Identifying Fake News using Emotion Analysis

This paper presents research applying Emotional Analysis to “Fake News” and “Real News” articles to investigate whether or not there is a difference in the emotion used in these two types of news articles. The paper reports on a dataset for Fake and Real News that we created, and the natural language processing techniques employed to process the collected text. We use a lexicon that includes predefined words for eight emotions (anger, anticipation, disgust, fear, surprise, sadness, joy, trust) to measure the emotional impact in each of these eight dimensions. The results of the emotion analysis are used as features for machine learning algorithms contained in the Weka package to train a classifier. This classifier is then used to analyze a new document to predict/classify it to be “Fake” or “Real” News

Spiritual and Religious Capabilities for Catholic Schools

The Australian Curriculum articulates the role of general capabilities across all learning areas in the schooling years. The function of these general capabilities is to ensure that students have the dispositions and skills that provide for deep learning and the ability to function successfully in the 21st Century. Within Catholic schools, these same general capabilities apply. Catholic schools, in recognising the mission of the Church, are however, called to ensure that not only are students able to participate in the 21st Century context, but that they are able to evangelise through the integration of faith, life and culture. This article acknowledges the distinctive nature of the Catholic school by proposing that both spiritual and religious capabilities feature amongst these general capabilities

Debrief in Emergency Departments to Improve Compassion Fatigue and Promote Resiliency

The purpose of this case study was to describe compassion fatigue using one nurse\u27s experience as an example and to present the process of Personal Reflective Debrief as an intervention to prevent compassion fatigue in emergency department (ED) nurses. Debriefing after adverse outcomes using a structured model has been used in health care as a nonthreatening and relatively low-cost way to discuss unanticipated outcomes, identify opportunities for improvement, and heal as a group. There are many methods of debrief tailored to specific timing around events, specific populations of health care workers, and amount of time for debriefing. Debrief with personal and group reflection will help develop insights that nurses may need to understand their own emotions and experiences, as well as to develop knowledge that can be used in subsequent situations. Regular engagement in a proactive scheduled Personal Reflective Debrief has been identified as a method of promoting resiliency in an environment where the realities of emergency nursing make compassion fatigue an imminent concern. Nurses working in the ED normally experience some level of stress because of high acuity patients and high patient volume; yet, repeated exposure puts them at risk for developing compassion fatigue. The Personal Reflective Debrief is one way emergency nurses can alleviate some of this caring-related stress and thereby become more resilient. Increasing nurses\u27 resilience to workplace stress can counter compassion fatigue. The key is to provide planned, proactive resources to positively improve resiliency

Pleasure as self-discovery

This paper uses readings of two classic autobiographies, Edmund Gosse’s Father & Son and John Stuart Mill’s Autobiography, to develop a distinctive answer to an old and central question in value theory: What role is played by pleasure in the most successful human life? A first section defends my method. The main body of the paper than defines and rejects voluntarist, stoic, and developmental hedonist lessons to be taken from central crises in my two subjects’ autobiographies, and argues for a fourth, diagnostic lesson: Gosse and Mill perceive their individual good through the medium of pleasure. Finally, I offer some speculative moral psychology of human development, as involving the waking, perception, management, and flowering of generic and individual capacities, which I suggest underlies Gosse and Mill’s experiences. The acceptance of one’s own unchosen nature, discovered by self-perceptive pleasure in the operation of one’s nascent capacities, is the beginning of a flourishing adulthood in which that nature is fully developed and expressed

The Absolutely Relevant Remedy for Part-time Readers: Pairing Classic and YA Literature

Overview: During seventh and eighth grade, I read seventy-six young adult novels aside from required reading, with book logs from middle school to prove it. But, ask me what I enjoyed reading in high school, and I would have to think for a while. High school curricula forced me to read Shakespeare and classic novels without a hint of modern young adult literature involved. Not only did the uninteresting and outdated novels make classroom reading and assignments excruciating, but the distance between my life and the books that I was required to read discouraged my willingness to read much more. Barbara G. Samuels, a professor at the University of Houston, reports in her article, “Young Adult Literature: Young Adult Novels in the Classroom?” that, based on a 1975 study of English classrooms, the most commonly used novels were A Separate Peace, The Scarlet Letter, Lord of the Flies, and To Kill a Mockingbird (86). Now, these titles are from 1975, but they were the staples of my English curricula from 2010 to 2014. Thirty-five years later, I was a student sitting in a classroom still reading, analyzing, testing, and writing essays on the same old characters, the now historical context, and the unfamiliar language and syntax that required decoding. As Junior from Sherman Alexie’s The Absolutely True Diary of a Part-Time Indian would say, “I couldn’t believe it. How horrible is that?” (31). I still can’t believe it, it’s still horrible, and I’m still not much of a reader. Author\u27s Reflection: My name is Claire Sauter and I am a Media Management major with an Ethics minor at St. John Fisher College. I am also a Service Scholar, the marketing chair for Students Who Advocate Volunteering (SWAV) club, a Peer Colleague for an English 101 course, and a member of the Teddi Dance for Love committee. I grew up in the small town of Carthage, NY, but my family is moving to the Adirondacks in the coming year. Professor Barry began the Young Adult Literature RW course by asking the class questions about our favorite books, discussing novels we read in middle school and high school, and helping us to define YAL. I found that one of my challenges was shared among other students in my class – the high school English curricula did not help to inspire reading outside of school work. Turning my experience into a thesis, I argued that integrating modern and relevant young adult novels into the instruction of the English canon may help students continue to read for pleasure or curiosity even after their class is over. Developing the structure of this argument and balancing it with examples was difficult. However, the 199 course emphasized different outlining processes that greatly helped me and my peers. The freedom of the course allowed me to practice different writing styles, which is something that I never thought would be flexible within research writing. I enjoyed taking a risk and creating a conversation between characters within The Absolutely True Diary of Part-Time Indian and my own voice. The 199 Research Writing course is integral to a college student’s development of writing skills. As part of the Fisher Core goals, the course has taught me how to develop an argument, navigate libraries and databases for relevant research, read critically for quality information, and compose long-form pieces of writing. Each skill is applicable to all educational programs at St. John Fisher and has helped me to analyze readings and write for classes ranging from Ethics and Multimedia Writing to Public Relations and Business Communications. Mrs. Barry\u27s Summary: Claire came into my class with the skills of a good writer. What this class enabled her to do was couple those skills with her research skills to produce a writing that is not only worthy of 3690 but worthy of the attention of high school English teachers struggling to get their students to read the Classics. As far as my role in her writing, it was more of a conversation about her paper - where she wanted to go with it, how she went with it and what she might need to do more to make her argument solid. These conversations could be compared to what an editor might do with any good writer because Claire, herself, edited, re-edited and edited her work again before even coming to see me. So, in our meetings, we actually talked. It was truly a pleasure “talking” with Claire

Stampede April 24, 2020

Caps off to the grads! Kordell Smith (Business) Alaa Sleymann (Biological Sciences) Kobe Brown (Theatre) WMU nursing program students, faculty are pandemic prepared Student social media campaign helps WMU community #staypositive Campus community pitching in to provide WMU students with essentials Aviation alum delivers critical supplies, personnel for pandemic response WMU senior engineering students solve problems facing business, industry and people Future Broncos use talents to help frontline health care workers Broncos at home Music challenge aims to build harmony, community from a distance For the birds: Avian adventures bring comfort while social distancin