Free workshop: The Population Assessment of Tobacco and Health (PATH)

Free Workshop: The Population Assessment of Tobacco and Health (PATH) Study Data User Workshop: Making Nationally Representative Inferences from the PATH Study Data

Dates and Location: August 12 & 13, 2019 in Ann Arbor, Michigan
Instructors: Katy Edwards (Westat) and Jean Opsomer (Westat)

The PATH Study is a household-based, nationally representative, longitudinal cohort study of approximately 46,000 adults and youth (ages 12 and up) in the United States. The study was launched in 2011 to inform the FDA’s regulatory activities under the 2009 Family Smoking Prevention and Tobacco Control Act. This free workshop will consist of a brief overview of the PATH study and detailed discussion of sample design and weights for all types of PATH study data files (including youth, adult, biomarker, and state identifier data files). Participants will also gain hands-on experience working with the data and understanding the weighted results.

The focus of this workshop will be on understanding and using the PATH study data files, not on a specific analytic approach. The workshop will be a combination of lecture, discussion, and hands-on exercises.

The course is designed for academic faculty and research professionals as well as for graduate students interested in tobacco regulatory science and/or tobacco biomarkers of exposure. Participants should be comfortable with data analysis software and quantitative research methods. All examples and exercises will utilize SAS statistical software, although participants may use the software of their choice. The workshop will include two full days of instruction and exercises. To get the most out of the workshop, participants should plan to attend both full days.

Prerequisites: Participants should have a basic understanding of secondary data organization and manipulation, fundamental data analysis skills, working knowledge of a statistical software package (e.g., SAS, Stata, and R) and a substantive interest in tobacco regulatory research.

Application: Admission to this workshop is competitive. Enrollment is limited. Apply using the ICPSR Summer Program portal. Please upload the following documents with your application:

  • Current curriculum vita with a select list of publications. Please highlight your research interests and any experience and/or coursework relevant to the PATH study summer workshop, particularly prior experience with tobacco research and/or quantitative analytic methods.
  • Research project description. Priority will be given to applicants whose project description indicates interest in using the PATH Study data for tobacco regulatory research. The project description should include references to theory or historical context, how the project extends what is presently known, and why the PATH Study data are needed for the project.

Application Deadline: May 10, 2019.

Workshop sponsored by the National Addiction & HIV Data Archive Program.

For more information, contact the ICPSR Summer Program at sumprog@icpsr.umich.edu or (734) 763-7400.

2019 Graduate Healthcare Open Enrollment Notice

2019 HEALTH CARE BENEFITS OPEN ENROLLMENT

Graduate Assistants, ELIGIBLE Graduate Interns, AND ELIGIBLE Graduate Fellows who are currently enrolled in the Connecticut Partnership Plan

Open Enrollment (April 15- May 15) allows continuing Graduate Assistants, eligible Graduate Interns, and eligible Graduate Fellows to make changes to their existing medical and dental plan elections, including making changes for their eligible dependents, without providing proof of a qualifying life event. Elections or changes made during Open Enrollment are effective September 1, 2019. Any member adding a dependent to their insurance is required to provide proof of the relationship, such as a marriage certificate for a spouse or a long-form birth certificate for a child.

Please note: After May 15, 2019, there will not be an opportunity to make changes to your insurance elections without a verified qualifying life event.

Graduate Assistants, Graduate Interns, and Graduate Fellows who have not received confirmation of continuation for the 2019-2020 Academic Year and wish to make a change should do so now in the event they are continued.* If you have received confirmation of an appointment continuation from your employing department and do not wish to make any changes, you are not required to take any action to continue your existing coverage.

Open Enrollment information, including FAQs and rates, is available on the Human Resources website.

Participate in Open Enrollment
Options Dates Available
Open Enrollment Form April 15-May 15
eBenefits Self-Service April 22-May 1

 

For questions regarding Open Enrollment, please contact the Benefits and HR Services Unit of the Department of Human Resources at HR@uconn.edu or by telephone at 860-486-3034.

 

*Continuation of employment does NOT qualify for a status change to make elections/changes to your coverage. Examples of qualified status changes include birth/adoption of a child, marriage, divorce, and loss of coverage. If you have questions, contact Human Resources to verify if your life event would qualify to make changes to your coverage.

President’s Series on Teaching Excellence

This is the 4th year for this series and our featured speaker will be Board of Trustees Distinguished Professor of English Gina Barreca https://ginabarreca.com/.   As you may know, President Herbst launched this initiative 4 years ago as part of our ongoing commitment to help promote teaching excellence among faculty and teaching assistants. Her thinking then as now, was that having opportunities to learn from some of UConn’s best scholar-teachers would be particularly valuable for our TA’s intent on pursuing academic careers.

RSVP: Register here: https://web9.uits.uconn.edu/fins/secure_inst/workshops/workshop_view.php?ser=804

Date: Tuesday, April 16, 2019:   4:00 pm – 5:00 pm           Konover Auditorium      Wine and Cheese reception – 5:00-6:00 p.m.

Why Teaching Matters, or Why I Never Turn My Back on a Class  (Gina Barreca https://ginabarreca.com/ )
Students do not have to make you happy; that’s not their job. You don’t need to make them happy; that’s not your job. Their job is to understand what you’re teaching them and your job is to know precisely why they need to know what you’re teaching them. You’re the authority not because you’re in control of the situation, but because you can provide what they’ll need to carry with them for the rest of their lives. Educating students is about more than just giving them information. It’s about providing context, perspective and illumination.

[BIRC Speaker Series] Michele Diaz – 5/1 @ 1:30pm

We are delighted to announce that Professor Michele Diaz, will join us from Pennsylvania State University on Wednesday, May 1st at 1:30pm in Arjona 307 to give her talk: Evidence of age-related phonological impairments in language production. Her current work examines age-related differences in language. Specifically, neural factors that contribute to age-related retention (semantics) and decline (phonology) that have been observed in language production. For more details, including the abstract for this talk, please see the attached flyer.

*If you would like to meet with Professor Diaz on the day of her visit, please send an email to birc@uconn.edu asap*

diaz_flyer

April 8, 9, Lang&Cogntion and ECOM talks: : Peter Langland-Hassan

 

 Guest Prof. Peter Langland-Hassan of the University of Cincinnati. Langland-Hassan has done very interesting work in both philosophy and psychology, and is engaged in exciting interdisciplinary research projects with philosophical roots. He will be giving two talks (see below). HE’d be happy to meet to discuss any of his work. There are still a couple of slots available to meet with him on Tuesday (at UCHI). If you’d like to meet with him, or join dinner on Mon or Tues please contact dorit.bar-on@uconn.edu to arrange it and cc aliyar.ozercan@uconn.edu

  1. A Role for Inner Speech in Abstract Thought:  Results from People with Aphasia, Monday April 8, 3:30-5, Arjona 307 (The Language and Cognition Brown Bag)

Peter Langland-Hassan, Aimee Dietz, Michael J. Richardson, Frank R. Faries, and Maxwell Gatyas

What cognitive roles are played by inner speech (or “the little voice in the head”)?  Were we to lose inner speech altogether, are there non-linguistic cognitive tasks that would become more difficult, or even impossible?  I begin with some theoretical background on the relations among inner speech, thought, and language more generally.  Next, our team’s efforts at developing objective measures for assessing inner speech abilities in a population with outer speech deficits are described.  Some of this evidence suggests that inner speech can be more severely affected by stroke than outer speech.  Results from a proprietary semantic memory task, developed for the experiment, are then described.  Each trial of this task was initially normed for a level of “abstractness.”  As would be expected, people with aphasia, on average, scored lower than matched controls across all semantic memory trials.  Interestingly, however, the aphasic population showed proportionately more pronounced difficulties as the trials grew more abstract in nature.  This suggests an especially strong role for language (and inner speech) in specific kinds of categorization tasks that are not overtly language-involving.

  1. Explaining Imagination:  A Reductive Account, Tuesday April 9, 4:30-6, UCHI Seminar Room (Babbidge Lib 4th floor)

It is a truth universally acknowledged that imagination is a primitive mental state type, irreducible to other mental state types.   This is, at least, “one of four basic claims about imagination that enjoy near universal agreement” (Kind, 2016)[1].  I will challenge this orthodox view, arguing that imagination can in fact be reduced to, and explained in terms of, one’s being other kinds of familiar folk psychological mental states.  The full case for this account is developed in a book I am now completing.  Today I simply aim to clear space for the approach by undermining the most commonly voiced—and seemingly most decisive—reasons for thinking that imagination is irreducible to other mental state types. 

CCC Flyer

(For another reminderRegistration for ECOM’s Spring Workshop Communication, Context, Conversation will close April 15. (See attached flyer.) You can register here.

Fall 2019 Graduate Seminar

6500-01 (class# 10058) SEMINAR IN LITERARY THEORY: EMPATHY ETHICS AND NARRATIVES

(Hogan): This course will begin by introducing some common cognitive and philosophical ideas about emotion, empathy, and narrative in relation to ethics. We will then discuss a familiar work—perhaps, Incidents in the Life of a Slave Girl—in terms of those broad concerns. Starting in the third week, I would take part of the class to introduce relevant research in more detail—for example, on the nature of emotion. The rest of the class would be a discussion of the reading (e.g., Matravers), often guided by two of the students. I would also ask students to be prepared to relate the reading to a literary work or film (such as Jacobs). The following classes would follow the same general format, as outlined below. Requirements would include one conference-presentation-type essay (roughly seven pages) and one journal-type essay (roughly eighteen pages). A very, very tentative outline (just to give an idea of how the course will proceed):
Week 1. What is emotion? What is empathy? What is narrative? What is ethical evaluation?
Week 2. Same questions. Jacobs
Week 3.Emotion. Matravers. Jacobs.
Week 4. Emotion. Keen. Jacobs.
Week 5. Empathy. Keen. Satrapi.
Week 6. Empathy and Ethics. Decety. Satrapi.
Week 7. Empathy and Ethics. Decety. Satrapi.
Week 8. Blocking Empathy: Disgust. Shakespeare. (First paper due.)
Week 9. Blocking Empathy: Anger. Shakespeare.
Week 10. Against Empathy. Bloom. Godard.
Week 11. Narrative and Emotion. Haidt. Godard.
Week 12. Narrative and Emotion. Haidt. Mizoguchi.
Week 13. Narrative and Ethics. Mizoguchi.
Week 14. Students on their research projects.

UConn Logic Group Workshop

UConn Logic Group Workshop, April 6-7, 2019

“If” by any other name

It is a relatively recent development that research on conditionals is taking a deep and sustained interest in the full range of linguistic markers, their interactions with each other and with other linguistic categories, and the ways in which they drive and constrain the interpretation of the sentences they occur in. Tense and aspect is an area where such attention has already borne fruit; to a lesser extent, we may mention conditional connectives and pro-forms (especially thanks to works like Iatridou 2000 and Iatridou & Embick 1993). More recently, there seems to be a growing interest in two things: on the one hand, more varied aspects of formal marking of conditionals and the ways in which different grammatical categories may be recruited to encode conditional meaning (including aspect, different types of connectives, conjunctions, etc.); on the other hand, the appearance of these markers in other linguistic contexts (like optatives, complement clauses, temporal clauses, interrogatives, etc.).

Program

Saturday, April 6
12:00-2:00: Kai von Fintel & Sabine Iatridou (MIT) “Prolegomena to a Theory of X-Marking”
2:30-3:15: Muyi Yang (UConn) “Explaining negative counterfactuals”
3:15-4:00: Teruyuki Mizuno (UConn) “The structure of might-counterfactuals: a view from Japanese”
4:30-5:30: Paolo Santorio (UC San Diego) “The Double Life of Antecedent Strengthening”

Sunday, April 7
10:00-11:00: Una Stojnić (Columbia): t.b.a.
11:15-12:00: Hiromune Oda (UConn): t.b.a.
1:30-2:30: Will Starr (Cornell) “Indicative Conditionals, Strictly”
After 2:30: coffee & discussion as desired

 

Please click link for more information: https://logic.uconn.edu/2019/04/04/2019-workshop-if-by-any-other-name/

Show a video of your research on the Psych Sciences Dept website

Dear Graduate Students,

The Department of Psychological Sciences is pleased to offer you the opportunity to submit a short video describing and promoting your research. The video will be displayed on the monitors located around the Bousfield building as well as on the Graduate Psychological Sciences webpage. Note last year we had over 20,000 hits to our site!

Check out Martin Flament Fultot grad student in Ecological Psychology’s video: https://grad.psych.uconn.edu/2019/03/27/center-for-the-ecological-study-of-perception-and-action/

Interested in showcasing your research? See the “Departmental Promotional Video Information and Consent Form” found on our website: Official Promo Video Info & Consent Form

Questions? Martin is available to assist you. Feel free to email (martin.flament_fultot@uconn.edu) with any questions.

Best,

Graduate Program Office