Children Who Code

Author(s):  
Jamie C. Macbeth ◽  
Michael J. Lee ◽  
Jung Soo Kim ◽  
Tony Boming Zhang
Keyword(s):  
1988 ◽  
pp. 115-133
Author(s):  
G. Veraldi
Keyword(s):  

PEDIATRICS ◽  
1987 ◽  
Vol 80 (6) ◽  
pp. 845-854
Author(s):  
Deborah A. Frank ◽  
Stephen J. Wirtz ◽  
James R. Sorenson ◽  
Timothy Heeren

A randomized controlled trial was conducted to evaluate two interventions for prolonging the duration of breast-feeding in a multiethnic sample of 343 low-income urban women. One intervention compared research breast-feeding bedside counseling by a trained counselor, who also made eight telephone calls during the first 3 months of the infant's life, with the routine breastfeeding counseling provided in the hospital by nurses. The other intervention compared commercial discharge packs provided by formula companies with research discharge packs designed to be consistent with the WHO Code of Marketing of Breastmilk Substitutes. When infants were 4 months old, a telephone interviewer unaware of treatment status contacted 95% (324/343) of the women to determine the infants' feeding and health histories. Compared with routine counseling, research counseling delayed the first introduction of solid foods to the infant's diet (P = .03, one-tailed) but did not exert a statistically significant effect on breast-feeding by 4 months' postpartum. Women who received the research discharge pack, compared with those who received the commercial pack, were more likely to prolong exclusive breast-feeding (P = .004, one-tailed), to be partially breast-feeding at 4 months postpartum (P = .04, onetailed), and to delay the daily use of solid foods in the infant's diet (P = .017, one-tailed). Among the women who received research counseling, the research discharge pack was associated with lower rates of rehospitalization of infants than was the commercial pack (1% v 14%; P = .014, two-tailed). We conclude that in high-risk maternity populations, commercial discharge materials for breast-feeding women should be replaced by materials consistent with the WHO Code.


2020 ◽  
pp. 136787792094102
Author(s):  
Annika Richterich

Women are under-represented in information technology (IT) professions, globally. It is widely discussed that there is an urgent need to tackle this issue by bringing more women into the IT industry. However, the spotlight is less often put on women currently working as developers in male-dominated environments. How do these women experience their work and deal with problems? International non-profit initiatives such as Women who Code (WwC) aim not only at supporting women in training for and entering IT professions: they also advise them in their daily lives and struggles as developers. Using this network and its blog as a case study, I show that the WwC bloggers are faced with contradictory work norms and experiences. They tend to resort to pragmatic advice, focused on DIY problem solving, and shouldered individual responsibility rather than highlighting systemic failures. This tendency shows similarities to neoliberal feminist rationales and speaks to the need for (re)emphasizing the need for structural changes within the broader discourse concerning women developers.


2019 ◽  
Vol 52 (6) ◽  
pp. 847-871
Author(s):  
Shana Sanam Khan

Standardized testing is an applauded system of testing due to the uniformity that it offers. The idea is that in standardized testing, because every student is being asked exactly the same question and each question has only one specific answer, standardized examinations are neutral, value free, and exonerated from the subjectivity that an examiner or teacher may inhibit. The reality is far from it. Using a Foucauldian panoptic perspective and focusing on what is known as the aptitude or entrance examination, I argue that standardized examinations are designed in such a way that bilingual and minority students shall not score on par with their monolingual majority counterparts. The questions are designed in such a way that those students who code switch (due to bilingualism) are placed at a disadvantage. Similarly, the culture represented in the examination is White middle class, hence making the examination relatively more difficult for minority students.


Nature ◽  
2019 ◽  
Vol 568 (7750) ◽  
pp. 30-31
Author(s):  
Li Gong
Keyword(s):  

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