“You Sound Like a Good Program Manager”: An Analysis of Gender in Women’s Computing Life Histories

Through the eyes of professional women in computing, we can better understand the impact of workplace structures, higher education pathways, and the particular closed nature of the tech industry. This study of women’s life histories contributes to the work of in-depth qualitative examinations of CS learning contexts and psychological studies investigating phenomena such stereotype threat which contextualize the experience of women in computing environments. Drawing inspiration from Margolis and Fisher’s work drawing the “blueprints” of the “boy’s clubhouse” of computing education [20], as well as McDermott and Webber’s analysis of when math learning occurs [22], we ask when, where, and how is gender being invoked and created, as a way to unpack the places, events, and interactions that shape women’s participation in the Silicon Valley workforce. This qualitative analysis of 13 life history interviews with professional women in computing shows that gender becomes salient for women in public settings, particularly in early adulthood when women enter male-dominated classrooms, teams, and workplaces that foster “brogramming” culture. CS educators, hiring managers, and recruiters all need to be aware that the effects of gender go beyond just including more women in classrooms and on teams. The learning environment, incentives for participation, and the goal of diversity all need to be better aligned in order to foster an equitable workforce

Empowering Teachers through Design Thinking: Developing Learning Prototypes for Multilingual Students

This paper argues that developing teachers’ design literacy will enable them to better respond to the demands of their work in schools. Our approach involves partnering with teachers and other educators through professional development. They learn design thinking tools from us and apply them to a problem faced at their schools, while we research their progress solving the problem and putting design thinking tools into practice. We present a case of schools challenged by how to support students in the process of learning English. We ask, how might teachers learn and use design thinking to develop effective supports for their multilingual students? The research team used mixed methods to gather data. Overall, we noticed our teacher-partners shift from conceptualizing language learning as vocabulary and grammatical structures, to thinking holistically about the range of challenges multilingual students face in schools. We present two teacher cases that highlight how design thinking was used to cultivate design literacy and help their students develop academic and social language skills. Our research was with elementary and middle schools, but we believe that the principles outlined in our design thinking project could extend beyond grade level and content areas.This paper argues that developing teachers’ design literacy will enable them to better respond to the demands of their work in schools. Our approach involves partnering with teachers and other educators through professional development. They learn design thinking tools from us and apply them to a problem faced at their schools, while we research their progress solving the problem and putting design thinking tools into practice. We present a case of schools challenged by how to support students in the process of learning English. We ask, how might teachers learn and use design thinking to develop effective supports for their multilingual students? The research team used mixed methods to gather data. Overall, we noticed our teacher-partners shift from conceptualizing language learning as vocabulary and grammatical structures, to thinking holistically about the range of challenges multilingual students face in schools. We present two teacher cases that highlight how design thinking was used to cultivate design literacy and help their students develop academic and social language skills. Our research was with elementary and middle schools, but we believe that the principles outlined in our design thinking project could extend beyond grade level and content areas

Interest, Psychology Of

In psychology, interest refers to both the psychological state of engagement and a relatively enduring predisposition to reengage particular content (e.g., mathematics) over time. Interest positively influences attention, goal setting, and learning strategies for people of all ages both in and out of school. This article describes characteristics of interest as well as issues of measurement, specifically the need for indicators that account for differences of context, age, and experience. A retrospective case study provides a basis for distinguishing among interest and: motivation, engagement, goals, identity, self-efficacy, self-regulation, attitude, disposition, grit, and mind-set

Empowering Teachers through Design Thinking: Developing Learning Prototypes for Multilingual Students

This paper argues that developing teachers’ design literacy will enable them to better respond to the demands of their work in schools. Our approach involves partnering with teachers and other educators through professional development. They learn design thinking tools from us and apply them to a problem faced at their schools, while we research their progress solving the problem and putting design thinking tools into practice. We present a case of schools challenged by how to support students in the process of learning English. We ask, how might teachers learn and use design thinking to develop effective supports for their multilingual students? The research team used mixed methods to gather data. Overall, we noticed our teacher-partners shift from conceptualizing language learning as vocabulary and grammatical structures, to thinking holistically about the range of challenges multilingual students face in schools. We present two teacher cases that highlight how design thinking was used to cultivate design literacy and help their students develop academic and social language skills. Our research was with elementary and middle schools, but we believe that the principles outlined in our design thinking project could extend beyond grade level and content areas.This paper argues that developing teachers’ design literacy will enable them to better respond to the demands of their work in schools. Our approach involves partnering with teachers and other educators through professional development. They learn design thinking tools from us and apply them to a problem faced at their schools, while we research their progress solving the problem and putting design thinking tools into practice. We present a case of schools challenged by how to support students in the process of learning English. We ask, how might teachers learn and use design thinking to develop effective supports for their multilingual students? The research team used mixed methods to gather data. Overall, we noticed our teacher-partners shift from conceptualizing language learning as vocabulary and grammatical structures, to thinking holistically about the range of challenges multilingual students face in schools. We present two teacher cases that highlight how design thinking was used to cultivate design literacy and help their students develop academic and social language skills. Our research was with elementary and middle schools, but we believe that the principles outlined in our design thinking project could extend beyond grade level and content areas

Towards Bringing Human-Centered Design to K-12 and Post-Secondary Education

Human-Centered Design (HCD) is a growing field that has the potential to positively impact students’ learning. A general consensus on the terms, practices, scaffolds, and assessments of HCD can foster its effective implementation in K-12 and post-secondary education. This session brings together researchers whose work is focused on implementing HCD across K-16 classrooms. It aims to develop a coherent definition of HCD, its methods, practices, and assessments, to help frame the field and reduce ambiguity at a critical time in its broader adoption

Rabbit sarcoplasmic reticulum Ca(2+)-ATPase replaces yeast PMC1 and PMR1 Ca(2+)-ATPases for cell viability and calcineurin-dependent regulation of calcium tolerance

SERCA1a, the fast-twitch skeletal muscle isoform of sarco(endo)plasmic reticulum Ca(2+)-ATPase, was expressed in yeast using the promoter of the plasma membrane H(+)-ATPase. In the yeast Saccharomyces cerevisiae, the Golgi PMR1 Ca(2+)-ATPase and the vacuole PMC1 Ca(2+)-ATPase function together in Ca2+ sequestration and Ca2+ tolerance. SERCA1a expression restored growth of pmc1 mutants in media containing high Ca2+ concentrations, consistent with increased Ca2+ uptake in an internal compartment. SERCA1a expression also prevented synthetic lethality of pmr1 pmc1 double mutants on standard media. Electron microscopy and subcellular fractionation analysis showed that SERCA1a was localized in intracellular membranes derived from the endoplasmic reticulum. Finally, we found that SERCA1a ATPase activity expressed in yeast was regulated by calcineurin, a Ca2+/calmodulin-dependent phosphoprotein phosphatase. This result indicates that calcineurin contributes to calcium homeostasis by modulating the ATPase activity of Ca2+ pumps localized in intra-cellular compartments.Journal ArticleResearch Support, Non-U.S. Gov'tFLWINinfo:eu-repo/semantics/publishe

Systematic study of flow vector decorrelation in sNN=5.02\mathbf{\sqrt{\textit{s}_{_{\bf NN}}}=5.02} TeV Pb--Pb collisions

Measurements of the $p_{\rm T}$-dependent flow vector fluctuations in Pb--Pb collisions at $\sqrt{s_{_{\rm NN}}} = 5.02~\mathrm{TeV}$ using azimuthal correlations with the ALICE experiment at the LHC are presented. A four-particle correlation approach [1] is used to quantify the effects of flow angle and magnitude fluctuations separately. This paper extends previous studies to additional centrality intervals and provides measurements of the $p_{\rm T}$-dependent flow vector fluctuations at $\sqrt{s_{_{\rm NN}}} = 5.02~\mathrm{TeV}$ with two-particle correlations. Significant $p_{\rm T}$-dependent fluctuations of the $\vec{V}_{2}$ flow vector in Pb--Pb collisions are found across different centrality ranges, with the largest fluctuations of up to $\sim$15% being present in the 5% most central collisions. In parallel, no evidence of significant $p_{\rm T}$-dependent fluctuations of $\vec{V}_{3}$ or $\vec{V}_{4}$ is found. Additionally, evidence of flow angle and magnitude fluctuations is observed with more than $5\sigma$ significance in central collisions. These observations in Pb--Pb collisions indicate where the classical picture of hydrodynamic modeling with a common symmetry plane breaks down. This has implications for hard probes at high $p_{\rm T}$, which might be biased by $p_{\rm T}$-dependent flow angle fluctuations of at least 23% in central collisions. Given the presented results, existing theoretical models should be re-examined to improve our understanding of initial conditions, quark--gluon plasma (QGP) properties, and the dynamic evolution of the created system.Measurements of the pT-dependent flow vector fluctuations in Pb–Pb collisions at sNN=5.02TeV using azimuthal correlations with the ALICE experiment at the Large Hadron Collider are presented. A four-particle correlation approach [ALICE Collaboration, Phys. Rev. C 107, L051901 (2023)] is used to quantify the effects of flow angle and magnitude fluctuations separately. This paper extends previous studies to additional centrality intervals and provides measurements of the pT-dependent flow vector fluctuations at sNN=5.02TeV with two-particle correlations. Significant pT-dependent fluctuations of the V⃗2 flow vector in Pb–Pb collisions are found across different centrality ranges, with the largest fluctuations of up to ∼15% being present in the 5% most central collisions. In parallel, no evidence of significant pT-dependent fluctuations of V⃗3 or V⃗4 is found. Additionally, evidence of flow angle and magnitude fluctuations is observed with more than 5σ significance in central collisions. These observations in Pb–Pb collisions indicate where the classical picture of hydrodynamic modeling with a common symmetry plane breaks down. This has implications for hard probes at high pT, which might be biased by pT-dependent flow angle fluctuations of at least 23% in central collisions. Given the presented results, existing theoretical models should be reexamined to improve our understanding of initial conditions, quark–gluon plasma properties, and the dynamic evolution of the created system.Measurements of the $p_{\rm T}$-dependent flow vector fluctuations in Pb-Pb collisions at $\sqrt{s_{_{\rm NN}}} = 5.02~\mathrm{TeV}$ using azimuthal correlations with the ALICE experiment at the LHC are presented. A four-particle correlation approach [1] is used to quantify the effects of flow angle and magnitude fluctuations separately. This paper extends previous studies to additional centrality intervals and provides measurements of the $p_{\rm T}$-dependent flow vector fluctuations at $\sqrt{s_{_{\rm NN}}} = 5.02~\mathrm{TeV}$ with two-particle correlations. Significant $p_{\rm T}$-dependent fluctuations of the $\vec{V}_{2}$ flow vector in Pb-Pb collisions are found across different centrality ranges, with the largest fluctuations of up to $\sim$15% being present in the 5% most central collisions. In parallel, no evidence of significant $p_{\rm T}$-dependent fluctuations of $\vec{V}_{3}$ or $\vec{V}_{4}$ is found. Additionally, evidence of flow angle and magnitude fluctuations is observed with more than $5\sigma$ significance in central collisions. These observations in Pb-Pb collisions indicate where the classical picture of hydrodynamic modeling with a common symmetry plane breaks down. This has implications for hard probes at high $p_{\rm T}$, which might be biased by $p_{\rm T}$-dependent flow angle fluctuations of at least 23% in central collisions. Given the presented results, existing theoretical models should be re-examined to improve our understanding of initial conditions, quark--gluon plasma (QGP) properties, and the dynamic evolution of the created system

Charged-particle production as a function of the relative transverse activity classifier in pp, p−-Pb, and Pb−-Pb collisions at the LHC

International audienceMeasurements of charged-particle production in pp, p$-$Pb, and Pb$-$Pb collisions in the toward, away, and transverse regions with the ALICE detector are discussed. These regions are defined event-by-event relative to the azimuthal direction of the charged trigger particle, which is the reconstructed particle with the largest transverse momentum ($p_{\mathrm{T}}^{\rm trig}$) in the range $8<p_{\mathrm{T}}^{\rm trig}<15$ GeV$/c$. The toward and away regions contain the primary and recoil jets, respectively; both regions are accompanied by the underlying event (UE). In contrast, the transverse region perpendicular to the direction of the trigger particle is dominated by the so-called UE dynamics, and includes also contributions from initial- and final-state radiation. The relative transverse activity classifier, $R_{\mathrm{T}}=N_{\mathrm{ch}}^{\mathrm{T}}/\langle N_{\mathrm{ch}}^{\mathrm{T}}\rangle$, is used to group events according to their UE activity, where $N_{\mathrm{ch}}^{\mathrm{T}}$ is the charged-particle multiplicity per event in the transverse region and $\langle N_{\mathrm{ch}}^{\mathrm{T}}\rangle$ is the mean value over the whole analysed sample. The energy dependence of the $R_{\mathrm{T}}$ distributions in pp collisions at $\sqrt{s}=2.76$, 5.02, 7, and 13 TeV is reported, exploring the Koba-Nielsen-Olesen (KNO) scaling properties of the multiplicity distributions. The first measurements of charged-particle $p_{\rm T}$ spectra as a function of $R_{\mathrm{T}}$ in the three azimuthal regions in pp, p$-$Pb, and Pb$-$Pb collisions at $\sqrt{s_{\rm NN}}=5.02$ TeV are also reported. Data are compared with predictions obtained from the event generators PYTHIA 8 and EPOS LHC. This set of measurements is expected to contribute to the understanding of the origin of collective-like effects in small collision systems (pp and p$-$Pb)