Civil Discourse in the Classroom: Preparing Students for Academic and Civic Participation

This thesis will explore the importance of civil discourse education. I assert that there is a tremendous need for productive means of disagreement in today’s society, and I propose that the classroom is an ideal setting in which to foster the skills needed for civil discourse. This document features arguments for the need for civil discourse, a detailed definition of it, multiple pedagogical approaches to civil discourse education, and an explanation of the ways in which civil discourse aligns with national- and state-level educational standards. Among this research are also examples of the work of Pierce High School’s English 9 students, who have engaged in instructional methods such as the ones presented. Advisor: Robert Brook

Zen and Creativity

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Enhancing need satisfaction to reduce psychological distress in Syrian refugees

Objective: Becoming a refugee is a potent risk factor for indicators of psychological distress such as depression, generalized stress, and posttraumatic stress disorder (PTSD), though research into this vulnerable population has been scant, with even less work focusing on interventions. The current study applied principles from self-determination theory (SDT; Ryan & Deci, 2000) to develop and test an intervention aimed at increasing need-satisfying experiences in refugees of Syrian civil unrest. Method: Forty-one refugees who fled Syria during the past 24 months and resettled in Jordan participated in the study and were randomly assigned to receive the intervention or a neutral comparison. Results: The 1-week-long intervention alleviated some of the need frustration likely associated with refugee status, a major aim of the intervention, and also lowered refugees’ self-reported symptoms of depression and generalized stress as compared to the comparison condition, though it did not reduce symptoms of PTSD. Conclusions: Discussion focuses on how these findings speak to the universal importance of need satisfaction for mental health, and how need-satisfying experiences can help buffer against the profound stress of being a refugee. Avenues for longer-term or more intensive interventions that may target more severe outcomes of refugee experiences, such as PTSD symptoms, are also discussed

Re-Weighted Softmax Cross-Entropy to Control Forgetting in Federated Learning

In Federated Learning, a global model is learned by aggregating model updates computed at a set of independent client nodes, to reduce communication costs multiple gradient steps are performed at each node prior to aggregation. A key challenge in this setting is data heterogeneity across clients resulting in differing local objectives which can lead clients to overly minimize their own local objective, diverging from the global solution. We demonstrate that individual client models experience a catastrophic forgetting with respect to data from other clients and propose an efficient approach that modifies the cross-entropy objective on a per-client basis by re-weighting the softmax logits prior to computing the loss. This approach shields classes outside a client's label set from abrupt representation change and we empirically demonstrate it can alleviate client forgetting and provide consistent improvements to standard federated learning algorithms. Our method is particularly beneficial under the most challenging federated learning settings where data heterogeneity is high and client participation in each round is low

The Evolutionary Trajectory of the Icelandic New Passive

We examine the diachronics of a New Passive construction in Icelandic and use Yang\u27s model of language learning and change to explain its rapid rise. The New Passive has been spreading at the expense of a Canonical Passive in the recent past 50 years. Applying empirical measurements from the IcePaHC corpus, we show that our model can be used to account for the spread of the New Passive and the rate of change. The model also has implications for the actuation of the change