Book Review of Teaching Reading to English Language Learners: Insights from Linguistics

Text: Lems, K., Miller, L. D., & Soro, T. M. (2010). Teaching reading to English language learners: Insights from linguistics. New York: The Guilford Press

Abstract Cores in Implicit Hitting Set MaxSat Solving (Extended Abstract)

Publisher Copyright: © 2021 International Joint Conferences on Artificial Intelligence. All rights reserved.Maximum satisfiability (MaxSat) solving is an active area of research motivated by numerous successful applications to solving NP-hard combinatorial optimization problems. One of the most successful approaches for solving MaxSat instances from real world domains are the so called implicit hitting set (IHS) solvers. IHS solvers decouple MaxSat solving into separate core-extraction (i.e. reasoning) and optimization steps which are tackled by a Boolean satisfiability (SAT) and an integer linear programming (IP) solver, respectively. While the approach shows state-of-the-art performance on many industrial instances, it is known that there exists instances on which IHS solvers need to extract an exponential number of cores before terminating. Motivated by the simplest of these problematic instances, we propose abstract cores, a compact representation for a potentially exponential number of regular cores. We demonstrate how to incorporate abstract core reasoning into the IHS algorithm and report on an empirical evaluation demonstrating, that including abstract cores into a state-of-the-art IHS solver improves its performance enough to surpass the best performing solvers of the 2019 MaxSat Evaluation.Non peer reviewe

Forging Our Cultural Commonwealth: The Importance of Digital Curation in the Digital Humanities

New forms of digital data and tools or methods, for instance those that cross academic disciplines and domains, those that feature teams of scholars instead of single scholars, and those that involve individuals from outside the academy, can enable new forms of scholarship and teaching in the digital humanities. Such scholarship can promote reuse of digital data, provoke new research questions, and cultivate new audiences. Digital curation, the process of managing a trusted body of information for current and future use, can help maximize the value of research in the digital humanities. This exploratory qualitative study centered on the salience of digital curation to the digital humanities. A case study predicated upon semi-structured interviews, it explored the creation, use, storage, and planned reuse of data by 45 interviewees involved with nineteen Office of Digital Humanities Start-Up Grant (SUG) projects. Similarly, the study sought to determine what digital curation skills had been employed in these projects and what digital curation skills project personnel felt were most important in doing such work. Interviewees grappled with challenges surrounding data, collaboration and communication, planning and project management, awareness and outreach, resources, and technology. This study sought to understand the existing practices and needs of those engaged in digital humanities work and how closely these practices and needs align with the digital curation literature. It established a baseline for future research in this area and suggested key skills for digital curation work in the digital humanities. Finally, it provided a learning model for guiding such education.Doctor of Philosoph

SnoPatrol: how many snoRNA genes are there?

Small nucleolar RNAs (snoRNAs) are among the most evolutionarily ancient classes of small RNA. Two experimental screens published in BMC Genomics expand the eukaryotic snoRNA catalog, but many more snoRNAs remain to be found

Inventing and implementing future-ready archival education

The Archival / Preservation Education SIG panel engages with community-responsive master's-level archival education. Seven ten-minute individual presentations and audience discussion traverse the decision points in managing curricular change; presenters bring perspectives from multiple states. "Audio Preservation as Metacognitive Archival Education" by Sarah Buchanan discusses how audiovisual archiving experiences support the continual development of students' metacognitive skills during their graduate program. Based on community collaboration, the activity progressions provide students with digital experiences, faculty with curricular guidance, and online audiences with more representative primary sources. "LIS Students Contributing to Building a Sustainable Digital Community Archive" by Krystyna Matusiak describes a community-based two-year project aimed at preserving and promoting the Park County Local History Archive in rural Colorado, now available at https://pclha.cvlcollections.org/. The presentation illustrates students' many contributions: organizing materials and assessing their copyright status, digitizing photographs, converting oral histories, creating metadata records, building exhibits, and showcasing community resilience. "Changing Horses Midstream: Revising Curriculum and Student Engagement to Ensure a Resilient Future" by Edward Benoit, III and Amanda Lima discusses the revision process for transitioning two programs to LSU Online, compares assessments from the traditional and LSU Online programs, and reflects on completing the first year. Additionally, the presenters will highlight the use of student-run Slack channels and virtual coffee hours as online student community building tools for the new LSU Online students, and discuss the school's future in the platform. "Producing Practical Professionals with Curriculum for Equity, Diversity, and Inclusion" by Aisha Johnson acknowledges that cultural heritage programs should address the need for cultural preservation and reflection, for archivists of Black, Indigenous, and Persons of Color (BIPOC) heritage. The presentation will review a reestablished Archives and Records Management concentration, with core archival and complementary knowledge curriculum, as a case study for exploring new approaches to pedagogy on the purpose, value, and importance of archives in society. "Learning from Experience: Lessons from a Virtual Service-Learning Experiment" by Colin Post discusses a service-learning project documenting an artist's performance as well as their artwork archives. While such projects place even greater pressure on the instructor as a project manager, they enhance connections between theory and practice in online courses. "Lessons Learned from the Digital Preservation Outreach and Education Network" by Anthony Cocciolo and Erin Barsan discusses the types of needs they have uncovered, the communities served, and the lessons learned over the course of a year running DPOE-N. The Network's response to the COVID-19 pandemic comprises microfunding for professional development and emergency hardware support for cultural heritage professionals. "National Forum Grant Project: Exploring New Frontiers in 21st Century Archival Education" by Alex Poole and Jane Zhang discusses the environmental scan, National Forum event, and final outputs of their year-long project. The presentation addresses motivation and need, historical and current context, research components, and intended results and impact. The moderator will facilitate Q&A within and across the presentations

Innovative Teaching Strategies and Conventional Approaches for Enhanced Learning in a Global Information Environment

This SIG session features five panels that will share innovative ideas on teaching and learning in LIS. Each panel will showcase a novel approaches to pedagogy that attendees will find useful. Agosto and Poole discuss Community-Based Librarianship, a postbaccalaureate certificate program being developed at Drexel University. In Determining Community Needs with CARES, Bossaller, Adkins, and Kleinsorge demonstrate how the CARES Engagement Network, a free online resource, can be used in the LIS curriculum. Hands and Tucker discuss The 7-Slide Update: A Pedagogical Tool for Enriching Scholarly Communication, a guided approach that focuses on key dimensions of doctoral work. Alman and Faires provide an overview of the social media apps in use by iSchool faculty at San Jose State University in Extend Learning Beyond the Classroom with Social Media & Cloud-based Apps: Connecting, Communicating and Transforming LIS Education. In Social Justice Design and Implementation: Transforming LIS Education. Mehra discusses his critical pedagogies and reflective practices as an instructor of three graduate courses taught in LIS at the University of Alabama. Presentations will be followed by an interactive question and answer session

Making the leap to teacher: Pre-service residents, faculty, and school mentors taking on action research together in an urban teacher residency program

This article explores what happens when school mentors and university faculty co-facilitate a cycle of action research with pre-service science teacher residents in an urban teacher residency. The voices of all three constituents describe the process of doing action research together in community and its impact on their practice. The pre-service teacher residents narrate their questions, how they explore them, and highlight their findings. They discuss how the use of action research as a methodology deepened and extended their development as critically reflective practitioners. Finally we discuss the implications of the inquiry stance of action research for both the individuals and the schools and districts of which they are a part

Mutations in Known Monogenic High Bone Mass Loci Only Explain a Small Proportion of High Bone Mass Cases.

High bone mass (HBM) can be an incidental clinical finding; however, monogenic HBM disorders (eg, LRP5 or SOST mutations) are rare. We aimed to determine to what extent HBM is explained by mutations in known HBM genes. A total of 258 unrelated HBM cases were identified from a review of 335,115 DXA scans from 13 UK centers. Cases were assessed clinically and underwent sequencing of known anabolic HBM loci: LRP5 (exons 2, 3, 4), LRP4 (exons 25, 26), SOST (exons 1, 2, and the van Buchem's disease [VBD] 52-kb intronic deletion 3'). Family members were assessed for HBM segregation with identified variants. Three-dimensional protein models were constructed for identified variants. Two novel missense LRP5 HBM mutations ([c.518C>T; p.Thr173Met], [c.796C>T; p.Arg266Cys]) were identified, plus three previously reported missense LRP5 mutations ([c.593A>G; p.Asn198Ser], [c.724G>A; p.Ala242Thr], [c.266A>G; p.Gln89Arg]), associated with HBM in 11 adults from seven families. Individuals with LRP5 HBM (∼prevalence 5/100,000) displayed a variable phenotype of skeletal dysplasia with increased trabecular BMD and cortical thickness on HRpQCT, and gynoid fat mass accumulation on DXA, compared with both non-LRP5 HBM and controls. One mostly asymptomatic woman carried a novel heterozygous nonsense SOST mutation (c.530C>A; p.Ser177X) predicted to prematurely truncate sclerostin. Protein modeling suggests the severity of the LRP5-HBM phenotype corresponds to the degree of protein disruption and the consequent effect on SOST-LRP5 binding. We predict p.Asn198Ser and p.Ala242Thr directly disrupt SOST binding; both correspond to severe HBM phenotypes (BMD Z-scores +3.1 to +12.2, inability to float). Less disruptive structural alterations predicted from p.Arg266Cys, p.Thr173Met, and p.Gln89Arg were associated with less severe phenotypes (Z-scores +2.4 to +6.2, ability to float). In conclusion, although mutations in known HBM loci may be asymptomatic, they only account for a very small proportion (∼3%) of HBM individuals, suggesting the great majority are explained by either unknown monogenic causes or polygenic inheritance.This study was supported by The Wellcome Trust and NIHR CRN (portfolio number 5163). CLG was funded by a Wellcome Trust Clinical Research Training Fellowship (080280/Z/06/Z), the EU 7th Framework Programme under grant agreement number 247642 (GEoCoDE), a British Geriatric Society travel grant, and is now funded by Arthritis Research UK (grant ref 20000). SH acknowledges Arthritis Research UK support (grant ref 19580). KESP acknowledges the support of Cambridge NIHR Biomedical Research Centre. KAW is supported by the core programme of the MRC Nutrition and Bone Health group at MRC Human Nutrition Research, funded by the UK Medical Research Council (Grant code U10590371). EM acknowledges support of the Sheffield Teaching Hospitals Foundation Trust Clinical Research Facility. The SGC is a registered charity (no. 1097737) that receives funds from AbbVie, Bayer, Boehringer Ingelheim, Genome Canada (Ontario Genomics Institute OGI- 055), GlaxoSmithKline, Janssen, Lilly Canada, Novartis Research Foundation, Ontario Ministry of Economic Development & Innovation, Pfizer, Takeda, and Wellcome Trust (092809/Z/10/Z).This is the final version of the article. It first appeared from Wiley via http://dx.doi.org/10.1002/jbmr.270