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Use of Predictive Analytics in Humanitarian Operations
No full textAs humanitarian crises around the world intensify, there is a growing urge to find innovative solutions for humanitarian aid. One emerging solution is to use predictive analytics, a type of artificial intelligence, to predict the timing, scale, and scope of humanitarian crises. Ranging from predicting the levels of severe flooding to the duration and intensity of a conflict-related displacement crisis, humanitarian use of predictive analytics can allow humanitarian actors to respond to impending crises before they occur, saving lives, time, and money. The use of predictive analytics in the humanitarian sector is fairly new, emerging within the last 10 years and ramping up significantly by the end of the 2010’s. However, as these projects and initiatives are all fairly new, there is not extensive research on the use of predictive analytics in humanitarian operations. This is important to the field of humanitarian studies because as humanitarian crises become more frequent, harsh, and complex, new solutions are needed to efficiently and effectively provide humanitarian aid. Anticipatory action, humanitarian projects that utilize predictive analytics, focus on bridging the gap between humanitarian and development work to anticipate community needs before a crisis reaches its crest. Pre-positioning humanitarian aid can save lives, livelihoods, infrastructure, and money. Additionally, preparing in advance of quick and slow onset disasters can help protect years of development efforts, limiting the need for families to “start over” after each crisis. Using case studies derived from academic sources and humanitarian operational reports, this thesis focuses on the use of predictive analytics technology in humanitarian operations, concentrating mainly on the types of data used to feed the predictive analytics algorithms; examples of humanitarian programs using predictive analytics; and the benefits, challenges, and risks of using this emerging technology. Synthesizing data from humanitarian operational reports, programmatic toolkits, and academic sources, this thesis aims to contribute to the body of literature on this subject by providing a critical lens on the intersection of humanitarian action and predictive analytics technology
Reimagining the Just City: Social Selves, Substantive Justice, and the Concept of Property
No full textPrevailing property regimes generate material and social conditions that increasingly conflict with the overriding moral aim of enabling all people to live fully human lives, particularly in the setting of cities, where most people now live, and where our lives are practically, ontologically, and morally intertwined with our social and ecological contexts. The philosophical underpinnings of these prevailing property regimes, which were developed in social and normative contexts very different from our own, have been predicated upon notions of human ontology and justice that are now inadequate to the aim of bringing about greater justice for all in the settings of contemporary cities. Reflecting on the ecologically- and socially-imbricated nature of personhood reveals the philosophical and practical need for a more substantive notion of justice informed and supported by the moral demands of care and sustainability. Addressing manifest injustices in a responsible manner requires a philosophical reconstruction—through self-correcting, democratic methods—of the norms, practices and institutions that comprise property relations, to bring about more just situations, more stable relations of care, and greater eco-social sustainability. In this project, I first explore the unique context of contemporary cities and the problem of inadequate affordable housing as a representative example of a property-linked situation of injustice. Second, I explore the meta-philosophical background of genealogical pragmatism, a promising method of reconstruction that allows theorists and practitioners to develop realistic and context-sensitive transitional changes that chart a path of “nonreformist reform” in response to manifestly unjust situations. Third, I develop an account of eco-social personhood and, thus, sketch a framework for interpreting what the moral aim of living a fully human life entails, taking the activity of work as a central and representative example. Fourth, I articulate a non-ideal theory of substantive justice that is informed and supported by the moral demands of care and sustainability. Finally, I return to the theme of property relations to articulate how a background of eco-social personhood and a substantive theory of justice informed by care and sustainability must guide a reconstruction of the practices and institutions that comprise property relations in contemporary cities
Equity Ranking with Stochastic Dominance and Combinatorial Fusion
No full textEquity rating systems have been widely used by investment professionals as equityevaluation tools, however, criticism on the determination of cutoff points betweendifferent ratings remains unresolved. One could argue that it is unfair for equities ofsimilar values to be issued with different ratings. On the other hand, equity rankingcould resolve this issue by precisely sorting candidates from the strongest to weakest,subject to a certain criterion or multiple criteria. This dissertation aims at ranking U.S.publicly-traded equities, utilizing a fusion technique - “Combinatorial Fusion Analysis(CFA)” proposed by Hsu, Chung, and Kristal (2006). We combine and analyze resultsfrom multiple models using a set of regressors including selected U.S. public companies’fundamentals and technical indicators and three-month total return as our responsevariable, and meanwhile improve the identification process for the final ranking listthrough comparing the densities of top equities across all model combination resultsby examining four orders of stochastic dominance. The simulated long-only portfoliothat results from selecting the top 100 equities from the ranking lists significantlyoutperforms the iShares S&P 500 (“The Benchmark”) in both returns and Sharpe ratiowith a realized annualized alpha of 22.298% and a realized annualized beta of 1.205
Journal for the Philosophical Study of Education
No full textJ P S E
Journal for the Philosophical Study of Education
Vol. 4 (2023)
Editors: Allan Johnston, DePaul University and Columbia College Chicago Guillemette Johnston, DePaul University
Special Symposium Editor: Elias Schwieler, Stockholm University
Outside Readers:
Sabrina Bacher, Universität Innsbruck
Christian Kraler, Universität Innsbruck
James Magrini, College of DuPage
Alexander Makedon, Chicago State University/Arellano University (emeritus
Addressing Tensions in Textual Voice Construction
No full textGuiding historically minoritized students in their textual voice construction entails navigating the tensions between these white-dominant monolingual voices and the diverse voices they bring to the classroom. This conceptual paper presents an ecological voice-construction process model that sheds light on how writers negotiate external and internal expectations in their writing. These expectations are derived from the political, sociocultural, dialogic, and personal contexts in which voice construction is situated. The model establishes four interrelated processes for negotiating textual voice corresponding to each context: negotiating power relations and ideologies, entering the conversation, engaging the reader, and connecting with the self. This model contributes as a reflection tool aiding writing instructors and researchers in identifying the voice-construction processes that they privilege in their instruction and considering how to address the tensions between socializing students in the academic genres and creating opportunities for innovation that center students’ cultural and linguistic knowledge. Ultimately, this model provides a framework for designing integrated content and writing instruction that stimulates historically minoritized students to leverage all their cultural, linguistic, and experiential resources to construct authentic and authoritative textual voices that respond to and talk back to the expectations and conventions of the genre
Multilingualism at the Margins
No full textThis article is a book review of The Multilingual Reality: Living with Languages by Ajit Mohanty
Gruder, Vivian
No full textVivian Gruder, born 1937, grew up on Fulton Avenue, across the street from Crotona Park. She fondly remembers the park and how, when her older siblings were young, people would take chairs and sit in the park to escape the heat. The area is described as a “Jewish Village,” though the schools were more mixed with Irish teachers and Italian and some classmates of color, though her friends were mostly Jewish. She remembers a baseball game of the Jewish boys versus the Italian boys. Gruder describes kosher butchers and shops along Bathgate Avenue. Her mother stayed at home, and her father sold butter and eggs. She played outside in the park and the street and inside with various board games. Gruder describes seeing Frank Sinatra at the Roxy, bringing him flowers.
Gruder attended the YM/WYCA which had folk dancing and Tremont Talmud Torah. Tremont Avenue also held a library and move theaters she often visited. Her mother took courses at Hunter College, but he father’s education ended when he was conscripted at age 13 to dig trenches for the Austrian army. He came to the US in 1921, but was a Zionist and had wanted to go to Palestine. Gruder describes many of her teachers and how she participated in the SP program, graduating from high school and attending college at 16 years old. She attended Roosevelt High School, her neighborhood school, and refused to take the entrance exam to Bronx Science because she wanted to pursue history, calling her experience at Roosevelt mediocre. Her brother got her interested in history. Gruder attended Barnard and her family moved to Inwood during this time because the commute was difficult. She got interested in French History her senior year and decided to go to graduate school, disappointing her father who had wanted her to go to Brandeis to meet a nice Jewish husband. Education was an unspoken value.
Gruder went on to get her doctorate from Harvard in French History. She completed a Fulbright and did research in France before returning to New York City to teach. She remembers the demographic changes in the Bronx and tells how people were motivated by fear of difference to slowly begin to move out. The Irish had been the tougher groups in her youth, but even in Inwood later it became predominantly Dominican. She ends with stories interacting with Jackie Robinson and a visit to the Soviet Union.
Keywords:
Crotona Park, Roosevelt High School, Irish, Italian, African American, Bathgate Avenue, Tremont Avenue, history, education, Barnard, World War One, Soviet Jewry, Harvard Universit
The Impact of Negative Self-Stereotypes on the Psychological Well-Being of Single Women in Established Adulthood: The Roles of Rumination and Mindfulness
No full textSingle women beyond a certain age often internalize experienced stereotyping, stigmatization, and microaggressions based on their relationship status, impacting their psychological well-being. Prior research has suggested that cognitive processes, such as rumination and mindfulness, can affect the relationship between perceived stereotypes and psychological well-being, yet little is known about the single women population in this context. This study examined negative self-stereotypes, psychological well-being, rumination, and mindfulness in single women aged 30-45, using a moderated-mediation mode. A total of 357 participants completed surveys on negative self-stereotyping of being single, rumination (brooding and reflection), mindfulness, and psychological well-being. Results showed that single women with more negative self-stereotypes had lower levels of psychological well-being, and rumination partially mediated this relationship. Brooding had a relatively stronger mediating effect than reflection. Moreover, mindfulness partially moderated the mediating effect of rumination on negative self-stereotypes to psychological well-being, with a stronger effect for those with higher levels of mindfulness. This suggests that mindfulness enhances the effects of rumination rather than buffering them. The findings highlight the significance of rumination in the mental processing of self-stereotypes among single women and provide valuable insights into the role of mindfulness
Marlene Taylor-Ponterotto Interview
No full textSummary by Eliza Anderson.
Marlene Taylor-Ponterotto is a vital member of both the Fordham and the Bronx communities who has worked diligently to promote racial justice and equity in New York City healthcare and in educational opportunities for marginalized students. Taylor graduated from Fordham College at Rose Hill in 1979 and was the only female student from her class to graduate with a Bachelors of Science in Biology. Taylor now resides in the Riverdale neighborhood of the Bronx and is an active member of the MOSAIC alumni association and a trailblazing advocate for her patients at Heritage Clinic in Central Harlem.
Taylor arrived at Fordham in 1975 with the support of the Higher Educational Opportunity Program (HEOP) as a pre-medical student studying Biology. She found her Fordham community through time spent in the African American Studies Department on the second floor of Dealy Hall and with the Society of African American Leadership, connecting with minority students and professors in a “nurturing and supportive” environment. She persisted within a university pre-med culture that was competitive and predominantly white, becoming president of the Association for Minority Pre-Health and Biology Students and building confidence in herself through her passion for addressing racial disparities in healthcare. Music was also a central, uplifting element of her Fordham experience, and she recalls Disco Hour as being a joyful and uplifting experience alongside other minority students.
Throughout her career as a PA, Taylor has worked hospitals all throughout NYC, specializing in HIV and STD work in addition to primary medical care, cardiology, and chronic illnesses. She was working in a detox unit at Beth Israel Medical Center at the start of the AIDS epidemic in the 1980s, and quickly began to see the ways that HIV positive patients were being left behind and stigmatized in similar ways to Black and minority patients. Her sister Jackie was HIV positive and developed complications in the early 90s, and Taylor still participates in ACT UP and GMHC events as a way to both support her patients and honor her sister. She has worked with the National Black Leadership Commission on AIDS, Harlem United, the Christian Parish for Spiritual Renewal, and many other groundbreaking community organizations that work to address health disparities in access, testing, and care.
Fordham continues to play a major role in the life of Taylor and her family. She and her husband were married at Fordham Chapel, and she often brings her family to events put on by Dr. Naison and the Bronx African American History Project. Taylor is an active member of MOSAIC, Fordham’s alumni association for Black and Hispanic students which re-emerged in 2015 after a series of racist incidents plagued the Rose Hill campus. Working alongside the administration, MOSAIC has been essential in organizing Fordham alumni as vocal advocates for the protection and advancement of minority students
Examining the Links Between Achievement-Related Mindset and Psychological Well-Being in a National Sample of First-Generation College Students
No full textFirst-generation college students (FGCS) represent about one-third of the overall college student population, but their degree completion occurs at half the rate of continuing generation students (e.g., Institute of Education Science, 2018). Moreover, FGCS report higher exposure to significant stressors like discrimination (Pascarella et al., 2004) and caregiver burden (Institute for Women’s Policy Research, 2013c), as well as endorse significantly higher levels of psychological difficulties (e.g., Stableton & Soria, 2013), compared to continuing-generation students, which can negatively impact FGCS’ academic engagement and success.Students’ beliefs about the ultimate goals of learning (i.e., achievement-related mindset) could be one key determinant of students’ emotional and behavioral responses to stress, and can influence motivations for academic achievement (e.g., Dweck, 2013). Students with a mastery-oriented mindset have a tendency to focus on mastering a skill (i.e., improving one’s ability for themselves; seeking new challenges in order to improve one’s skills), which has been positively associated with greater resilience and academic performance such as GPA (e.g., Yeager et al., 2019). However, mastery orientation has not yet been examined thoroughly with respect to psychological functioning and academic engagement (rather than performance) among FGCS.This project examined the potentially protective effects of mastery orientation on psychosocial and academic outcomes in the context of unique stressors characteristic of FGCS, using a nationally-representative sample of nearly 3,000 FGCS. Results showed that endorsing astronger mastery orientation was associated with fewer anxiety and depressive symptoms, as well as greater academic engagement (interaction with professors and other academic personnel; utilization of academic support services; time allocated towards classes, studying, and homework) among FGCS. Moreover, FGCS-related stressors (e.g., experiences of discrimination; caregiver and work burden; failing at least one course) were associated with poorer psychological health and largely lower academic engagement. Further, mastery orientation did not buffer the negative effects of FGCS-related stressors on anxiety and depressive symptoms. However, mastery orientation did moderate the relationship between multiple stressors and academic engagement outcomes, despite some of these interactions appearing opposite to the expected effect. This study illustrates the role of mastery orientation in psychological risk versus resilience as well as academic engagement for underrepresented students as they navigate unique cultural and structural stressors of higher education