Access as Praxis: Navigating Spaces of Community Literacy in Graduate School

In this article, I reflect on my lived experiences as a disabled graduate student navigating spaces of community literacy. This essay utilizes storytelling as an entry point for understanding the barriers graduate students oftentimes face while accessing community literacy projects. Extending Ada Hubrig\u27s theorization of disability justice informed community literacy, I propose an access as praxis approach to community literacy projects that listens to the access needs of graduate students looking to form meaningful relationships with community partners

Constructing Hadamard matrices using binary codes

In this paper is presented a very efficient method for constructing Hadamard matrices, using binary code products. We will construct such matrices using the scalar production of two vectors and the tensor production of Hadamard matrices. This method is based on the representation of the natural number as a binary code which takes only two values 0 or 1. Such a method of generating Hadamard matrices can be used in practice to generate different codes, in telecommunication systems, to correct blocked codes, but also in science as for example in Boolean algebra

Analyzing the linearity of some operators

Linear operators occupy an important place in functional analysis and linear algebra, which are among the most important and substantive disciplines of mathematics, whose methods and results have created an indispensable apparatus for the development of numerical mathematics, theory of approximations, equations differential and especially mathematical physics and applied mathematics. Also, linear operators are a central object of study in vector space theory. A linear operator is a function which satisfies the conditions of additivity and homogeneity. Not every function is linear operators. We will try to explore some functions which are also linear operators

Hadamard\u27s Coding Matrix and Some Decoding Methods

In this paper, we will show a way to form Hadamard\u27s code order n=2^p (where p is a positive integer) with the help of Rademacher functions, through which matrix elements are generated whose binary numbers {0,1} , while its columns are Hadamard\u27s encodings and are called Hadamard\u27s coding matrix. Two illustrative examples will be taken to illustrate this way of forming the coding matrix. Then, in a graphical manner and by means of Hadamard\u27s form codes, the message sequence encoding as the order coding matrix will be shown. It will also give Hadamard two methods of decoding messages, which are based on the so-called Haming distance. Haming\u27s distance between two vectors u and v was denoted by d(u,v) and represents the number of places in which they differ. In the end, three conclusions will be given, where a comparison will be made of encoding and decoding messages through Haming\u27s coding matrices and distances

Principles of Chemistry I & II (GA Southern)

This Grants Collection for Principles of Chemistry I & II was created under a Round Seven ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/chemistry-collections/1015/thumbnail.jp

A “Crisis of Masculinity”?: The West’s Cultural Wars in the Emerging Muslim Manosphere

This article aims to frame the emergence of a new category of thought, referred to here as “Alt-Wallah”, within the Islamicate which exists at the intersection between a supposed crisis of masculinity, the Alt Right, and Muslim men. This framing begins by looking at the various crises that abound both in Islam and in masculinity. We then introduce what Farris calls “femonationalism”, and give some reflections on the relationship between our new category of thought and this femonationalism. This new category of thought is given the name “Alt-Wallah”, and then linked to certain already existing categories of thought within the Islamicate. Other names are considered throughout the piece, as well as reasons as to why these are not adequate to describe the phenomenon in question. This is followed by an analysis of examples such as online Muslim figures Daniel Haqiqatjou, Nabeel Aziz, and others, as well as an exploration of further similarities to what is called the “fundamentalist declinist” category of thought. We then conclude with a reflection on the buffered Muslim man, and on what role the idea of the mujtahid plays in this conceptualisation of Muslim man

MGEScan-non-LTR: computational identification and classification of autonomous non-LTR retrotransposons in eukaryotic genomes

Computational methods for genome-wide identification of mobile genetic elements (MGEs) have become increasingly necessary for both genome annotation and evolutionary studies. Non-long terminal repeat (non-LTR) retrotransposons are a class of MGEs that have been found in most eukaryotic genomes, sometimes in extremely high numbers. In this article, we present a computational tool, MGEScan-non-LTR, for the identification of non-LTR retrotransposons in genomic sequences, following a computational approach inspired by a generalized hidden Markov model (GHMM). Three different states represent two different protein domains and inter-domain linker regions encoded in the non-LTR retrotransposons, and their scores are evaluated by using profile hidden Markov models (for protein domains) and Gaussian Bayes classifiers (for linker regions), respectively. In order to classify the non-LTR retrotransposons into one of the 12 previously characterized clades using the same model, we defined separate states for different clades. MGEScan-non-LTR was tested on the genome sequences of four eukaryotic organisms, Drosophila melanogaster, Daphnia pulex, Ciona intestinalis and Strongylocentrotus purpuratus. For the D. melanogaster genome, MGEScan-non-LTR found all known ‘full-length’ elements and simultaneously classified them into the clades CR1, I, Jockey, LOA and R1. Notably, for the D. pulex genome, in which no non-LTR retrotransposon has been annotated, MGEScan-non-LTR found a significantly larger number of elements than did RepeatMasker, using the current version of the RepBase Update library. We also identified novel elements in the other two genomes, which have only been partially studied for non-LTR retrotransposons

Shifting Proslavery Ideology: Review of \u3ci\u3eBalancing Evils Judiciously: The Proslavery Writings of Zephaniah Kingsley\u3c/i\u3e, ed. Daniel W. Stowell.

Balancing Evils Judiciously is a volume in which quality more than makes up for a lack of quantity, In this slender work, Daniel W Stowell, director and editor of the Lincoln Legal Papers, presents the unique proslavery writings of Zephaniah Kingsley, Jr., of Florida: eight letters, articles and documents by Kingsley, and one published letter by L. Maria Childs, the noted New York abolitionist with whom he was acquainted. Kingsley\u27s few works on slavery would easily be lost in the volumes of antebellum proslavery writings, if not for the singular position he took on the peculiar institution. His personal experiences, drawn from living and working in the Caribbean and Spanish Florida, led Kingsley to conclusions about race and slavery that differed from the theories of the day. Kingsley rejected the prevalent notion that blacks were inherently inferior and suited only for slavery and contended that they possessed the same intelligence as whites. Anticipating George Fitzhugh and Henry Hughes, Kingsley argued that slavery was a class, and not a racial, construct. Unlike them, he did not believe slavery was a perpetual condition for laboring classes, but, as Eugene Genovese writes in his introduction, viewed the institution as an evolutionary step for a people (p. xiii)

The supplemental instruction program : student perceptions of the learning environment and impact on student academic achievement in college science at California State University, San Marcos

Higher education in science has been criticized and calls to increase student learning and persistence to degree has been recognized as a national problem by the Department of Education, the National Science Foundation, the National Research Council, and the National Academy of Sciences. One mode of academic assistance that may directly address this issue is the implementation of Supplemental Instruction (SI) in science courses. SI is a specific model of academic assistance designed to help students in historically difficult science classes master course content, thus increasing their academic achievement and retention. This study assessed the SI program at California State University, San Marcos, in supported science courses. Specifically, academic achievement based on final course grades were compared between SI participating and nonparticipating students, multiple affective factors were measured at the beginning and end of the semester, and students' perceptions of the classroom and SI session learning environments recorded. Overall, students who attended five or more SI sessions achieved higher final course grades. Students who chose to participate in SI had higher initial levels of responsibility and anxiety. Additionally, SI participants experienced a reduction in anxiety over the semester whereas nonparticipants experienced an increase in anxiety from beginning to the end of the semester. The learning environment of SI embodies higher levels of constructivist principles of active learning such as cooperation, cohesiveness, innovation, and personalization -- with one exception for the physics course, which is a based on problem-based learning. Structural equation modeling of variables indicates that high self-efficacy at the end of the semester is directly related to high final course grades; this is mediated by cohesion in the classroom and the cooperation evidenced in SI sessions. These findings are elaborated by student descriptions of what happened in SI sessions and discussed given the theoretical frameworks of Bandura's concept of self-efficacy and learning environment activities that embody constructivist principle