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Professional learning to improve multilingual learner's vocabulary acquisition
No full textAbstractofPROFESSIONAL LEARNING TO IMPROVE MULTILINGUAL LEARNER'S VOCABULARY ACQUISITIONbySara MilesStatement of ProblemAccording to data from the 2024 The Nation's Report Card published by the National Assessment of Educational Progress, the discrepancy between students who are identified as English Learners compared to those that are not identified as English Learners is alarming. In order to bridge this achievement gap, it is imperative that educators feel confident in delivering high quality instruction that supports emerging bilingual students as they build a foundation of vocabulary knowledge. This project aims to develop intentional, data-driven, collaborative and student-focused professional learning opportunities in order to support multilingual students' vocabulary development so they can access the language of the curriculum and understand the content of instruction.Sources of DataTo answer the research questions, teachers at a K-6 elementary school were invited to participate in two professional learning sessions focused on a specific vocabulary strategy meant to support multilingual learners. The study included a reflection survey, collaborative conversations and student artifacts that provided evidence of the strategy used in the classroom.Conclusions ReachedThe conclusions reached from this project support the implementation of professional learning in order to support teachers in using high quality methodologies for accelerating the language and literacy skills of multilingual learners.______________________________, Committee ChairDr. Marcy Merrill______________________________Dat
Planting Seeds: Integrating Critical Multicultural Education in Outdoor Experiential Preschools
No full textThis qualitative study explored teachers' applied understandings of critical multiculturalism in outdoor, play-based, experiential preschools, focusing on how teachers honor and reflect minoritized cultural, racial, and ethnic backgrounds in natural settings. Outdoor preschools, which emphasize experiential learning in natural environments, are often located in culturally homogenous communities and prioritize environmental education over cultural sustainabilityandexploration. These dynamics limit children's exposure to diverse cultural perspectives, potentially contributing to the early development of cultural biases and stereotypes at a formative age. Through semi-structured interviews with teachers, the research provides insights into their experiences, strategies, and reflections on integrating developmental critical multicultural education into their practice
"Community will take care of us": Confronting state repression and advancing the movement for K–12 ethnic studies
No full textThis research explored political repression and institutional marginalization of Ethnic Studies (ES) Movement leaders in California following the implementation of Assembly Bill 101. Although these leaders were instrumental in developing the state's original ES Model Curriculum, many have been systematically excluded from ES implementation decisions in public schools. In addition to these leaders, ES educators and advocates across the state have also been politically targeted, actively marginalized, and excluded from shaping the future of Ethnic Studies. This study addressed a critical gap in the literature by amplifying the voices of K–12 ES Movement leaders with over a decade of experience expanding ES programs alongside teachers, students, BIPOC communities, grassroots organizers, and families.Using a qualitative design grounded in testimonios, pláticas, and semistructured interviews, this study was informed by Chicana/Latina feminist epistemologies (Delgado Bernal, 1998; Delgado Bernal et al., 2012), critical race theory (Crenshaw, 1991; Ladson- Billings & Tate, 1995), community cultural wealth (Yosso, 2005), and the captive maternal framework (James, 2023a, 2023b, 2024). Five out of the six ES Movementleaders participated in a plática-based collaborative process to cocreate thematic categories. One participant was unable to attend due to her involvement in responding to a large U.S. Immigration and Customs Enforcement (ICE) operation in her community. This collaborative analysis drew on Latina/o Critical Race Methodology and the use of testimonios as a site of resistance and knowledge production (Pérez Huber, 2009). This practice also reflected a commitment to relational accountability (Wilson, 2008). A multiphase coding process (Pérez Huber, 2009; Saldaña, 2021), grounded in cultural intuition and participatory analysis, guided the interpretation of findings.Findings indicated that cocreators experienced schooling as both a site of colonial harm and a space for resistance. They developed critical consciousness through struggle and sustained the movement through intergenerational mentorship and coalition-building. In vivo coding revealed recurring language and core values across testimonios (Saldaña, 2021), informing the development of the CONNECT Ethnic Studies Movement leadership (ESML) framework—a nonlinear, community-rooted model for cultivating ES Movement leadership across schools, families, and grassroots spaces.This study contributes to scholarship on Ethnic Studies implementation, critical pedagogy (Fernández, 2019a; Freire, 2000; Givens, 2021; Ladson-Billings, 1995; Tintiangco-Cubales & Duncan-Andrade, 2021), teacher–activist leadership (Daus- Magbual et al., 2023; Mawhinney & Baker-Doyle, 2024; Montaño et al., 2002), and critical professional development (Kohli et al., 2015). It offers two key recommendations: (a) the application of the ESML framework as an organizing tool for educators, students, and communities; and (b) the establishment of Ethnic Studies and Critical ConsciousnessPraxis Committees (ESCCP)—a community-led structure designed to identify and address systemic barriers while advancing sustainable, liberatory Ethnic Studies programs in K–12 public education
Pláticas con hermanas: Understanding female preschool teachers of color perceptions of the professional development they receive towards the implementation of desired results developmental profile (DRDP)
No full textPLÁTICAS CON HERMANAS: UNDERSTANDING FEMALE PRESCHOOL TEACHERS OF COLOR PERCEPTIONS OF THE PROFESSIONAL DEVELOPMENT THEY RECEIVE TOWARDS THE IMPLEMENTATION OF DESIRED RESULTS DEVELOPMENTAL PROFILE (DRDP)bySilvia FigueroaThis qualitative study examined how professional development (PD) supports female preschool teachers of color in understanding and implementing the Desired Results of the Developmental Profile (DRDP) and utilizing their cultural knowledge to create inclusive learning environments. Grounded in Critical Race Theory, Chicana/Latina Feminist Theory, and Adult Learning Theory, this study examined how professional development (PD) supports female preschool teachers of color in understanding and implementing the Desired Results of the Developmental Profile (DRDP) and utilizing their cultural knowledge to create inclusive learning environments. Grounded in critical race theory, Chicana/Latina feminist theory, and adult learning theory, the study employed pláticas—a culturally responsive research method—to center participants' voices and lived experiences. Eleven preschool teachers of color participated in the study, including eight in a group Chicana/Latina plática and three in an individual plática.The findings suggest that preschool teachers strongly understand the DRDP and its implementation, with professional development as a key resource for individualized learning. Teachers identified external education agencies and Teachers on Special Assignments (TOSAs) as valuable sources of support. They emphasized the importance of home-school connections in fostering inclusivity, integrating home languages to enhance learning, and the need for specialized professional development tailored to their specific contexts.The participants identified three priority areas for future PD: (a) training focused on mathematics instruction and trauma-informed practices, (b) parent-child program orientations before preschool enrollment, and (c) increased understanding of children's transitions beyond preschool. These findings underscore the need for culturally responsive PD that acknowledges the expertise and lived experiences of preschool teachers of color while addressing systemic gaps in early childhood education. Although teachers' race was not a factor of consideration in this study, future research is needed to determine if professional development content is received differently by different racial groups. Furthermore, future research to identify practical solutions for addressing the aging preschool workforce
Data encryption and decryption using AES algorithm
No full textProtecting sensitive information is a critical responsibility for every federal organization, especially when it comes to securing electronic data systems. To help with this, the Advanced Encryption Standard (AES) was developed [1][2]. AES offers a strong cryptographic method that federal agencies can use to safeguard sensitive data, whether it's being transmitted across networks or stored in vulnerable locations [2].Encryption plays a major role across a variety of applications and systems. How AES is used and integrated often depends on factors like the type of computer system and its related components [3]. Generally, encryption is used either to secure data moving between two points or to protect data stored on physical media that might be at risk of theft.In communication security, data is encrypted before it's sent and decrypted once it reaches its destination. Similarly, file security involves encrypting data when it's saved and decrypting it when it's accessed again. A key part of both processes is that the encryption key must be present at both ends — for the sender and the receiver — at the same time.In this project, we focus on implementing both the encryption and decryption stages of AES for two key sizes: 128-bit and 192-bit [4]. Our design is developed using Verilog HDL, with a special focus on comparing the performance of the two key lengths, particularly in terms of latency. The goal is to achieve high-speed, low-latency encryption and decryption to boost the overall efficiency and performance of data security solutions
Rehabilitation Treatment and the Impact on Recidivism
No full textIn 2011, a California Assembly bill was introduced in response to prison overcrowding and violations of prisoners' Eighth Amendment rights. This legislation allowed all 58 counties to offer rehabilitation services to individuals upon their release from prison. In response to California's 2011 prison realignment under Assembly Bill 109, counties were given funding and discretion to implement rehabilitation programs aimed at addressing prison overcrowding and chronic reoffending. This systematic literature review analyzes a range of in-custody and post release treatment models, including Dialectical Behavior Therapy-Forensic (DBT-F), Cognitive Behavioral Therapy (CBT), Reasoning and Rehabilitation (R&R), Therapeutic Communities (TC's) and Community based aftercare programs. Findings suggest that integrated long term treatment programs, especially those extending beyond incarceration and incorporating housing, employment and mental health support, have been more effective at reducing recidivism than short term or isolated interventions. However, limitations in program design, inconsistent data collection and restricted access to services continue to undermine overall impact. The study underscores the importance of evidence-based practices, such as the Risk-Need-Responsivity (RNR) model and highlights the need for improved coordination between correctional institutions and community service providers. Additionally, expanding data collection efforts and providing targeted programming and aftercare are vital components for ensuring successful reintegration
Final SEM Materials Codebook
No full textMaterials Codebook for "Using SEM to Test the Associations among Women's Childhood Ecology, Adult Psychosocial Life History Traits, and Mating Effort" published in Evolution and Human Behavio
Duplication of and variation in succinate dehydrogenase affects response to stress in the willow leaf beetle Chrysomela aeneicollis
No full textIn rapidly changing environments, organisms must either adapt to novel conditions or face the risk of extinction. The ability of organisms to survive unprecedented environmental change depends in part on the presence of genetic variation in traits linked to physiological resilience and recovery from stress. Modern molecular and bioinformatic methods allow us to investigate how genetic variation and differences in gene expression impact organismal performance in response to stress. Succinate dehydrogenase (sdh) is a four-subunit enzyme complex that plays a key role in oxidative metabolism, which is crucial for efficient use of energetic resources required to survive in stressful environments. This study focuses on populations of a willow leaf beetle, Chrysomela aeneicollis, living in high-altitude environments in Eastern California. This univoltine insect experiences extremes in environmental temperature and reduced oxygen supply (hypoxia) throughout its life cycle. I analyzed i) the structure of genes encoding the sdhB subunit of the SDH-B enzyme; ii) relationships between variation at these genes and locomotor performance; and iii) relationships between expression of sdh transcripts and genes associated with the Hypoxia Induction Factor (HIF) pathway. Initial investigations led to the discovery of a gene duplication in sdhB (sdhBa and sdhBb). Further investigation revealed that this gene duplication is present in other beetle species but is absent in other insect lineages. Both copies are transcriptionally active and include active binding site motifs. To test the impact each sdhB gene has on physiology and performance, data from three experiments were employed: i) a study of the relationship between overall genetic variation and response to elevated temperature; ii) quantification of effects of heat stress and reduced oxygen supply on gene expression; and iii) an investigation of effects of among-population crosses on locomotor performance and sdhB gene expression. Across all populations, variation at each sdhB locus is related to recovery of locomotor performance from heat exposure; an insertion allele at sdhBa is associated with higher running speed before heat exposure; heterozygotes at sdhBb substitution show greater recovery after heat stress. For field collected larvae reared at high and low elevation in the laboratory, beetles reared at high elevation showed lower overall sdhB expression after heat exposure. In contrast, beetles reared at low elevation showed downregulation of sdhBa after heat exposure, but sdhBb expression was upregulated. In other insects, sdh expression is thought to play a role in regulating the expression of HIF in response to hypoxia. For larvae that were offspring of both northern and southern parents, expression of sdhBa was found to be higher than sdhBb; expression of both paralogs was affected by maternal origin. The expression of both sdhB transcripts and others in the HIF pathway do not show that sdh activity regulates the hypoxia response directly but does suggest the ancestral sdh gene (sdhBa) may be regulated by expression of the more recent paralog (sdhBb). Taken together, these findings underscore the value of integrating genetic, transcriptomic, and physiological data to understand how organisms adapt to rapidly changing environments
Challenging the Narrative: Malta as a Force of Change in Colonial and Nissological Studies
No full textPurpose of the Study: Malta is an island located in the Mediterranean Sea off of the coast of Sicily. At the time of writing, there has been little scholarly research done regarding the identity formation of the Maltese people. The purpose of this study is to identify the impact of Maltese history, language, and identity formation on the fields of nissology and colonialism. Procedure: To determine the impact of Malta on nissological and colonial studies, a comparative analysis of Malta and Cyprus was conducted. Cyprus, being more typical by current nissological standards, is an important frame of reference by which facets of Maltese history, identity formation, and colonial experience are shown to be distinct within the field. The issue of the Language Question and Malta's multilingual identity further puts the island at odds with current colonial narratives. Findings: Differences in the educational systems in Malta and Cyprus were found to be an important factor explaining Malta's nissological irregularity. The lack of a formal movementtowards unification with Italy along with a lack of a unified identity that was distinctly Maltese furthers this divergence from what would be considered typical by current nissological standards. The British support of the native Maltese language is atypical within colonial studies. The beginnings of Maltese identity formation while under British rule, as well as the support given to the colonial government by working class Maltese citizens, shows Malta's potential impact on this field of study. Conclusions: From this study, it is concluded that Malta forces a reconsideration of fundamental aspects of nissology and colonial history. Aspects of Maltese history, identity formation, and colonial experience greatly diverge from what is expected within nissology and colonial studies. As a newly developed field, Malta can aid in the formation of nissology. Malta also serves to challenge hegemonic discourses of colonialism
Bridging the Gap: Integrating Real World Applications into Elementary Mathematics Instruction
No full textIn order to increase student engagement and learning results, this research investiagates how to include real-world applications into primary mathematics training. Due to a lack of resources, time constraints, and professional developmental oppurtunities, many educators find it difficult to implement real-world linkages, depsite mounting evidence that they improve conceptual understanding and motivation. This literature review, which draws from ten peer-reviewed sources, summarizes recent research on the value of conceptual understanding, the difficulties teachers encounter, and the tatics that have been shown to work, including project based learning, technology integration, and the use of context-rich problems