Twenty-five books a day: Literacy events in subsidized childcare

2021 ◽  
pp. 146879842110102
Author(s):  
Kristi Cheyney-Collante
Keyword(s):  
Literacy Practices ◽  
Underserved Populations ◽  
School Administrators ◽  
Original Study ◽  
Ethnographic Study ◽  
System Level ◽  
Language And Literacy ◽  
Literacy Leadership ◽  
Data Set ◽  
Subsidized Childcare

The purpose of this case study was to investigate a segment of a data set collected as part of a larger ethnographic study exploring the early language and literacy practices of one unique preschool programme, selected for its unusually high outcomes for children in typically underserved populations. The original study explored administrators’ literacy leadership within the context of system-level funding and oversight inequities and inadequate local, state, and federal support. Analysis from the original study showed that their lofty commitment to a ‘twenty-five books a day’ mindset guided them in supporting teachers as they made books, stories, and language play a universal occurrence throughout the school day. This article, reporting on an extension of this original study, explores how school administrators operationalized this ‘twenty-five books a day’ mindset: prioritizing ample and consistent (1) access to high quality, diverse books, (2) both structured and impromptu, responsive literacy interactions, and (3) professional support for teachers.

Integrated Quantitative Analysis of the Phosphoproteome and Transcriptome in Tamoxifen-resistant Breast Cancer*

2020 ◽  
Author(s):  
Lungwani Muungo
Keyword(s):  
Breast Cancer ◽  
High Rate ◽  
System Level ◽  
Clinical Samples ◽  
Transcriptome Data ◽  
Data Set ◽  
Reporter Assays ◽  
Treated Breast ◽  
Mcf 7 ◽  
Resistant Cells

Quantitative phosphoproteome and transcriptome analysisof ligand-stimulated MCF-7 human breast cancer cells wasperformed to understand the mechanisms of tamoxifen resistanceat a system level. Phosphoproteome data revealed thatWT cells were more enriched with phospho-proteins thantamoxifen-resistant cells after stimulation with ligands.Surprisingly, decreased phosphorylation after ligand perturbationwas more common than increased phosphorylation.In particular, 17?-estradiol induced down-regulation inWT cells at a very high rate. 17?-Estradiol and the ErbBligand heregulin induced almost equal numbers of up-regulatedphospho-proteins in WT cells. Pathway and motifactivity analyses using transcriptome data additionallysuggested that deregulated activation of GSK3? (glycogensynthasekinase 3?) and MAPK1/3 signaling might be associatedwith altered activation of cAMP-responsive elementbindingprotein and AP-1 transcription factors intamoxifen-resistant cells, and this hypothesis was validatedby reporter assays. An examination of clinical samples revealedthat inhibitory phosphorylation of GSK3? at serine 9was significantly lower in tamoxifen-treated breast cancerpatients that eventually had relapses, implying that activationof GSK3? may be associated with the tamoxifen-resistantphenotype. Thus, the combined phosphoproteomeand transcriptome data set analyses revealed distinct signal

scholarly journals RISC-V Virtual Platform-Based Convolutional Neural Network Accelerator Implemented in SystemC

Electronics ◽  
2021 ◽  
Vol 10 (13) ◽  
pp. 1514
Author(s):  
Seung-Ho Lim ◽  
WoonSik William Suh ◽  
Jin-Young Kim ◽  
Sang-Young Cho
Keyword(s):  
Neural Network ◽  
Deep Learning ◽  
Network Model ◽  
Neural Network Model ◽  
Deep Neural Network ◽  
System Level ◽  
Neural Network Models ◽  
Data Set ◽  
Embedded Device ◽  
Virtual Platform

The optimization for hardware processor and system for performing deep learning operations such as Convolutional Neural Networks (CNN) in resource limited embedded devices are recent active research area. In order to perform an optimized deep neural network model using the limited computational unit and memory of an embedded device, it is necessary to quickly apply various configurations of hardware modules to various deep neural network models and find the optimal combination. The Electronic System Level (ESL) Simulator based on SystemC is very useful for rapid hardware modeling and verification. In this paper, we designed and implemented a Deep Learning Accelerator (DLA) that performs Deep Neural Network (DNN) operation based on the RISC-V Virtual Platform implemented in SystemC in order to enable rapid and diverse analysis of deep learning operations in an embedded device based on the RISC-V processor, which is a recently emerging embedded processor. The developed RISC-V based DLA prototype can analyze the hardware requirements according to the CNN data set through the configuration of the CNN DLA architecture, and it is possible to run RISC-V compiled software on the platform, can perform a real neural network model like Darknet. We performed the Darknet CNN model on the developed DLA prototype, and confirmed that computational overhead and inference errors can be analyzed with the DLA prototype developed by analyzing the DLA architecture for various data sets.

“Make Sure You See This”: Counternarratives of Multilingual Black Girls’ Language and Literacy Practices

2021 ◽  
pp. 238133772110382
Author(s):  
Vivian E. Presiado ◽  
Brittany L. Frieson
Keyword(s):  
Bilingual Education ◽  
Literacy Practices ◽  
Black Girls ◽  
Language And Literacy ◽  
Social Worlds ◽  
Bilingual Programs ◽  
Daily Lives ◽  
Critical Scholarship ◽  
The Rich ◽  
Dominant Narratives

Critical scholarship in bilingualism and bilingual education has documented multiple ways that the rich language and literacy practices of Black children participating in bilingual education programs are often erased in favor of dominant narratives about the literacy practices of their White Mainstream English–speaking peers. Utilizing Black girl literacies, raciolinguistics, and translanguaging as theoretical orientations, and counternarratives as an analytical tool, this article presents a cross-case analysis of two ethnographic case studies that explored how multilingual Black American girls enrolled in an elementary dual-language bilingual education program employed their literacies to navigate their social worlds, by challenging raciolinguistic ideologies and hegemonic systems of oppression in their daily lives. It also presents the nuanced nature of multilingual Black girls’ literacies and the various roles that they serve, which are often ignored in multilingual spaces. The need to learn from multilingual Black girls’ counternarratives is emphasized by engaging in a deeper sociopolitical understanding of the complex issues that Black girls face on a regular basis, which are often extended in bilingual spaces. Specifically, we call for educators to create critical translanguaging spaces that honor multidimensional counternarratives and intimately connect with the unique epistemologies and literacies that Black girls in bilingual programs bring to the table.

After the Blackbird Whistles: Listening to Silence in Classrooms

2010 ◽  
Vol 112 (11) ◽  
pp. 2833-2849 ◽  
Author(s):  
Katherine Schultz
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Practice ◽  
Literacy Practices ◽  
Longitudinal Research ◽  
Research Question ◽  
Ethnographic Study ◽  
School Students ◽  
Student Talk ◽  
The Individual

Background/Context Students spend a large part of their time in schools in silence. However, teachers tend to spend most of their time attending to student talk. Anthropological and linguistic research has contributed to an understanding of silence in particular communities, offering explanations for students’ silence in school. This research raised questions about the silence of marginalized groups of students in classrooms, highlighting teachers’ role in this silencing and drawing on limited meanings of silence. More recently, research on silence has conceptualized silence as a part of a continuum. Purpose/Objective/Research Question/Focus of Study The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. I explore the question, How might paying attention to the productivity of student silence and the possibilities it contains add to our understanding of student silence in educational settings? Silence holds multiple meanings for individuals within and across racial, ethnic, and cultural groups. However, in schools, silence is often assigned a limited number of meanings. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence. Research Design The article is based on two longitudinal qualitative studies. The first was an ethnographic study of the literacy practices of high school students in a multiracial high school on the West Coast. This study was designed with the goal of learning about adolescents’ literacy practices in and out of school during their final year of high school and in their first few years as high school graduates. The second study documents discourses of race and race relations in a postdesegregated middle school. The goal of this 3-year study was to gather the missing student perspectives on their racialized experiences in school during the desegregation time period. Conclusions/Recommendations Understanding the role of silence for the individual and the class as a whole is a complex process that may require new ways of conceptualizing listening. I conclude that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher's practice and changes a teacher's understanding of students’ participation. I suggest that teachers redefine participation in classrooms to include silence.

Leveraging Learner Experience

2021 ◽  
pp. 1342-1369
Author(s):  
Raichle Farrelly ◽  
Iuliia Fakhrutdinova
Keyword(s):  
Language Learners ◽  
Lived Experiences ◽  
Formal Education ◽  
Literacy Practices ◽  
Learning Opportunities ◽  
Pedagogical Practices ◽  
Oral Traditions ◽  
Language And Literacy ◽  
Sociocultural Perspective ◽  
Adult Language Learners

This chapter builds on the pedagogical knowledge base of educators who work with refugee-background adult language learners. The chapter introduces refugee-background adults who have experienced interruptions in their formal education. The authors present a framework for pedagogical scaffolding that emerges from a sociocultural perspective on learning. An overview of research underscores the benefits of recognizing and building upon learners' strengths, lived experiences, and oral traditions. Classroom-based approaches that integrate pedagogical scaffolding into meaningful learning opportunities to enhance the language and literacy practices of adult learners are highlighted. The chapter sustains innovation and conversation among educators working with refugee-background adults, ideally in collaboration with the learners themselves, to cultivate pedagogical practices that foster learner success in the classroom and beyond.

scholarly journals Introducing the Dynamic Destination Satisfaction Method: An Analytical Tool to Track Tourism Destination Satisfaction Trends with Repeated Cross-sectional Data

2020 ◽  
pp. 004728752095820
Author(s):  
Andrea Guizzardi ◽  
Marcello M. Mariani
Keyword(s):  
Large Data ◽  
System Level ◽  
Set Covering ◽  
Tourism Destination ◽  
Cross Sectional ◽  
Data Set ◽  
Individual Level ◽  
Specific Attribute ◽  
The Matrix

This study introduces a new method, named Dynamic Destination Satisfaction Method (DDSME), to model tourists’ satisfaction with a destination (and its attributes), breaking it down into an individual-level component (linked to the specific individual tourists’ perceptions) and a system-level (time-related) component (common to all the tourists). Moreover, this work develops a matrix “entropy/trend accuracy” that destination managers can use to understand to what extent managing a specific attribute has increased tourists’ satisfaction with the destination over multiyear time spans. We test the innovative method on a large data set, covering the period 1997-2015 and including almost 0.8 million observations. By doing so, we analyze tourists’ satisfaction with tourism-related sectors and attributes of Italy as an inbound tourism destination and we use the matrix to map out destination attributes over time. The findings indicate that courtesy, art, and food are strategic attributes to enhance satisfaction in the long term.

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