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Review of Why Cows Learn Dutch and Other Secrets of Amish Farms and Beyond the Plain and Simple: A Patchwork of Amish Lives
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Translation, Controversy, and Research Strategy: What Can Be Learned from George Rapp\u27s Response to a Shaker\u27s Inquiry
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Cyberbullying Defensive Strategy in Social Media Sessions via Machine Learning and Cyber Deception
No full textCyberbullying poses a significant challenge on social media, where traditional detection systems struggle with the nuanced and dynamic nature of online abuse. This thesis proposes an integrated framework that combines large language model (LLM)-based detection with generative decoy responses to enable real-time protection for victims on platforms like Instagram and WhatsApp. Using models such as Mistral 7B, GPT-3.5 Turbo, and Phi-3 Mini, prompt-based one-shot learning achieved 87% detection accuracy and a 5% F1-score improvement over zero-shot approaches, demonstrating robust identification of text-based bullying. A novel synthetic dataset of 98 multi-turn conversations, designed with diverse subtypes and evaluated for realism, addressed the scarcity of context-rich training data. The decoy response system generated safe, context-aware replies. Ethical considerations, including bias mitigation and user consent, were prioritized. Future work includes multilingual expansion and real-time deployment, advancing safer digital communities
Teaching Bilingual Learners with Dysgraphia
No full textWith the push for legislation on the Dyslexia law in Michigan and elsewhere, teachers need to understand what dyslexia and dysgraphia are to support all students. An extra understanding is necessary in bilingual education and reading challenges because they use two language systems in and out of the classroom. Reading and writing are already areas that impact the working memory of the learner; adding dysgraphia to that proves to be more of a challenge. Dysgraphia can coexist with dyslexia, and individuals with dysgraphia often experience difficulties with spelling and writing speed. This project introduces dysgraphia as one of the reading challenges seen in the bilingual classroom and offers tools to support teachers as they begin to plan and implement lessons. The goal of this research is to provide teachers with the information they need to identify dysgraphia early and begin implementing supports where required. The tools presented in the following project are structured literacy, multisensory teaching, the Dictado, sentence writing routines, and the single paragraph routine. Each tool, as described, allows teachers to implement it. The author explores this area as there is a need to use the tools that current research deems most effective in English classrooms and to determine whether these tools are equally effective in bilingual classrooms
