Trigger Warnings & Reactions to Literature: Sexual Victimization and Emotional Responses to Difficult Literature

Trigger warnings have been a cause for concern nationwide, and it remains unclear whether they truly protect students with varying histories of sexual assault trauma when exposed to triggering experiences. The sample consisted of 62 participants enrolled in an Introduction to Psychology course at Bucknell in the Fall 2017 and Spring 2018 semesters. Students responded to a three-part survey, filling out a prior sexual victimization scale, a life events checklist, a PTSD checklist, a distress scale, a research participation scale, and demographic questions in response to reading an emotionally distressing, “triggering” passage from Toni Morrison’s “The Bluest Eye.” Participants were also able to opt-out of the triggering passage and read a neutral passage instead. Follow-up online surveys with a distress scale and adapted PTSD checklist based on the passage were sent to participants two days and two weeks after initially reading the passage. Three hypotheses were tested: First, it was expected that participants who have experienced any trauma would report more emotional distress to the triggering passage than those without a trauma history; second, it was expected that students who have a history of sexual trauma would report more emotional distress to the triggering passage than those without such history; and third, participants with PTSD would report more emotional distress to the triggering passage than those without PTSD. Results show that participants had prolonged emotional distress over the two week testing period, with victims of sexual assault indicating higher scores on measures of emotional distress and an adapted PTSD checklist in response to the literature. As one of the most common forms of trauma for college students is sexual assault, it is essential to know whether trigger warnings can be used in college courses in order to avoid negative traumatic reactions from students when completing assignments

Estimation of Aerodynamic Parameters in Conditions of Measurement

The paper discusses the problem of aircraft parameter identification in conditions of measurement noises. It is assumed that all the signals involved into the process of identification are subjects to measurement noises, that is measurement random errors normally distributed. The results of simulation are presented which show the relation between the noises standard deviations and the accuracy of identification

Построение кинетического уравнения производственного процесса

The paper discusses methods of constructing the kinetic equation of the technology process. The article presents a model of the interaction of objects of labor with technological equipment, which is the basis for the derivation of the kinetic equation. To describe the state of the production line introduced numerical characteristics.В статье обсуждаются методы построения кинетического уравнения технологического процесса. Представлена модель взаимодействия предметов труда с технологическим оборудованием, положенная в основу вывода кинетического уравнения. Рассмотрены численные характеристики, описывающие состояние производственной линии

Speech Spectral Transfer Function

The article discusses the problem of estimating the psychophysiological state of aircraft pilots by their speech. For this purpose, a new concept of an individual speaker’s transfer function is proposed. This definition is based on the classical results of automatic control theory. The article presents the algorithms for calculating transfer function and the examples of using this feature for medical purposes

A study on teaching the particle “-着(zhe)” based on semantic features analysis – an example of Russian speaking learners

动态助词“-着”是汉语中重要的体标记，也是对外汉语教学的难点之一。汉语“-着”及其在俄语中的对应表示的方法以汉语中的不一样。除了用与“-着”类似的“未完成体”来表达之外，也必须用上别的范畴和表达方式。因此“-着”的教学成为俄罗斯的汉语学习者学习的重点、难点。 本文基于语义特征分析理论，对初级阶段汉语“-着”的教学内容与俄语对应表达进行了对比分析，发现： 第一、“-着”在句法上有一定的使用限制，也有特殊用法，表达丰富意义。但“-着”有三个语义特征：非完整性、持续性与动态。这些语义特征对于俄罗斯学习者来说是相对好理解的。 第二、俄语的语法体系与汉语相关语法规则有明显的差异，表示汉语“-着”语...The dynamic particle "- 着(zhe)" is important aspect markers in Chinese language and one of the difficulties of teaching Chinese as a foreign language. The methods to express the meaning of Chinese "-着zhe" are not the same with Russian language, it’s not only the congruent imperfective form in Russian, but also other grammatical categories and expressions. Teaching "着(zhe)" to speakers of Russian l...学位：汉语国际教育硕士院系专业：海外教育学院_教育学学号：2652010115437