulary. This provides a global representation of each node, coupled with node-level updates according to associations between words in a transcript. Furthermore, we evaluate the performance of our GNN-based model on a Twitter sentiment dataset to classify three different sentiments and on Alzheimer's data to differentiate Alzheimer’s disease from healthy individuals respectively. In addition to applying the GNN model to learn a prediction model from the text, we provide post-hoc explanations of the model's decisions for all three tasks using the model's gradients

    Behavior quantification as the missing link between fields: Tools for digital psychiatry and their role in the future of neurobiology

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    The great behavioral heterogeneity observed between individuals with the same psychiatric disorder and even within one individual over time complicates both clinical practice and biomedical research. However, modern technologies are an exciting opportunity to improve behavioral characterization. Existing psychiatry methods that are qualitative or unscalable, such as patient surveys or clinical interviews, can now be collected at a greater capacity and analyzed to produce new quantitative measures. Furthermore, recent capabilities for continuous collection of passive sensor streams, such as phone GPS or smartwatch accelerometer, open avenues of novel questioning that were previously entirely unrealistic. Their temporally dense nature enables a cohesive study of real-time neural and behavioral signals. To develop comprehensive neurobiological models of psychiatric disease, it will be critical to first develop strong methods for behavioral quantification. There is huge potential in what can theoretically be captured by current technologies, but this in itself presents a large computational challenge -- one that will necessitate new data processing tools, new machine learning techniques, and ultimately a shift in how interdisciplinary work is conducted. In my thesis, I detail research projects that take different perspectives on digital psychiatry, subsequently tying ideas together with a concluding discussion on the future of the field. I also provide software infrastructure where relevant, with extensive documentation. Major contributions include scientific arguments and proof of concept results for daily free-form audio journals as an underappreciated psychiatry research datatype, as well as novel stability theorems and pilot empirical success for a proposed multi-area recurrent neural network architecture.Comment: PhD thesis cop

    The mad manifesto

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    The “mad manifesto” project is a multidisciplinary mediated investigation into the circumstances by which mad (mentally ill, neurodivergent) or disabled (disclosed, undisclosed) students faced far more precarious circumstances with inadequate support models while attending North American universities during the pandemic teaching era (2020-2023). Using a combination of “emergency remote teaching” archival materials such as national student datasets, universal design for learning (UDL) training models, digital classroom teaching experiments, university budgetary releases, educational technology coursewares, and lived experience expertise, this dissertation carefully retells the story of “accessibility” as it transpired in disabling classroom containers trapped within intentionally underprepared crisis superstructures. Using rhetorical models derived from critical disability studies, mad studies, social work practice, and health humanities, it then suggests radically collaborative UDL teaching practices that may better pre-empt the dynamic needs of dis/abled students whose needs remain direly underserviced. The manifesto leaves the reader with discrete calls to action that foster more critical performances of intersectionally inclusive UDL classrooms for North American mad students, which it calls “mad-positive” facilitation techniques: 1. Seek to untie the bond that regards the digital divide and access as synonyms. 2. UDL practice requires an environment shift that prioritizes change potential. 3. Advocate against the usage of UDL as a for-all keystone of accessibility. 4. Refuse or reduce the use of technologies whose primary mandate is dataveillance. 5. Remind students and allies that university space is a non-neutral affective container. 6. Operationalize the tracking of student suicides on your home campus. 7. Seek out physical & affectual ways that your campus is harming social capital potential. 8. Revise policies and practices that are ability-adjacent imaginings of access. 9. Eliminate sanist and neuroscientific languaging from how you speak about students. 10. Vigilantly interrogate how “normal” and “belong” are socially constructed. 11. Treat lived experience expertise as a gift, not a resource to mine and to spend. 12. Create non-psychiatric routes of receiving accommodation requests in your classroom. 13. Seek out uncomfortable stories of mad exclusion and consider carceral logic’s role in it. 14. Center madness in inclusive methodologies designed to explicitly resist carceral logics. 15. Create counteraffectual classrooms that anticipate and interrupt kairotic spatial power. 16. Strive to refuse comfort and immediate intelligibility as mandatory classroom presences. 17. Create pathways that empower cozy space understandings of classroom practice. 18. Vector students wherever possible as dynamic ability constellations in assessment

    Silence and writing: the voices that inhabit us (Woolf, Duras, Perec, Celati)

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    My thesis investigates the forms, modalities and issues related to the notion of 'silence' in the texts and poetics of Virginia Woolf, Marguerite Duras, Georges Perec and Gianni Celati. This study relates to the 20th century European context and is set within the framework of music-literary studies, since silence is an acoustic phenomenon that concerns the whole word, thus also the written word. The material is structured according to a distribution that firstly involves the construction of a methodological framework that employs music-literary studies, the philosophy of language, the aesthetics of reception and psychoanalytic trauma studies; secondly, an analysis of some of the autobiographical works of the mentioned writers was undertaken, with a particular focus on the notion of trauma associated with silence; thirdly, the focus was placed on the theme of silence in the novelistic and fictional writings of the same authors; finally, a reflection on the poetics and aesthetics of silence was proposed. This study, which brings together several perspectives on silence, aims to shed light, through a comparative and transmedial approach, on the necessity of silence that is inherent in the word, and not a phenomenon opposed to it

    Examining the Relationships Between Distance Education Students’ Self-Efficacy and Their Achievement

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    This study aimed to examine the relationships between students’ self-efficacy (SSE) and students’ achievement (SA) in distance education. The instruments were administered to 100 undergraduate students in a distance university who work as migrant workers in Taiwan to gather data, while their SA scores were obtained from the university. The semi-structured interviews for 8 participants consisted of questions that showed the specific conditions of SSE and SA. The findings of this study were reported as follows: There was a significantly positive correlation between targeted SSE (overall scales and general self-efficacy) and SA. Targeted students' self-efficacy effectively predicted their achievement; besides, general self- efficacy had the most significant influence. In the qualitative findings, four themes were extracted for those students with lower self-efficacy but higher achievement—physical and emotional condition, teaching and learning strategy, positive social interaction, and intrinsic motivation. Moreover, three themes were extracted for those students with moderate or higher self-efficacy but lower achievement—more time for leisure (not hard-working), less social interaction, and external excuses. Providing effective learning environments, social interactions, and teaching and learning strategies are suggested in distance education

    Approximation in Morphology

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    This Special Issue "Approximation in Morphology" has been collated from peer-reviewed papers presented at the ApproxiMo 'discontinuous' workshop (2022), which was held online between December 2021 and May 2022, and organized by Francesca Masini (Bologna), Muriel Norde (Berlin) and Kristel Van Goethem (Louvain)
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