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Lia Nydes Interview, April 23, 2020
No full textLia Nydes, gradaute student working with Truck Fellow Laura Waters Hinson, discusses how COVID has impacted her life. She shares how schoolwork and working out are the two primary things that have kept her going, especially as producing good work has allowed her to feel somewhat in control. She also enjoys walking around her neighborhood and Facetiming with family and friends. She hopes that this crisis will bring to light the drastic economy disparities that exist in the US, and that people will realize and act upon the need for universal healthcare. Lia also thinks it's important that this crisis puts pressure on governments to stop wet markets, to "conserve wildlife and conserve humans and our economy." This video is part of the Humanities Truck's From Me To You: A Covid-19 Oral History Project. https://humanitiestruck.com/frommetoyou
Jaimie Warren Interview, May 15, 2020
No full textArtist Jaimie Warren shares how COVID has impacted her life and work. She discusses how two of the largest-scale projects she's ever done have been interrupted by the virus, and reflects on how she and her team are adapting to do one (an exhibition and community musical) virtually with students. She hopes that she can take the hurdles COVID has posed and turn them into different creative outcomes. Jaimie talks about how she left Brooklyn for her family home in Wisconsin at the start of the outbreak, and discusses the struggles she's faced living at home with a conservative family, especially as the state opens back up. Jaimie shares that work, going outside, and therapy have all kept her going, and warns against the dangers of fake news. She hopes that in these scary times, we can learn to find reliable sources of information and counsels people to hold their communities tightly and take this virus seriously. This video is part of the Humanities Truck's From Me To You: A Covid-19 Oral History Project. https://humanitiestruck.com/frommetoyou
Policing Sexuality: An Analysis of Mary Allen and Social Purity
No full textA presentation that was delivered in the Fifth University Research Day at the Catholic University of America in 2020
Using Big Data to Develop Price Insurance for Farmers in Ghana
No full textA presentation that was delivered in the Fifth University Research Day at the Catholic University of America in 2020
Hunting for Causes: Aristotle on Pursuing, Professing, and Possessing Scientific Knowledge
No full textIn this paper, I begin by considering Aristotle's definition of scientific knowledge (epistēmē) with two questions in mind: (1) When do we have scientific knowledge? and (2) When do we suppose that we have scientific knowledge? In my first chapter, I look at the relationship between professing and actually possessing scientific knowledge, trying to discern, in the space between an actual knower and a run-of-the-mill ignoramus, the figure who thinks he knows but doesn’t. After exploring the various inferences from our knowledge claims, I argue that Aristotle lays deliberate emphasis on the case of the mistaken knower, and that this emphasis points to the significance of inquiry in the acquisition of scientific knowledge. In my second chapter, I turn to the pursuit and possession of scientific knowledge. After looking at Aristotle’s account of inquiry, especially as found in A.Po., I will relate the notion of scientific inquiry to the pursuit of a universal middle term, and offer an interpretation of an important set of passages where he clarifies the relationship between perception, induction, and demonstration. I especially look at an important set of images that Aristotle develops, according to which ignorance is a “state of restlessness” that I escape through a “hunt”: when at last I light upon a satisfying middle term, I “rest” in the stable possession of scientific knowledge. This image provides a helpful way of understanding the more technical account that occupies the earlier part of this chapter, and also offers a lens through which the possibility of mistaken knowledge becomes more intelligible. In my third chapter, I will continue looking at the pursuit of scientific knowledge, but this time with a more directed focus on the hollow professions of an empty knower. What kind of inquiry could lead me to think that I have causal knowledge of an object, when in fact I have nothing of the sort? After criticizing an object-blind methodological approach to inquiry, I explore the important role that experience, familiarity, and time have to play in the development of our conviction in what we know as well as the necessary role played by wonder and puzzlement—sparked and then kept alive by appropriate, sufficiently understood experiences—in driving our inquiry to a rest that is not premature.PhilosophyPhilosophy of scienceAristotle, Certainty, Epistemology, Inquiry, Posterior AnalyticsPhilosophyDegree Awarded: M.A.--Philosophy. The Catholic University of Americ
Social Motivation and Resilience Builder Program Outcomes in Children with Autism Spectrum Disorder
No full textAutism spectrum disorder (ASD) is a neurodevelopmental disorder that affects social communication, social interaction, and behavior (American Psychiatric Association [APA], 2013). The social challenges faced by children with ASD often culminate in a lack of friendships (Attwood, 2007). This emphasizes the necessity of an effective therapy based on theory that addresses the social difficulties of children with ASD. Social Learning Theory (SLT) and the Social Motivation Theory of Autism are two theories explaining how individuals learn social skills (Telzer et al., 2018) and the cause of social deficits found in individuals with ASD Chevallier et al., 2012). This study examined group differences in a mainstream and ASD only group in social skills and the influence of social motivation on social skills.Participants consisted of 59 children, with a diagnosis of ASD, between the ages of 7 and 15 enrolled in the Resilience Builder Program® (RBP). Participants’ parents completed a battery of standard psychological questionnaires, along with a demographic questionnaire to assess changes in behavioral, emotional, and social functioning. Multiple independent t-tests, 2 (group type) x 2 (time) mixed-design ANOVAs, and regressions were used to explore group differences pre-therapy and in outcomes, and the relationship between social motivation and social skills.Children with ASD assigned to a mainstream RBP group had higher functioning before therapy than children with ASD assigned to an ASD only group. Additionally, the outcomes did not appear to differ between the groups, except in the case of leadership skills. Social motivation was significantly related to pre-therapy social skills, i.e. withdrawal, leadership, and developmental social disorders, but not significantly related to social skill outcomes. Social motivation may be a protective factor with regards to social skills in the context of therapy. Additionally, the SMTA may not be applicable to the therapeutic context of the RBP. More research needs to be conducted exploring arguments for and against the SMTA.PsychologyASD, autism, social motivation, social skillsPsychologyDegree Awarded: M.A.--Psychology. The Catholic University of Americ
The Influence of Mother-Child and Teacher-Child Interactions on Social Competence Development in Early Childhood
No full textNo abstractDevelopmental psychologyEarly childhood, parenting, preschool, social competence, social development, teacher-child interactionsPsychologyDegree Awarded: M.A.--Psychology. The Catholic University of Americ
Modeling sound propagation over rough sea for the detection of vessels
No full textA presentation that was delivered in the Fifth University Research Day at the Catholic University of America in 2020
Eye Blink Detection Computer Project
No full textA presentation that was delivered in the Fifth University Research Day at the Catholic University of America in 2020