To provide the mostequitable learning environment for these individuals, andto maximize the number of FG students that are retained inscientific fields, it is imperative that we find new and better

leaving a final sample of 417 students (70.3% female;34.3% FG; 67.4% White, 8.8% Asian/Asian American, 12.0%Hispanic, 4.8% Black, 2.2% Native American). We conducted apower analysis for an ANCOVA with four groups (2 × 2) usingG*Power Version 3.1 (Faul et al., 2007). Estimating 80% statis-tical power and an α of 0.05, a sample size of at least 200 (or50 students per group) is needed to detect a small effect size(f2 = 0.2)

The instructor for this course had7.5 years of experience teaching the course.

, therewas no significant difference in how frequently studentsaccessed their grades on the course website. In other words, theintervention impacted student engagement with learningmaterials but did not significantly change student engagementwith performance indicators.

The experimenttook place during the Spring 2021 semester. This semester wasunique in a historical sense in that the course was taught com-pletely online due to COVID-19 precautions.

While a number of economic and structural factors undoubtedly contribute to theunderperformance and attrition of FG students in science fields,

the intervention message alsocontained five learning strategies framed as strategies that pre-vious students have tried that improved their performance

Most of the current solutionsinvolve resource-intensive, large-scale institutional transforma-tion that consists of additional advising or freshman seminarcourses that teach FG students how to navigate college.

however, whenthe instructor communicated a growth mindset belief, the per-formance difference between CG and FG students was elimi-nated. This study highlights how instructors’ growth mindsetmessages can be motivating for FG students, particularly whenit comes to academic engagement and performance.

For instance, FG students are less likely to seek help inoffice hours, ask their instructors to clarify material, or access helpful academicresources, compared with CG students

These barriers are compounded by subtle messages from in-structors that convey the idea that natural talent is necessary for success in scientific fields.

3.2.3. Corrupted bots# As a final example, we wanted to tell you about Microsoft Tay a bot that got corrupted. In 2016, Microsft launched a Twitter bot that was intended to learn to speak from other Twitter users and have conversations. Twitter users quickly started tweeting racist comments at Tay, which Tay learned from and started tweeting out within one day. Read more about what went wrong from Vice How to Make a Bot That Isn’t Racist [c14]

On the other hand, some bots are made with the intention of harming, countering, or deceiving others. For example, people use bots to spam advertisements at people. You can use bots as a way of buying fake followers [c8], or making fake crowds that appear to support a cause (called Astroturfing [c9]).

Plato. Phaedrus: Translated by Benjamin Jowett. January 2013. Page Version ID: 1189255462.

Steven Tweedie. This disturbing image of a Chinese worker with close to 100 iPhones reveals how App Store rankings can be manipulated. February 2015. URL: https://www.businessinsider.com/photo-shows-how-fake-app-store-rankings-are-made-2015-2 (visited on 2024-03-07).

Steven Tweedie. This disturbing image of a Chinese worker with close to 100 iPhones reveals how App Store rankings can be manipulated. February 2015. URL:

Buy TikTok Followers. 2023. URL: https://www.socialwick.com (visited on 2023-12-02).

In this example, some clever protesters have made a donkey perform the act of protest: walking through the streets displaying a political message. But, since the donkey does not understand the act of protest it is performing, it can’t be rightly punished for protesting. The protesters have managed to separate the intention of protest (the political message inscribed on the donkey) and the act of protest (the donkey wandering through the streets). This allows the protesters to remain anonymous and the donkey unaware of it’s political mission.

These visual aids invite readers to make code-meshing a "shared project, one that will not only inform instructional practices, but possibly intervene into the culture of prejudices against African American English as a mainstream language variety"

In Other People's English, the pedagogical imperative moves beyond solely teaching students what the languages of academic institutions are and how to use them. It also moves beyond Delpit's imperative to give students access to the "language of economic success" (Delpit 68). Rather than building a language curriculum that assumes a Standard Academic English code deficiency in students, educators can work with students from a space that emphasizes how their language experiences are already engaging with different linguistic codes, both standard and disenfranchised.

By sharing assignments, student writing, and most tellingly, conversations he has had with colleagues initially resistant to any code-meshing content in the curriculum, Lovejoy teases out the multifarious implications that African American English carries especially in a post-secondary education context.

Y'shanda Young-Rivera offers an elementary education perspective on how code-meshing works on the ground, within several classroom contexts. Young-Rivera, previously a skeptic of code-meshing, offers revealing articulations by fourth-, fifth-, and eighth-grade students of the terms "code-meshing" and "code-switching." She includes daily lesson plans, as well as images of the students' written homework responses, in which the young writers identify and interpret the code-meshing they encounter in their world. This chapter serves to not only emphasize how easily implemented the frame is but also how flexible the code-meshing curriculum can be, given the imperative of a state-wide accountability project like Common Core requirements.

no language, Standard English included, is a static, neutral, code. In "Code-Meshing or Code-Switching?", Young argues that code-switching, despite well-intended goals of inclusion, is in practice a vestige of legalized segregation, and "an educational strategy that forces African Americans to view their language culture and identity as antithetical to the U.S. mainstream"

the physical body doing the writing and speaking--matters a great deal in terms of how much value is assigned to undervalued codes like African American English

Young continuously points to the elision of the ways in which code-switching is connected to racial self-understanding,

exigency

Other People's English unpacks the fluidity, mobility, and heteroglossia of English through the possibilities of code-meshing, and outlines what structures of racism code-switching reconstitutes, despite the good intentions by which it is deployed

"But how can I let a student, who had come to see me for help, walk out without my having shown them the way the school wants them to write?" At least a dozen hands shoot up. The responses that follow, some echoing this anxiety, some responding critically to the implicated assumptions, are indicative of a tense, decades-old pedagogical impasse in language and writing studies.

Code-meshing, he explains, is an approach to writing and interpreting texts that advocates for blending language codes in the classroom, rather than switching from one set of linguistic codes to another, depending on the "appropriate" social and discursive contexts

that through a pedagogy of "code-switching," the burden of discourse assimilation invariably falls on African American students.

Other findings suggested that either type of parental intervention may decrease the importance children give to violent TV, which in turn may lower children's aggressive attitudes.

A variety of studies—primarily laboratory investigations involving children and young adults—indicate that how violence or aggression is presented can alter its meaning for the audience and may moderate viewers' behavioral, cognitive, and emotional reactions.

Exposure to violence in the media or anywhere else in the environment (48) is a substantial risk factor for serious aggressive behavior in the short and long terms.

children in the United States spend an average of between three and four hours per day viewing television

exposure to media violence increases risk for aggressive and violent behavior in the observer.

Finally, code-switching is also revealed to be highly effective in terms of teaching vocabulary and grammar for EFL students, as the findings revealed that students received better results when teachers code-switch than when teachers provide English-only instruction.

Overall, these results imply that code-switching could be intentionally utilized as a tactic to inform and explain word meaning, leading to higher learning performance. Comprehending the effects of code-switching on foreign language vocabulary development begins with this work.

How frequently teachers utilize code-switching is also determined by their own personal perspectives and the personality of the teachers. For instance, Istifci's research (2019) found that while both novice and experienced teachers had favorable opinions toward the use of code-switching in the classroom, they rarely used it in the courses that were observed.

The widespread usage of code-switching is due to the importance for EFL teachers to give students a successful classroom experience with less stress.

In addition to the previously mentioned two purposes, the interpersonal aspect is another important reason why teachers choose to code-switch

purpose and also effect of types of code-switching on learning, Kashi (2018) found that there is a substantial difference between learning the past tense when intra-sentential and inter-sentential code switching are utilized.

1) What are the types of code-switching and the functions of code-switching in EFL English language teaching? 2) How do teachers perceive the use of code-switching in teaching Asian EFL tertiary-level students? 3) To what extent is code-switching implemented in teaching Asian EFL learners writing skill?

On the other hand, it has been claimed and demonstrated time and time again that using a target language exclusively in the classroom restricts students' potential and their rate of language acquisition (Levine, 2003; Polio & Duff, 1994; Kim & Elder, 2005)

Ellis stated that excessive native language use may hinder students absorbing the target language (1997).

Concerning the use of code switching, there are two main perspectives. While one side is against code-switching and advocates for teaching entirely in the target language, the other is in favor of code-switching and advocates using CS to some extent.

She hopes her book will inspire others to write bilingual texts, not only in the US, but also internationally, as there are many places where one's identity is expressed in more than one languag

1940s and 1950s. Readers who are not familiar with this dialect find the text challenging to read. Roberto Fernandez's La vida es un especial $.75 (1981)

mano" (brother) and "sesos" (brains) can probably be guessed from the context, the final reference cannot. The pun "I am thinking about ticks (since they are climbing trees and stealing mangos at night) rather than skirt-chasing" is not even accessible to those with a good bilingual dictionary, since "garranalgas" (butt grabber) is a pun based on the legitimate Spanish compound word "garrapata." A monolingual reader might feel frustrated because this reference is inaccessible.

In the short stories of Junot Diaz

However, an alternate analysis might suggest that such Latino/a texts reinforce monolingual linguistic complacency. From this perspective, cushioning Spanish in this way may allow the reader to sense that s/he is entering the linguistic world of bilingual Latino/as without having to make any effort

Writers who favor the last two strategies (untranslated Spanish and word or phrasal calques)

Clark notes that many AAVE speakers are aware of their short-comings andanxious about how this affects the way they are perceived.

African American Vernacular English (AAVE) is a complicated and divisive issue thathighlights race, language superiority and the achievement gap in a way that the majority ofeducators, on all levels, avoid discussing.

In 1979 Justice Charles Joiner ruled that African American studentswere not allowed to be labeled “handicap” because of their use of AAVE. This Ann Arbor caseinvolved 11 African American students who were placed in a remedial special educationclassroom because of their linguistic heritage of AAVE.

The job of the educator is going to go beyond just reading apaper and responding, to involving themselves with the lives and concerns of the AAVE writers.

There islittle to no respect for the dialect, because the general public, along with speakers of AAVE,have often been taught the incorrectness in AAVE writing as opposed to the linguistic traditions.

Also, simply put, not all African Americans speak AAVE, and not all speakers294of AAVE are African Americans. There are members of the white community who are AAVEspeakers.

Whether or not the black participants knew they wouldunderstand the rules and intonation specific to AAVE, nearly all of them responded correctly.Just as many of the rules of SAVE are followed subconsciously, many speakers are not awarethat they are participating in an AAVE rules.

Many linguist who have studied AAVE-the words, sounds, dialects andlanguage structures- agree that it is a tangent of SAVE and Oakland’s use of it was“pedagogically sound” (Rickford 320). Understanding of the arrangement of AAVE, while notvilifying the incorrectness, allows students to appreciate the cultural value of AAVE while stillbeing able to communicate using the SAVE expected in the classroom.

Given this hyper-segregation,it is rare for my students tohave to codeswitch into SAEoutside of school. However, theysee examples of their elderscodeswitching when talking on thephone, visiting the doctor’s office,or in their workplaces

However, that advice—“Writethe way you speak” —cannot begiven to speakers of AAVE ormany other bilingual students.Instead, I have to say: “Write theway you would speak at a jobinterview in downtown Chicago.”

An estimated 1.77 billion internet users use ad blocking across desktop and mobile. 29.5% of internet users worldwide use ad-blocking tools. 32.5% of American internet users block ads. Indonesia has the highest national ad-blocker penetration rate (40.1%)

For example, let’s say I want to follow Not Just Bikes with the Mastodon handle social.notjustbikes.com/@notjustbikes. Going there will pull up the webpage (and note the lovely lack of being forced to sign in!). Tack on .rss and you’re good to go.

The policy still exists

well-crafted policy, a single professional development presentation or workshop isn't enough to bring about systemic change. The demands laid out in "This Ain't Another Policy Statement!" make clear that, as a WPA, I must continually ask myself how I can meet the demand to "do much better in [my] own self-work that must challenge the multiple institutional structures of anti-Black racism [I] have used to shape language politics."

This is hard, strategic, long-term work, as the long history of scholarship and policy-making calling for linguistic justice demonstrates.

Upon reflection, it is clear that this evocation of the policy was just one more excuse for maintaining the primacy of white language practices in academic spaces. Such moments demonstrate the value of setting clear local policies tied to disciplinary scholarship and informed by texts like "Students' Rights to their Own Language" and "This Ain't Another Statement! This is a DEMAND for Black Linguistic Justice!" Doing so makes programmatic expectations clear to faculty and ensures that anti-Black linguistic policies don't serve as a last line of defense for white linguistic practices in the academy.

As he finished and sat looking expectantly at me to answer, I repeated back what I'd heard. "It sounds like there is a policy at your school that requires you to grade students on their use of Standard English. Is that right?" "Yes," he replied and perked up slightly. "Well," I said, "it sounds like you need to change the policy." He let out a small plosive sigh and sank back into his seat, his body language saying, "You don't get it."

He looked at me, expecting my support, as if surely I understood, as if I was a sympathetic ear. Policy. The rules. The law. The last line of defense in unconsciously racist thinking, a way to shift the blame for what's right onto a document and thus deflect anger and judgment onto that supposedly immaterial arbiter of success.

he looked around the audience of mostly white women spread sparsely around the large classroom where the presentation was being held, until he saw me--another white man, one of the very few white men in the room. And once he had seen me, he started talking to me, solely to me, seemingly, ignoring all of the other faces in the crowd and the panel who was presenting. In that moment, he landed on his final excuse, the one last nuclear option.

"I want students to value their own language, but where should we draw the line?"; "How do we incorporate code meshing into our grading rubrics and reconcile it with grading grammar?" until his justifications had all been exhausted by kind and quiet replies from the panel that pointed out the differences between grammatical error and the systematic nature of language.

The panelist replied that Black English is a language with regular rules and offered some examples of those rules in context. The man seemed to understand this answer but not accept it as a reason not to teach "Standard English."

But one of the things that concerns me about what you've mentioned is preparing our students for the world after college. If we don't ask our students to write in Standard English, how will they be able to do it when they are expected to do it in the workplace?"

The presentation drew a small crowd of maybe 15 writing teachers representing five or six institutions of higher education in our region.

Vershawn Ashanti Young argues, code switching is a form of linguistic segregation ("'Nah, We Straight'"). The presenter concluded, "saying that Black English is not appropriate for academic situations is saying essentially that African American thought and identities do not belong in academic settings

The main objective ofthese visualizations is to provide teachers with knowledge about their learner’s emotions,learning causes, and the relationships that learning has with emotions

A number of authors raise various directionsfor future research in social and emotional learning.

national curricula.

Grit.

defines data scienceas a set of fundamental principles that support and guide the principled extraction ofinformation and knowledge from data.

Building on these reconceptualizations of writing as a dynamic, multimodal, multilingual, and contextually responsive practice, this conceptual review article offers a comprehensive overview of the theoretical foundations and current research on writing at the intersection of multimodality and multilingualism.

In his Writer(s)-Within-Community (WWC) model of writing, Graham (2018) points out that writing is a multidimensional process that involves interactions between social, cultural, and historical dimensions and that is “simultaneously shaped and bound by the characteristics, capacity, and variability of the communities” (

The dynamic, multimodal, and multilingual nature of contemporary communication underscores the need to reconceptualize writing as a contextually responsive practice that is shaped by the specific social, cultural, rhetorical, and technological contexts.

When students are given the opportunity to make meaningful decisions about what they read, create, and write, they are more likely to invest in their learning, take intellectual risks, and develop stronger, more confident voices

Her work is further deepened by her intentional use of translanguaging practice, as she experiments with writing in two languages—English and Polish—that highlight her personal, cultural, and linguistic identities on the page. In doing so, Nowowiejska asserts her agency as a multilingual storyteller and takes ownership of both content and form to craft a piece that is deeply personal, culturally resonant, and rhetorically powerful.

Open-ended assignments are a powerful strategy for supporting student voice and ownership. Giving students flexibility in forms and formats (e.g., a podcast, a zine, a video essay) enables them to choose the modes of expression that best suit their ideas and assets. For instance, in a personal narrative unit, students can decide whether to write a traditional, linear narrative, produce a spoken-word piece, or design a digital story incorporating visual and audio elements.

dal–multilingual pedagogies can be enacted across diverse educational contexts. Future studies might investigate, for instance, how diverse students’ engagement in multimodal–multilingual writing and content creation might improve intercultural communication and critical digital literacy.

The pedagogical shift toward multimodal–multilingual meaning-making necessitates attention to several key areas of instructional practice in the era of generative AI. First, educators must prioritize process over product. Writing should not be treated as a one-time performance, but as an iterative process of exploration and reflection. Accordingly, assessment practices, including rubrics and grading criteria, need to be reoriented to evaluate the process rather than a polished final product. Second, teachers need to find innovative ways to integrate AI tools to support teaching, learning and differentiated instruction. When thoughtfully incorporated, AI technologies can serve as mediational and assistive tools that can enhance learning. Third, it is essential to promote the responsible and ethical use of AI tools. Teachers should guide students in critically examining both the affordances and limitations of AI tools to help them discern what aspects of the process can be supported by AI and what should remain the work of the human writer/creator.

Generative AI tools, including those that can generate text (e.g., ChatGPT, Gemini), image (e.g., DALL-E, Canva), and audio (e.g., Voice Engine, ElevenLabs), not only challenge the traditional approach of teaching writing and literacy but, importantly, amplify the urgency of a pedagogical shift.

The integrative conceptual model of multimodal–multilingual meaning-making offers a theoretical synthesis that connects three key dimensions: (1) multimodality as semiotic resources, (2) translanguaging as a meaning-making practice, and (3) multilingual competence as a dynamic, adaptive resource.

, AI innovation, and diverse media platforms, demands that writing is understood as not just a linguistic and rhetorical act but a dynamic, multimodal, contextually driven process that integrates multiple semiotic and linguistic resources for meaning-making. This reconceptualization foregrounds how learners construct, negotiate, and circulate knowledge across languages, modes, and communicative contexts that reflect the complex realities of contemporary digital and global environments.

From a pedagogical perspective, this project highlights the importance of designing assignments that leave space for student-led inquiry, personal relevance, and multimodal expression. The student author had the freedom to choose the topic, audience, and modes of expression. It also illustrates how creative risk-taking can open up possibilities for who and what is represented in classroom discourse.

Criticality can enable them to question dominant narratives, unpack systems of power, and analyze the social and political implications of texts, language, content, and information dissemination

Writing assignments and opportunities are similarly designed to reflect this multimodal and multicultural ethos. Offering opportunities to compose in a variety of forms, and formats, such as digital storytelling, source-based arguments, critical reflections, personal stories, and counter-narratives, in multimodal and multilingual remixing taps into students’ creativity and innovation.

Prioritizing diversity means curating texts and materials that represent a wide range of cultural, linguistic, racial, and gendered perspectives.

Culturally sustaining systemic functional linguistics (CS-SFL) offers a well-grounded pedagogical framework for centering the dynamic cultural, linguistic, and multimodal practices of minoritized students while expanding their access to academic, civic, and disciplinary discourses

Taken together, the growing body of research on translanguaging affirms its value as both a pedagogical orientation and a transformative framework in multilingual contexts.

While translanguaging practices in multilingual classrooms have been recognized for their benefits in promoting linguistic inclusivity and leveraging students’ full language repertoires, challenges exist in effectively implementing these practices due to teachers’ experience and professionalism, the linguistic needs of multilingual students, and teacher’s varying levels of familiarity and comfort with multilingual pedagogies (Ticheloven et al., 2019).

The review highlights its role in supporting sense-making, improving collaboration, fostering a sense of belonging and identity affirmation, and promoting more asset-oriented teacher beliefs.

Based on the theoretical foundations and extant research discussed above, this paper proposes an integrative conceptual model of multimodal–multilingual meaning-making in translingual multiliteracies communicative contexts

Together, the frameworks of social semiotics, the multilingual turn, and the multiliteracies approach offer a foundation for reimagining writing, literacy, and learning in ways that center accessibility, inclusion, and multiple means of meaning-making and expressions.

The multiliteracies approach, therefore, calls for an instructional focus and pedagogy that equip learners with the critical thinking and creative skills necessary to access, analyze, and produce digital and media texts.

Originally proposed by the New London Group (1996), the multiliteracies framework expands the concept of literacy beyond the traditional focus on reading and writing in a single, “standard” language.

The multimodal–multilingual pedagogical ethos also calls for culturally and linguistically responsive (CLR) practices, as educators navigate and respond to the semiotic, cultural, and linguistic complexities that students bring into the learning environment. The CLR pedagogical approach requires both flexibility and willingness to adapt teaching practices, curricula, and expectations in response to students’ diverse ways of knowing, expressing, and communicating (Paris & Alim, 2017). In linguistically and culturally diverse classrooms, this means moving away from rigid, one-size-fits-all models of instruction and assessment toward a responsive pedagogy that views learning as emergent, situated, context-dependent, and shaped by students’ lived experiences.

It calls for teachers and educators across varied contexts to respond to the evolving literacy needs of diverse student populations by adopting more inclusive, expansive, and culturally responsive pedagogies that reflect the realities of contemporary communication.

Recent scholarship further emphasizes translanguaging as a decolonial and emancipatory practice that resists dominant language hierarchies and affirms the identities and lived realities of multilingual learners

translanguaging posits “a unitary linguistic repertoire” (Vogel & García, 2017, p. 1) rather than separate, bounded language systems and describes the dynamic process by which multilingual speakers draw on their full range of linguistic and semiotic resources to make meaning across contexts (García & Wei, 2014; Wei, 2018).

writing also needs to be reconceptualized as a multimodal act to reflect the changing nature of communication, literacy, content creation, and information dissemination.

The traditional conception of writing as linear, monolingual, and print-based is giving way to dynamic, multimodal, and multilingual practices shaped by digital technologies, transnational identities, and the creative remixing of multiple meaning-making resources.

the characters are following the road on foot, the party member who has the highest passive Wisdom (Perception) score notices something:

Black pools of water stand like dark mirrors in and around the muddy roadway. Giant trees loom on both sides of the road, their branches clawing at the mist.

Welcome to Barovia Strahd is using the werewolves to lure adventurers to his domain. Characters can follow the werewolves’ tracks into the Misty Forest. After hours of fruitless searching, the characters are engulfed by thick fog:

Prompt caching is now a first-class engineering concern. The efficiency gap Anthropic cited is real — if you're building on the API, implement caching or pay the full cost of not doing so.

any child who hashad regular exposure to American television or film has already internalized the standard forms of language, since most mediacommunication on television and in film is done in some version of standard English.

There are many versions of "standard English."President Clinton speaks one such version, but it differs in many ways from other versions. The differences are mostly in the soundsystem, not in the vocabulary or syntax.

The first important fact about dialects that teachers should know is they do not indicate anything significant about a child's intelligenceor cultural status. The second important fact is that anyone, especially children, can modify or add to a dialect easily and withoutspecial effort, given appropriate motivation

The child who comes into a classroom speaking anything other than the "standard" dialect of American English will probably belabeled and, therefore, disadvantaged from the start.

Sources of Law

In part to lift the U.S. economy out of the deep recession Reagan had forced by sharply raising interest rates in 1981–82,

he China Shock For the first four decades after its founding in 1949, the communist-ruled People’s Republic of China (PRC) was almost completely isolated from the global capitalist economy

the global spread of markets and capitalism.

So consumers suffered, with long lines and waits at grocery stores for basic foodstuffs

Did You Know

Introduction

the love of learning and research, the love for our communities and personal histories--that threads through the many stories the contributors share with readers.

, instead of asking students to develop a strong research question upfront, I encourage them to jump directly into their research. I want students to understand that it is okay not to know exactly where research will take them. While Serendipitys authors clearly agree with me in principle, I would have liked to see more examples of implementing concepts of kairos, as well as metanoia, for the writing classroom.

The Ethics of Serendipity," notes that serendipitous moments can sometimes arise from calamity or trauma, and that scholars need to consider ethical ramifications,

Having moved to New Orleans three weeks before the storm, Piano's serendipitous timing "allowed [her] to rethink [her] connection to place and to others, often strangers, who had similar experiences"

In Shirley E. Faulkner-Springfield's "'Oh, My God! He Was a Slave!' Secrets of a Virginia Courthouse Archive," the author shares how her archival research revealed that her great-great-grandfather had been "a resilient survivor of... [the] narrative of slavery"

In first-year writing courses, I am often asked whether or not using first person pronouns are allowed. Behind this question are usually years of strict writing rules that forbid using "I" in academic writing. Instead of providing a simple answer to the question, I respond that it depends on the rhetorical situation. If there is an important reason to include yourself in the discourse--e.g., oral histories and personal essays--then using "I" makes perfect sense.

Goggin's collection "restores the human element of storytelling about adventures in the making, unmaking, and dissemination of knowledge"

igure 8.6

This study highlights the complex interplay betweentechnophobia, technophilia, digital literacy, and trust intechnology in adults aged 70 and older.

The aim of this study was to explore the role of techno-phobia, technophilia, digital literacy, and trust in tech-nology in adults aged 70 and above who liveindependently and are cognitively healthy. Unlike previ-ous studies focussing on younger or more diverse popu-lations (N. Daruwala, 2024), this study addresses avulnerable yet underexplored group, offering newinsights into factors influencing technology adoptionand their impact on autonomy and quality of life.

Creativity and Innovation – Students are able to demonstrate creative thinking, constructknowledge, and develop innovative products and processes using technology.2. Communication and Collaboration - Students are able to use digital media and environmentsto communicate and work collaboratively, including at a distance, to support individuallearning and contribute to the learning of others.3. Research and Information Fluency - Students are able to apply digital tools to gather,evaluate, and use information.4. Critical Thinking, Problem Solving, and Decision-Making - Students are able to use criticalthinking skills to plan and conduct research, manage projects, solve problems and makeinformed decisions using appropriate digital tools and resources.5. Digital Citizenship - Students are able to understand human, cultural, and societal issuesrelated to technology and practice legal and ethical behavior.

Digital-Age Literacies:• Basic literacy – fluency with language and numbers• Scientific literacy – knowledge of scientific processes to make good decisions• Economic literacy – understanding of economic issues, weighing costs and benefits• Technological literacy – how it works and how to use it effectively and efficiently•Visual literacy – interpret, use, create images and video for specific purposes• Information literacy – locate, synthesize, use and evaluate information from different media• Multicultural literacy – understand and appreciate diversity in world culture• Global awareness – recognize and understand relationships among international groupsInventive Thinking:• Adaptability/Managing Complexity – modify thinking, attitudes and behavior to adapt tocurrent or future environments• Self-Direction – set goals, plan to achieve goals, manage time and effort, assess quality ofoutcomes• Curiosity – a desire to know that leads to inquiry• Creativity – bring something into existence that is new and original• Risk-Taking – make mistakes, take unconventional positions, tackle challenging problems toadvance learning• High-Order Thinking and Sound Reasoning – adept at analysis, comparison,inference/interpretation, evaluation and synthesis; problem-solving orientation

Digital literacy, similar to traditional definitions of literacy, is a set of skillsstudents use to locate, organize, understand, evaluate and create information. Thedifference is that it occurs in an environment where a growing set of digital toolsprovides students with the capacity to use these skills in new and unique ways

ailors on the USS McCampbell, based out of Yokosuka, Japan, watch the first

Figure 7.9 FILE – President Joe Biden, right, and Republican presidential candidate former President Donald Trump, left, during a presidential debate June 27, 2024, in Atlanta. (AP Photo/Gerald Herbert, File)

President of the United States

alternate dialect.

Each teacher collectson tape an oral language sample of about 45 min-utes to one hour in length of a student whose lan-guage is difficult to understand. The teacher thenlistens to the tape and writes or types what hehears. Useful guidelines for eliciting such languagesamples can be found in Field Techniques in anUrban Language Study.4

Few teachers have had the type of training intheir teacher-education programs that Dr. Shuydescribes

Since it is believed that the language of a people isalways adequate to serve the cognitive needs oftheir culture, one cannot say that any dialect (stan-dard or nonstandard) is superior to the other forpurposes of communicating in the culture.

No one can say thatthe vocabulary, usage, or pronunciation of the ed-ucated in one region is any better than that in an-other region.

When

. Indeed, theirStandard English performance gotworse-these students used 8.5 per-cent more African American featuresin their formal writing. The classusing contrastive analysis showed re-markable success. These studentsused 59.3 percent fewer AfricanAmerican vernacular features in for-mal writin

contrastive analysis-helpsstudents become consciously andrigorously aware of the grammati-cal differences between homespeech and school sp

and grammar) will transfer into howthey talk and write in a second lan-guag

. Instead, they are followingthe patterns of a different languagevariety-"informal English," Afri-can American English or, moregenerally, the Everyday English ofthe communi

. Yet, in the eyes of the school,he, Rajid, is "lazy" and "broken"and has to turn his back on hishome

And he does not seeanybody-not teachers, not theschoolbooks, and not the tests-recognize and honor the power ofhis people's langu

Together with quartz, these minerals are classified as framework silicates.

For example, the incorporation of water molecules gives quartz, which is normally clear, a milky color.

A paper page in a field notebook may also be used for the streak of some minerals. Minerals that are harder than the streak plate will not show streak but will scratch the porcelain.

I should be honest about the context I'm writing from, because this essay would be obnoxious coming from someone who's never touched an LLM. I use AI agents regularly, and so do most of the people in my research group. The colleagues I work with produce solid results with these tools. But when you look at how they use them, there's a pattern: they know what the code should do before they ask the agent to write it. They know what the paper should say before they let it help with the phrasing. They can explain every function, every parameter, every modeling choice, because they built that knowledge over years of doing things the slow way. If every AI company went bankrupt tomorrow, these people would be slower. They would not be lost. They came to the tools after the training, not instead of it. That sequence matters more than anything else in this conversation. When I see junior PhD students entering the field now, I see something different. I see students who reach for the agent before they reach for the textbook. Who ask Claude to explain a paper instead of reading it. Who ask Claude to implement a mathematical model in Python instead of trying, failing, staring at the error message, failing again, and eventually understanding not just the model but the dozen adjacent things they had to learn in order to get it working. The failures are the curriculum. The error messages are the syllabus. Every hour you spend confused is an hour you spend building the infrastructure inside your own head that will eventually let you do original work. There is no shortcut through that process that doesn't leave you diminished on the other side.

Frankly, it seemed then, and seems now, that the justification for fieldwork, as for all academicendeavour, lies not in one's contribution to the collectivity but rather in some selfish development.Like monastic life, academic research is really all about the perfection of one's own soul. This maywell serve some wider purpose but is not to be judged on those grounds alone

From this point, various schools of anthropology developed models andtechniques to describe the “primitive” in accordance with changing trends within theframework of Western experience

Explorers do not reveal otherness. They comment upon “anthropology,” that is,the distance separating savagery from civilization on the diachronic line of progress

Leninist theme of Imperialism, the Highest Stage of Capitalism (1917), he stated that“a purely capitalist world offers no fertile soil to imperialist impulses . . . capitalism isby nature anti-imperialist” (1951:96). And in a voluminous document full of statistics,The Balance Sheets o f Imperialism (1936), Grover Clark demonstrated thatcolonialism was not only economically irrational but also ruinous for the colonialpowers

At the Battle of Bad Axe U.S. troops killed over two hundred men, women, and children while about seventy white settlers and soldiers were killed.

For living among the Cherokee, Worcester was arrested and found guilty along with nine others of violating a Georgia state law banning whites from living on Indian land.

. Whites insisted the Cherokee and other native peoples could never be good citizens because of their savage ways

Another of the leading opponents of the bank was Thomas Hart Benton, a senator from Missouri who said the bank’s purpose was “to make the rich richer, and the poor poorer.”

Only the beginning of the source citation, typically the author’s last name, is left-aligned. Your paragraphs should be objective, offering comment and criticism based on the reliability, validity, and bias present rather than on your agreement or disagreement with the ideas.

Little professional development together as aboard

Micro-manage day-to-day operations

Focused on external pressures as the main reasons forlack of student success, such as poverty, lack of paren-tal support, societal factors, or lack of motivation

Effective school boards have strong shared beliefs and values about what is possible forstudents and their ability to learn, and of the system and its ability to teach all children athigh levels.

Effective school boards take part in team develop-ment and training, sometimes with their superin-tendents, to build shared knowledge, values andcommitments for their improvement efforts.

ffective boards are data savvy; they embrace andmonitor data, even when the information is negative,and use it to drive continuous improvement

ffective school boards are accountability driven,spending less time on operational issues and more timefocused on policies to improve student achievement

Boards in high-achieving districts are more likely to engage in goal setting and monitoring their progress.• They are increasingly data savvy—identifying student needs and justifying decisions based on data.Eight Characteristics ofEffective School Boards

Most of the public knows that school boards do things like set the budgets, establish school boundariesand set school policies.

He didn't seem surprised that Obama can sound not black when he talks--he was just pointing out that Obama is part of the subset of blacks who can. He knows there is such a subset. Lesson learned.

"Black people use bad grammar so much because they were brought here as slaves and denied education. The bad grammar holds on today because too many blacks still have bad schooling, and they pass it down the generations. They would be best off if society allowed them the education and opportunities to get rid of their bad grammar. It's not their fault."

We also feel this way about Southern "hick" grammar--race is not the only factor here

Second: Yes, there is such a thing as Black English. Sometimes one hears a claim that Black English is the same as white Southern English. We must always beware of stereotyping and be open to the counterintuitive, but here is an instance where we can trust our senses: There is a "Black sound." It's not just youth slang; it's sentence patterns--Why you ain't call me? (not a white Southernism, notice)--and a "sound," such that you'd know Morgan Freeman was black even if he were reading the phone book.

Reintroduce the argument introduced in your thesis statement.

Define the topic. Provide short background information. Introduce who your intended audience is. State what your driving research question is. Create a thesis statement by identifying the scope of the informative essay (the main point you want your audience to understand about your topic).

The initial stage is an introduction, which should start with the sound hook sentence to engage the reader in what a writer plans to share.

So I am ashamed for the black poet who says, "I want to be a poet, not a Negro poet," asthough his own racial world were not as interesting as any other world.

Yet the Philadelphia clubwoman is ashamed to say thather race created it and she does not like me to write about it. The old subconscious "whiteis best" runs through her mind. Years of study under white teachers, a lifetime of whitebooks, pictures, and papers, and white manners, morals, and Puritan standards made herdislike the spirituals. And now she turns up her nose at jazz and all its manifestations--likewise almost everything else distinctly racial. She doesn't care for the Winold Reissportraits of Negroes because they are "too Negro."

intelligentsia

a sideshow freak (A colored man writing poetry! Howodd!)

They furnish a wealth of colorful,distinctive material for any artist because they still hold their own individuality in theface of American standardization.

And I was sorry the young man said that, for no great poet has ever been afraidof being himself. And I doubted then that, with his desire to run away spiritually from hisrace, this boy would ever be a great poet

nd so the word white comes to be unconsciously a symbol of all the virtues. Itholds for the children beauty, morality, and money. The whisper of "I want to be white"runs silently through their minds. This young poet's home is, I believe, a fairly typicalhome of the colored middle class. One sees immediately how difficult it would be for anartist born in such a home to interest himself in interpreting the beauty of his own people.He is never taught to see that beauty.

The arts offer powerful tools for understanding human experiences, both past and present.

“An art form—a play, a mural, a recital—is a third space, a mediating zone of safety in which students can take risks.”

Task conflict can be good in certain circumstances, such as in the early stages of decision making, because it stimulates creativity

in writing Jayda’s words exactly as she spoke them,meshing together both AAL and Dominant AmericanEnglish in the card. We use the term Dominant AmericanEnglish (DAE) rather than Standard English to reflect howdominant sociopolitical factors influence what is con-sidered standard

In both responses, Jayda employed the AAL gram-matical rule in which the third-person singular formis implied based on context and thus does not requirethe verb to end in an s. Ms. Raniya was intentional

aim to make Europe a "World Partner" should be taken to read "Europe as a World Power!", and likened it to Orwell's Eurasia. The group also suggested that the germ of Orwell's superstates could already be found in organisations such as not only the EU, but ASEAN and FTAA. Further, the group suggested that the long wars then being waged by American forces against enemies they helped originally create, such as in Baluchistan, were also signs of a germinal 1984-style superstate

Cold War alliances depicted on a world map for 1953, shortly after the publication of Nineteen Eighty-Four

keep its population impoverished and willing to sacrifice personal liberties for the greater good

science must be carefully controlled lest the proles or Outer Party expect an increased standard of living

people under the sky were very much the same

The perpetual conflict among Oceania, Eurasia and Eastasia takes place over a large disputed area, bordering the three states, which includes Northern and Central Africa, the Middle East, the Indian subcontinent, the unstable Eurasian-Eastasian boundary, the Arctic ice pack and the islands in the Indian and Pacific Ocean.

Newspeak lacks words for certain subversive concepts, tightening the government's hold on people's thoughts.