Curricular approaches to developing positive interethnic relations

This article examines whether and in what ways curricular approaches can be helpful in building positive interethnic relations in a large, ethnically diverse high school. Through this case study of curricular reform, the author documents four curricular approaches teacher leaders used to explicitly address issues of race and ethnicity and explores the impact of these approaches on student learning. By tracing the process of curricular change, the case illuminates how teacher leaders and administrators created the conditions for these curricular reforms to be sustainable

Little sisters: An exploration of agency, cultural borderlands, and institutional constraints in the lives of two teenage girls

Part of a special issue on challenging corporate control of schools and communities. The writer discusses her experience with the Big Brothers and Big Sisters organization in Oakland, California, of mentoring two teenage girls who live in poverty and encounter crises and hardship almost daily. She examines the concepts of agency and social and cultural borderlands to help explain the divergent school performances of the two girls and investigates the concepts\u27 utility in the pursuit of social justice for young women. She conducts her exploration within the broader context of dynamic change

Exploring the SDSS Dataset with Linked Scatter Plots: I. EMP, CEMP, and CV Stars

We present the results of a search for extremely metal-poor (EMP), carbon-enhanced metal-poor (CEMP), and cataclysmic variable (CV) stars using a new exploration tool based on linked scatter plots (LSPs). Our approach is especially designed to work with very large spectrum data sets such as the SDSS, LAMOST, RAVE, and Gaia data sets, and it can be applied to stellar, galaxy, and quasar spectra. As a demonstration, we conduct our search using the SDSS DR10 data set. We first created a 3326-dimensional phase space containing nearly 2 billion measures of the strengths of over 1600 spectral features in 569,738 SDSS stars. These measures capture essentially all the stellar atomic and molecular species visible at the resolution of SDSS spectra. We show how LSPs can be used to quickly isolate and examine interesting portions of this phase space. To illustrate, we use LSPs coupled with cuts in selected portions of phase space to extract EMP stars, CEMP stars, and CV stars. We present identifications for 59 previously unrecognized candidate EMP stars and 11 previously unrecognized candidate CEMP stars. We also call attention to 2 candidate He~II emission CV stars found by the LSP approach that have not yet been discussed in the literature.Comment: Accepted by the Astrophysical Journal Supplement (February 2017

Adaptation “in the Wild”: Ontology-Based Personalization of Open-Corpus Learning Material

Abstract. Teacher and students can use WWW as a limitless source of learning material for nearly any subject. Yet, such abundance of content comes with the problem of finding the right piece at the right time. Conventional adaptive educational systems cannot support personalized access to open-corpus learning material as they rely on manually constructed content models. This paper presents an approach to this problem that does not require intervention from a human expert. The approach has been implemented in an adaptive system that recommends students supplementary reading material and adaptively annotates it. The results of the evaluation experiment have demonstrated several significant effects of using the system on students ’ learning

Thyroxine-binding globulin: investigation of microheterogeneity

Preparations of T4-binding globulin (TBG) from human serum was performed using only two affinity chromatography steps. Purity of the protein was demonstrated by a single band in overloaded disc and sodium dodecyl sulfate electrophoresis, equimolar binding to T4, and linearity in sedimentation velocity run. The molecular weight was calculated to be 60,000 +/- 3,000 daltons (n = 3), the sedimentation coefficient was 3.95S, and the Stokes' radius was 37 A. The amino acid composition was found to be in good agreement with the calculations of other authors. By isoelectric focussing (IEF), pure TBG showed four main bands at pH 4.25, 4.35, 4.45, and 4.55 together with several fainter bands. The N- acetylneuraminic acid (NANA) content of the four TBG bands isolated by preparative IEF was found to decrease from 10.2 mol NANA/mol TBG in the band at pH 4.25 to 4.8 mol NANA/mol TBG in the band at pH 4.55. No significant difference in the affinity constants of the TBG bands to T4 was found. The affinity constants for TBG ranged from 3.1 x 10(9) to 7.2 x 10(9) M-1. Sequential kinetic desialylation of pure TBG resulted in a progressive tendency toward one major band at pH 6.0. In native sera, microheterogeneity of TBG was detected after IEF on polyacrylamide gel plates by immunofixation. The typical TBG patterns shown by pure TBG were also found in normal subjects. Characteristic deviations from this pattern were found in the sera of females during estrogen therapy or pregnancy, where there was a gradual increase in density of the band at pH 4.25 and the appearance of an additional band at pH 4.15. In sera from patients with liver disease and elevated TBG levels, there was a fading of the acidic bands, whereas the more alkaline band at pH 4.55 was intensified. It is therefore proposed that microheterogeneity of TBG is caused by differences in NANA content and that variations of TBG patterns in native sera may reflect altered TBG synthesis or degradation. A genetically related microheterogeneity of TBG could not be demonstrated after examination of 800 sera, including 2 families with quantitative TBG deficiency

Adaptation “in the Wild”: Ontology-Based Personalization of Open-Corpus Learning Material

Teacher and students can use WWW as a limitless source of learning material for nearly any subject. Yet, such abundance of content comes with the problem of finding the right piece at the right time. Conventional adaptive educational systems cannot support personalized access to open-corpus learning material as they rely on manually constructed content models. This paper presents an approach to this problem that does not require intervention from a human expert. The approach has been implemented in an adaptive system that recommends students supplementary reading material and adaptively annotates it. The results of the evaluation experiment have demonstrated several significant effects of using the system on students’ learning.\u