Understanding propaganda: Noam Chomsky and the institutional analysis of power

This thesis argues that Noam Chomsky’s theory of propaganda is a useful way to understand class domination. The strengths and weaknesses of Chomsky’s theory are examined by means of a comparison with Antonio Gramsci’s theory of cultural hegemony. Since work that discusses and analyses Chomsky’s theory is sparse, this piece first gives a detailed explanation of his theory. This requires a short clarification of Chomsky’s terminology, focusing on his definitions of indoctrination and class. Thereafter a thorough account of Chomsky’s ideas regarding class structure, the indoctrinating functions of educational and media institutions and the difference between upper and lower class propaganda are discussed. A common criticism of Chomsky’s arguments is that they are conspiratorial. Thus, following the discussion of Chomsky’s theory I present an argument that Chomsky uses an institutional analysis as opposed to conspiracy theory to reach his conclusions. After arguing that Chomsky has a coherent, logical theory of propaganda that is not conspiratorial, this thesis shifts to a comparison of Chomsky and Gramsci’s theory. The elements of Gramsci’s theory that are relevant to Chomsky are discussed, focusing on their overall similarities, in particular, the question of consent. The final chapter consists of a comparison of the two theories, examining each theorist’s ideas on the nature of education, language, consent and the possible ways in which the lower classes can oppose their own oppression

Optimal content delivery with network coding

We present a unified linear program formulation for optimal content delivery in content delivery networks (CDNs), taking into account various costs and constraints associated with content dissemination from the origin server to storage nodes, data storage, and the eventual fetching of content from storage nodes by end users. Our formulation can be used to achieve a variety of performance goals and system behavior, including the bounding of fetch delay, load balancing, and robustness against node and arc failures. Simulation results suggest that our formulation performs significantly better than the traditional minimum k-median formulation for the delivery of multiple content, even under modest circumstances (small network, few objects, low storage budget, low dissemination costs)

Mars Ascent Vehicle Test Requirements and Terrestrial Validation

The Mars robotic sample return mission has been a potential flagship mission for NASA s science mission directorate for decades. The Mars Exploration Program and the planetary science decadal survey have highlighted both the science return of the Mars Sample Return mission, but also the need for risk reduction through technology development. One of the critical elements of the MSR mission is the Mars Ascent Vehicle, which must launch the sample from the surface of Mars and place it into low Mars orbit. The MAV has significant challenges to overcome due to the Martian environments and the Entry Descent and Landing system constraints. Launch vehicles typically have a relatively low success probability for early flights, and a thorough system level validation is warranted. The MAV flight environments are challenging and in some cases impossible to replicate terrestrially. The expected MAV environments have been evaluated and a first look of potential system test options has been explored. The terrestrial flight requirements and potential validation options are presented herein

CE 690 Syllabus: Counseling Internship

This course provides a practical, field-based experience in a school or community setting. This experience may be arranged with supervision coordinated through the CE Internship Coordinator and an onsite supervisor. A total of six (6) credits of internship work must be completed. Purpose of the Course: To enhance the counseling skills and conceptualization processes acquired through direct counseling experience, supervision and classroom interaction. The course is designed to prepare counselors for development as independent professional counselors. The evidence provided through the quality of the course requirements, demonstration of maturity, personal insight and professional presentation as appropriate to the counseling profession, will determine the course grade

Implementation of an ADHD Electronic Portal in Pediatric Primary Care

Clinical practice guidelines (CPGs) for Attention Deficit Hyperactivity Disorder (ADHD) recommend documentation of symptom scales and comorbidity screenings at the time of diagnosis and routinely throughout care. Rates of documentation for these tools in pediatric primary care are consistently low, creating a gap in care that impairs diagnosis, management, and patient outcomes. The purpose of this quality improvement project was to implement an online ADHD portal that emails, collects and scores these tools. The aims of the project are to improve utilization of CPGs by increasing documentation rates of symptom scales and comorbidity screenings for pediatric patients with ADHD. One primary care pediatrician located in Middle Tennessee piloted the project, with the goal to expand this practice change to additional partners in the future. Following submission to the IRB, the committee determined this type of quality improvement project to not require their oversight. A six-month retrospective chart review was conducted to determine baseline rates of documentation for the two outcomes. During the ten-week project, the portal was activated and evaluation tools were sent. A second chart review will be conducted at the conclusion of the project to determine if utilization of CPGs for the two outcomes has improved. Limitations included small sample size and accessibility barriers. The expected outcomes of this project include successful implementation of the online portal with improved rates of documentation for symptom scales and comorbidity assessments. This project could potentially improve CPG utilization and ultimately impact the quality of care for pediatric patients with ADHD

CE 680 Syllabus: Counseling Practicum

This course provides an opportunity for the counselor-in-training to begin to develop and refine their individual and group counseling skills within the functional milieu of a clinical mental health or school setting. All practicum activities are closely supervised by university and field-based supervisors. Prior to entry into the course, all students must provide to the instructor verification of having current professional liability insurance. The WSU Counselor Education Program as well as CACREP requires students to complete a supervised counseling practicum of a minimum of 100 hours. Forty (40) of those clock hours must be direct service work with appropriate clients. The remaining 60 hours provide opportunities to gain experience in the activities that a regularly employed staff member in a counseling setting would be expected to perform

CE 432 Syllabus: Stress Management

This course will provide an introduction to important concepts, issues, skills, and interventions related to the identification and management of personal stress

CE 680 Syllabus: Counseling Practicum

This course provides an opportunity for the counselor-in-training to begin to develop and refine their individual and group counselingskills within the functional milieu of a clinical mental health or school setting. All practicum activities are closely supervised by university and field-based supervisors. Prior to entry into the course, all students must provide to the instructor verification of having current professional liability insurance. The WSU Counselor Education Program as well as CACREP requires students to complete a supervised counseling practicum of a minimum of 100 hours. Forty (40) of those clock hours must be direct service work with appropriate clients. The remaining 60 hours provide opportunities to gain experience in the activities that a regularly employed staff member in a counseling setting would be expected to perform

CE 660 Syllabus: Counseling Theory and Practice

This course exposes students to theories of personality development and change, theories of counseling, and counseling techniques. Students practice application of counseling theories in a laboratory setting with simulated situations. Students are encouraged to identify and develop a tentative theory of personality as it relates to an effective counseling approach. A strong emphasis is placed on the ethical standards of the counseling profession and on multicultural issue