Matching Items (87)

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#MeToo: Polarization and Discourse in the Digital Age

Description

Social media is explosively popular in discussing socio-political issues. This work provides a preliminary study on how polarization occurs online. Chapter I begins by introducing limitations of the internet in

Social media is explosively popular in discussing socio-political issues. This work provides a preliminary study on how polarization occurs online. Chapter I begins by introducing limitations of the internet in maintaining a free flow of information. Not only do users seek out groups of like-minded individuals and insulate themselves from opposing views, social media platforms algorithmically curate content such that it will be in line with a user’s preconceived notions of the world. The work then defines polarization and carefully discusses its most prominent causes. It then shifts focus to analyze a closely-related issue regarding political discourse: outrage, which is both a noticeable effect of and further cause of polarization. It is clearly prevalent in traditional media, but for completion, I provide a case study to measure its incidence in social media. In Chapter II, I scrutinize the language used in the #MeToo movement on Twitter and draw conclusions about the issues Twitter users focus on and how they express their views. This chapter details the method I used, the challenges I faced in designing the exploratory study, and the results I found. I benchmark patterns I find in the Twitterverse against those I find in The Wall Street Journal. The analysis relies upon the metric of word similarity, based on proximity of and frequency of words used together, to make distinctions about what users are most commonly saying with respect to given topics, or keywords. Chapter III closes the essay with conclusions of socio-political polarization, discourse, and outrage in social media. Finally, the essay outlines potential channels for future work.

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Created

Date Created
  • 2019-05

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Supplemental Tool For Hebrew Courses

Description

This project serves as an extra learning tool for students enrolled in HEB 101 (Hebrew) at Arizona State University. This tool was developed using Axure Prototyping Software and can be

This project serves as an extra learning tool for students enrolled in HEB 101 (Hebrew) at Arizona State University. This tool was developed using Axure Prototyping Software and can be used by anyone. The tool follows the HEB 101 course curriculum which also works alongside the textbook for the class (Hebrew From Scratch part 1). The tool fully covers the seven units that students learn in HEB 101. Each unit follows a standard structure. There is a unit title page which lays out the major concepts covered in the unit (i.e. personal pronouns, question words, prepositions, etc.) and links to different pages within the unit. Each unit has seven to ten lesson pages which introduce Hebrew concepts and provide exercises and examples to help the students practice the material they learned both in class and in the tool. Each unit also has links to Quizlet pages that have the units' vocab set up in a flashcard format so that they can study for upcoming quizzes and exams in the class. The Quizlet page for each unit also provides a randomly generated vocab quiz for the students. There is also a unit quiz for every unit which tests the students on the major concepts of the unit. There are also unit vocab pages that provide all the vocab covered in the unit. This tool provides students with numerous ways of practicing and mastering the material covered in the lectures. The main benefit of this tool for students is that it provides audio files for each vocabulary word learned in HEB 101 which will allow them to have quick access to the pronunciation of the words they are learning. This tool will be used in future HEB 101 classes.

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Agent

Created

Date Created
  • 2018-05

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Dieva: A Constructed Language

Description

What is it like to create your own language? This creative project is an amalgamation of several paper, visual, and online media and is divided into two sections. The first

What is it like to create your own language? This creative project is an amalgamation of several paper, visual, and online media and is divided into two sections. The first section is the creation of an original fantasy constructed language ("conlang") called Dieva, including setting and background, phonology, morphology, syntax, semantics, pragmatics, language rules, an alphabet and writing system, and vocabulary. The second section is an exercise in applied linguistics, wherein the conlang was shared with the public via media including an online Wikia.com webpage; figures including charts and a map; the development of classroom materials for a hypothetical Dieva language class such as introduction worksheets, practice worksheets, and quizzes on the alphabet and numbers; and a "linguistic challenge" logic puzzle. All materials were then shared with volunteers who gave feedback from a myriad of teaching and non-teaching as well as linguist and non-linguist points of view. Volunteers also attempted to take the quizzes and to solve the "linguistic challenge," and their feedback was integrated into the final versions of the language, worksheets, online webpages, and other work.

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Agent

Created

Date Created
  • 2016-12

Learn Sakha Android App Development

Description

The purpose of this creative project is to develop an Android application which teaches English speakers Sakha language. Sakha is the language of indigenous people of Sakha Republic in Russia's

The purpose of this creative project is to develop an Android application which teaches English speakers Sakha language. Sakha is the language of indigenous people of Sakha Republic in Russia's Far East region. There are approximately half of a million Sakha people. Creating Learn Sakha app will be useful for English speakers, who are descendants of Sakha but live in English-speaking countries, to learn Sakha language. For the application development, I utilized Android Studio environment and Java as the programming language. Additionally, I saved quiz questions in the JSON file to allow further scalability. Question class was created to hold the values extracted from JSON file. Also, I used Intents and SharedPrefences for saving user data. Progress bar, buttons, and onClick sound effects were used to enhance user experience. I shared the Learn Sakha app at different stages of development with my friends to gather user feedback. Overall, I learned how to create an application on Android Studio, improved my Java and troubleshooting skills. As the result of this creative project, I was able to develop a working Android application with four lessons, each with three stages. Currently, there are 16 Sakha words can be learned from the application. Repetition principle was used to improve learning of new words. I am planning to further develop Learn Sakha app as an open source project and attract developers, linguists, and designers to advance the improvements. Furthermore, this app can be extended to learn Sakha from Russian and be shared with other small languages, currently neglected by large language-learning platforms.

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Agent

Created

Date Created
  • 2016-05

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Calculat3d: A 3D Graphing Calculator

Description

Modern curriculum requires students to purchase expensive handheld calculators, which has created a market with little competition or incentive for improvement. The purpose of this project was to create a

Modern curriculum requires students to purchase expensive handheld calculators, which has created a market with little competition or incentive for improvement. The purpose of this project was to create a competitive free alternative to be used outside the classroom for those who do not have the economic stability to purchase, for example, a TI-82, which costs approximately $100. Calculat3d is an Android application that matches the general-purpose functionality of the TI-82, including calculations, basic statistical functions, graphing, and creating programs. Additionally, a programming language and interpreter were created so programs can be written inside Calculat3d and be used alongside calculations, thus expanding the functionality of the calculator. Graphing functionality is also included in Calculat3d but expanded to three dimensions as opposed to the two-dimension limited TI calculator.

Contributors

Agent

Created

Date Created
  • 2018-05

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Differences in Student-Perceived Anxiety and Attention Levels Between Italian Language and Non-Language College Courses

Description

The levels of student-perceived anxiety and attention in the Italian language classroom were evaluated. The central evaluation focused on the differences between how students experience anxiety and attention between Italian

The levels of student-perceived anxiety and attention in the Italian language classroom were evaluated. The central evaluation focused on the differences between how students experience anxiety and attention between Italian language and non-language courses. First-year Italian language students were surveyed using a self-report measure to identify individual levels of anxiety and attention during Elementary Italian I (ITA 101) courses compared to their experiences in non-language 100-level courses. A total of 65 responses were collected from the ITA 101 students of four different professors at Arizona State University. It was hypothesized that students experience more anxiety and pay greater attention during language courses in comparison to non-language courses. However, the differences between how students experienced both attention and anxiety across language and non-language course types was not significant. Using the demographic and supplementary questions from the survey, the differing experiences of students with or without previous language experience were examined. The results suggest a significant relationship between students with language experience and how they experience attention in Italian language courses. Additionally, statistical analysis suggests that students experience anxiety differently in Italian language courses dependent on previous second language experience. Implications for language course prerequisites were identified and suggest that it is beneficial for students to have prior second language experience before enrolling in Italian courses. Suggestions for future research were made, including a suggestion for additional research to explore how anxiety and attention may differ in higher-level language courses in addition to a suggestion for creating a more reliable and valid survey for testing classroom anxiety and attention levels.

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Created

Date Created
  • 2018-05

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Music as a Language: Schumann's Novelette Op. 21, No. 8

Description

This creative project explores the concept of how music is like a language and how, as a teacher, I plan to enforce this concept through my teaching. The aim of

This creative project explores the concept of how music is like a language and how, as a teacher, I plan to enforce this concept through my teaching. The aim of this project is to highlight the importance of completing research and acquiring knowledge of aspects, such as the composer's life, historical background and literary references, when learning a piece of music. Through this project, I address connections between the brain and music pertaining to memorization, the components of language, the similarities between language and music, the role of the teacher and the development of a "toolbox" of knowledge for studying a piece of music. I present my own research on Schumann's Novelette Op. 21, No. 8 in f-sharp minor as well as my own experiences of learning the piece to demonstrate an example of the process and discoveries I hope my students will make in their own studies of repertoire.

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Agent

Created

Date Created
  • 2017-12

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Talking Politics: The Influence of Colonialism on Political Language Usage

Description

The legacy of colonialism has left a lasting cultural and linguistic impact on much of the world. In the case of Francophone Africa, and Morocco and Senegal in particular, language

The legacy of colonialism has left a lasting cultural and linguistic impact on much of the world. In the case of Francophone Africa, and Morocco and Senegal in particular, language occupies a unique social space as usages of indigenous languages persists, but European languages like French and English hold major social importance both nationally and internationally. This thesis will focus specifically on the usage of language in the Moroccan context by the Union Socialiste des Forces Populaires, a popular left-leaning party, and examine how the usage and discussion of language on the Union Socialiste des Forces Populaires website reflects the way in which language is used both as a political symbol to appeal to local communities and is pragmatically used to appeal to international audiences. This concept will be explored through a theory section discussing influential works on the subject of post-colonial and political language usage and furthered through a case study of two articles from the USFP website that discuss the inclusion of the Amazigh and Spanish languages and a shadow study of Senegalese government websites.

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Created

Date Created
  • 2020-05

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Implementing ASU-VPL as an Open Robotics Platform Tool for Education

Description

Education in computer science is a difficult endeavor, with learning a new programing language being a barrier to entry, especially for college freshman and high school students. Learning a first

Education in computer science is a difficult endeavor, with learning a new programing language being a barrier to entry, especially for college freshman and high school students. Learning a first programming language requires understanding the syntax of the language, the algorithms to use, and any additional complexities the language carries. Often times this becomes a deterrent from learning computer science at all. Especially in high school, students may not want to spend a year or more simply learning the syntax of a programming language. In order to overcome these issues, as well as to mitigate the issues caused by Microsoft discontinuing their Visual Programming Language (VPL), we have decided to implement a new VPL, ASU-VPL, based on Microsoft's VPL. ASU-VPL provides an environment where users can focus on algorithms and worry less about syntactic issues. ASU-VPL was built with the concepts of Robot as a Service and workflow based development in mind. As such, ASU-VPL is designed with the intention of allowing web services to be added to the toolbox (e.g. WSDL and REST services). ASU-VPL has strong support for multithreaded operations, including event driven development, and is built with Microsoft VPL users in mind. It provides support for many different robots, including Lego's third generation robots, i.e. EV3, and any open platform robots. To demonstrate the capabilities of ASU-VPL, this paper details the creation of an Intel Edison based robot and the use of ASU-VPL for programming both the Intel based robot and an EV3 robot. This paper will also discuss differences between ASU-VPL and Microsoft VPL as well as differences between developing for the EV3 and for an open platform robot.

Contributors

Agent

Created

Date Created
  • 2015-12

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Effects of Enhanced Milieu Training with Phonological Emphasis (EMT+PE) on Child with Cleft Lip +/- Palate Speech & Language Outcomes – A Pilot Telepractice Parent Training Study

Description

Purpose: The purpose of this study was to determine the effectiveness of parent training in Enhanced Milieu Teaching with Phonological Emphasis (EMT+PE) using telepractice on the speech and language outcomes

Purpose: The purpose of this study was to determine the effectiveness of parent training in Enhanced Milieu Teaching with Phonological Emphasis (EMT+PE) using telepractice on the speech and language outcomes of children with cleft lip and/or palate (CL/P).

Method: Three parent-child dyads participated in the study. All child participants had nonsyndromic CL/P and ranged in age from 21 to 27months. Participants received three weekly telepractice intervention sessions, along with a total of three in-person parent training sessions. Intervention and training were conducted by an SLP and trained graduate student.

Results: All speech measures indicated a gain in essential speech skills for all three children when comparing pre-intervention to post-intervention assessment results. Positive improvement was seen across multiple language measures for all participants.

Conclusion: A parent implemented EMT+PE intervention program using telepractice is an effective way to increase child speech and language outcomes for children with CL/P. Speech and language targets should be combined and delivered simultaneously in intervention.

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Agent

Created

Date Created
  • 2020-05