#OccupyWallSt - A Study of Rhetoric and Technology

Is Twitter a modern tool for mobilizing a social movement and inciting calls to action that are comparable to those of the past? In many cases, the root cause of past social movements has involved some type of economic downturn, and groups of disgruntled people came together to form an opposition. Rhetorical language was ultimately used to steer the mobilization and calls to action. Similarly, social movements have predominantly been based on the idea of utilizing a single orator – one identifiable individual to help mobilize the collective ideologies and beliefs of a social group. In general, this formula has created mostly negative interactions and eventual outcomes. Today, modern technology conflicts with this traditional value of rhetoric, as internet-based social media platforms, such as Twitter, have become the contemporary tool for not only the creation of, but eventual expansion of a social movement. In 2011, on the heels of the 2008 recession, people began to grow tired of the unequal distribution of wealth in America. In the case of the #OccupyWallSt movement of 2011 and 2012, Twitter was essentially the only tool utilized by the group to both mobilize and call to action

A Nonclassical Dihydrogen Adduct of S = ½ Fe(I)

We have exploited the capacity of the “(SiP^(iPr)_3)Fe(I)” scaffold to accommodate additional axial ligands and characterized the mononuclear S = 1/2 H_2 adduct complex (SiP^(iPr)_3)Fe^I(H_2). EPR and ENDOR data, in the context of X-ray structural results, revealed that this complex provides a highly unusual example of an open-shell metal complex that binds dihydrogen as a ligand. The H2 ligand at 2 K dynamically reorients within the ligand-binding pocket, tunneling among the energy minima created by strong interactions with the three Fe–P bonds

Pathways: a fertility preservation patient decision aid website for women with cancer – implementation feasibility and adaptations for women from the LGBTQ+ community

https://openworks.mdanderson.org/sumexp21/1249/thumbnail.jp

TWO-PARTY WEBAUTHN TOKEN ACTIVATION

In order to prevent attacks such as phishing, an enterprise needs their users to log in using a World Wide Web Consortium (W3C) Web Authentication (WebAuthn)-based authenticator. Current WebAuthn authenticator devices present a number of problems for an enterprise. For example, outsourcing authentication device distribution logistics to a device vendor brings great operational benefits to an enterprise, however this traditionally requires that a large amount of trust be placed in the vendor. Techniques are presented herein that split an authenticator\u27s secret between the two parties (i.e., an enterprise and a vendor), requiring active collaboration by the parties to issue an authenticator. This prevents both the device vendor alone, and read-only compromises of the enterprise, from issuing unauthorized or duplicated keys, while maintaining the ability to delegate logistics management to the vendor

Coherent Excitation of the 6S1/2 to 5D3/2 Electric Quadrupole Transition in 138Ba+

The electric dipole-forbidden, quadrupole 6S1/2 5D3/2 transition in Ba+ near 2051 nm, with a natural linewidth of 13 mHz, is attractive for potential observation of parity non-conservation, and also as a clock transition for a barium ion optical frequency standard. This transition also offers a direct means of populating the metastable 5D3/2 state to measure the nuclear magnetic octupole moment in the odd barium isotopes. Light from a diode-pumped, solid state Tm,Ho:YLF laser operating at 2051 nm is used to coherently drive this transition between resolved Zeeman levels in a single trapped 138Ba+ ion. The frequency of the laser is stabilized to a high finesse Fabry Perot cavity at 1025 nm after being frequency doubled. Rabi oscillations on this transition indicate a laser-ion coherence time of 3 ms, most likely limited by ambient magnetic field fluctuations.Comment: 5 pages, 5 figure

Promoting STEM Motivation in American Indian Adolescents: An Intervention

It has been documented that American Indians and girls consistently underperform in STEM achievement compared to their European American and male counterparts, starting as early as adolescence. The goal of the current study was to develop a brief intervention aimed at mitigating the STEM achievement gap by shaping ethnic and gender identities to be congruent with STEM motivation among American Indian middle school students. For the intervention, 212 (Mage = 12.7) American Indian middle school students were randomly assigned to one of four experimental conditions or a control condition. Students in each condition were given a biography and photograph of a successful STEM scientist, a list of positive characteristics (e.g., hard-working, responsible, etc.), and paper. After reading the biography, students in the experimental conditions wrote a short, self-affirmation essay using the list of characteristics provided and describe how they shared the same characteristics as the scientist and why the characteristics were important. In the control condition, students read a biography of a scientist and used the list of characteristics to write an essay explaining why other people might find those characteristics important. The experimental conditions matched the student and scientist featured in the biography on ethnicity but not gender; gender but not ethnicity; both ethnicity and gender; or no match on ethnicity or gender. In the control condition, students were not matched to the scientist on ethnicity or gender. I hypothesized that students who were assigned to an experimental condition (i.e., engaging in the self-affirmation task) would have significant increases in science motivation measures compared to students who were assigned to the control condition. Further, I hypothesized a matching effect of the scientist to the student in intervention efficacy, such that students who were matched to the scientist on ethnicity and gender would have the largest increases in science motivation and students who were not matched to the scientist on ethnicity or gender would have the smallest increases in science motivation. Next, I hypothesized that students who were matched to the scientist on ethnicity would have increases in dimensions of ethnic identity (e.g., ethnic centrality or ethnic regard), compared to students who were not matched to the scientists on ethnicity or students in the control condition, where no increases in ethnic identity were expected. Similarly, students who were matched to the scientist on gender would have increases in dimensions of gender identity, compared to students who were not matched to the scientists on gender or students in the control condition, where no increases in gender identity were expected. Finally, I hypothesized that students with higher levels of ethnic or gender centrality would report greater increases in science motivation when matched to the scientist on ethnicity or gender, respectively, compared to students with lower levels of ethnic or gender centrality. A series of repeated-measures analyses of covariance and multiple regression analyses were conducted to test the study questions. In general, results did not support study hypotheses. Implications and directions for futures research regarding self-affirmation theory and practice via intervention are considered.Doctor of Philosoph