In Mexican patients, p.A1773V and p.G818E were identified in 17% and 15%, respectively, of the total mutant alleles.

CLINICAL CHARACTERIZATION OF STARGARDT DISEASE PATIENTS WITH THE p.N1868I ABCA4 MUTATION

The proband (Patient #20

Supplementary TableS10

Table S9. List of unique causative variants detected in 858 STGD probands mmc8.xlsx (19.3KB, xlsx) Table S11. STGD1 cases with at least two (likely) causal ABCA4 variants mmc9.xlsx (39.6KB, xlsx)

Increasing the Yield in Targeted Next-Generation Sequencing by Implicating CNV Analysis, Non-Coding Exons and the Overall Variant Load: The Example of Retinal Dystrophies

Analysis of the rates of hydrolysis of ATP and CTP in the mutant protein demonstrated that they were significantly reduced (Fig. 3). The results presented in Fig. 3A indicated that the ATPase function of G863A mutant protein was reduced ∼3-fold as compared with NBD1wt, indicating ∼70% of inhibition of the ATPase activity. TheVmax (ATPase) for G863A mutant was 128 pmol/min/mg and that of the wild-type NBD1 was 584 pmol/min/mg (Table II). A time-course analysis of ATP hydrolysis using 2.5 μg of protein (Fig. 3C) suggested the actual rates of ATP hydrolysis were attenuated 3-fold as a consequence of the mutation. We have earlier reported that the NBD1wt has significantly higher CTPase than ATPase activity (1717.Biswas, E.E.Biochemistry. 2001; 40:8181-8187CrossrefScopus (25)PubMedGoogle Scholar). However, in the mutant G863A protein the CTPase activity was reduced (Fig.3B). In this case, the CTP hydrolysis of G863A was reduced to ∼30% of the activity of NDB1wt. The Vmaxfor G863A mutant was 104 pmol/min/mg and that of the wild-type NBD1 was 376 pmol/min/mg (Table II).

A Splicing Variant in RDH8 Is Associated with Autosomal Recessive Stargardt Macular Dystrophy

ABCA4 gene mutation

Genotype/Phenotype analysis of a photoreceptor-specific ATP-binding cassette transporter gene, ABCR, in Stargardt disease.

The variant was c.52C>T (p.Arg18Trp).

Amounts of A2E in the eyes of Abca4PV/PV, Abca4−/− and WT mice at the ages of 1, 3, 6, 12 and 15 months were quantified by reverse-phase high-performance liquid chromatography (HPLC) (Fig. 9B). Mice were raised under a regular 12-h light (∼10 lux)/12-h dark cycle. Age-dependent A2E accumulation was noted in all genotypes, with Abca4PV/PV and Abca4−/− mice accumulating about 5-fold more A2E than WT mice. No statistically significant differences in A2E accumulation were found between Abca4PV/PV and Abca4−/− animals.

MD-0474 ABCA4 12 c.1622T>C p.Leu541Pro 28 c.4234C>T p.Gln1412* 9 NP ABCR400

looking at these expressive dirt bands

Fifty drawers compose it. They are made of blond wood. Pull out one of the C drawers, the one labelled “Catalogs.” Here are several guide cards: one for “Catalogs,” one for “Censorship,” one for “Children’s Literature.” Before you have read or touched a single card, you have learned something important about the library-school library, and even possibly about librarianship in general: the edges of the cards following the guide cards for “Censorship” and “Children’s Literature” are dark with handling, whereas the ones following “Catalogs” are not. Thus “Censorship” and “Children’s Literature” have over the years been of more interest to library-school students than “Catalogs” has. This is a surprise—at least, it was a surprise to me. Maybe it’s one reason we’re in this pickle.

But for the time being, if some afternoon, depressed by thoughts of cardnage now in progress, you were to travel to the stacks of the library-school library, you could restore your good spirits by contemplating an unharmed, unshrunk, fully operational (though frozen) subject catalogue.

I can fantasize about one that would include an aging-and-fading component, so that the older a given database record is, the yellower (or pinker, or ocean-bluer) the screen would be at its corners, thereby offering us some of the instantaneous secondary information that cardboard offers us now.

“Studies of online catalog use and users have uncovered a pair of problems that seem to be endemic in today’s online catalog systems,” Ray Larson, a professor at Berkeley’s library school (or, as it is now called, the School of Information Management and Systems), wrote conclusively in 1991:These are: (1) a large percentage of subject searches fail to retrieve any bibliographic records; and (2) when subject searches succeed in retrieving records, they often retrieve too much material for the user to evaluate effectively.Larson cites an earlier study of his own in which he found that the average number of on-line records retrieved in his sample was 77.5, whereas the average number that users actually took a look at was 9.1. The “futility point” in on-line searches—the point at which you give up and go with what you have—is, because of screen fatigue and the lethargy of system response, much lower than in card-catalogue searches. The life of the mind suffers as a result.

Sadly, on-line catalogues are terrible at subject searches; their noise level, in the informational sense, is incredible. Card catalogues have the sense not to shuffle together alphabetically the myriad subheadings for “labor” in the medical sense and “labor” in the A.F.L.-C.I.O. sense; the on-line catalogues I’ve seen don’t. Card catalogues don’t lump subheadings for, traffic control in Alexandria, Virginia, together with ones for the lost library at Alexandria, Egypt, either. The “See also” card at the beginning of a set of subject entries in a card catalogue didn’t yank you to another part of the catalogue, and abandon you there; it just suggested that you might want to expand your search in various directions if you didn’t find enough where you stood. There is no real equivalent for this yet in on-line catalogues, nor is there an equivalent for guide cards—those that stick up above the rest, with typed headings—which constitute a sort of loose outline of knowledge built into the trays, and help you to keep your bearings. Card catalogues are “precoÖrdinated,” whereas on-line catalogues are still almost entirely “postcoÖrdinated,” which means that the burden of figuring out how the universe of subjects ought to be organized has been shifted away from the cards and onto you, the user, who must now master Boolean “AND NOT” operators and keyword trickery and crabwise movement by adjacent call numbers merely in order to block avalanches of irrelevancies.

Subject searches are obvious confessions of ignorance; author-title searches aren’t, or aren’t so straightforwardly.

In a study of some fourth, sixth, and eighth graders carried out at the Downers Grove Public Library, in Illinois, Leslie Edmonds found that sixty-five per cent of the kids’ card-catalogue searches were successful, versus only eighteen per cent of their on-line searches. No fourth graders used the on-line catalogue successfully. (They were asked to look up things like “Fire Stations,” “Insects—Poetry,” “Octopus Pie,” and “The Curse of the Blue Figurine.”)

he replied by making a point that seems to me undeniable: “I guess what we’re really doing is we’re having a short Dark Ages of scribalism as we transcribe from the original records into the electronic form. There’s going to be that same blot on the historical record in our age as there was in the Middle Ages.”

By studying Haverford’s card catalogue, Michael Stuart Freeman, Librarian of Haverford College, was able to determine when his predecessors deployed their first typewriter (it was during the summer of 1916)—a tiny fact, perhaps, but one of sufficient interest to Freeman that he published a brief paper which discussed the history of typewriters in libraries. Freeman kept several handwritten cards as samples (“I save a few, because I’m a sentimentalist,” he confided to me); but once his own passing curiosity was satisfied, he dumped the rest of his catalogue.

When we redefine libraries as means rather than as physical places—as conduits of knowledge rather than as physical buildings filled with physical books—we may think that the new, more “visionary,” more megatrendy definition embraces the old, but in fact it doesn’t: the removal of the concrete word “books” from the library’s statement of purpose is exactly the act that allows misguided administrators to work out their hostility toward printed history while the rest of us sleep.

Berkeley’s subject catalogue is already gone. Though it was more or less frozen in the nineteen-eighties, it was nonetheless very efficient for some kinds of searches: if the primary sources in your field were published in the eighteenth and nineteenth centuries, you don’t want your retrievals spread among the thousands of irrelevant records that a mechanical database subject haul brings up. Any drawer of an out-of-date paper catalogue represents the equivalent of a filtered computer search, a Boolean date-limited search, of a very sophisticated sort—in fact, one drawer represents the outcome of a kind of search that most on-line catalogues can’t and won’t ever be able to perform, since it offers clues to what books were in the library during different eras. If in seventy years a historian of science (say) wants to know whether some Nobel-laureate physics professor could possibly have seen and been influenced by a certain out-of-the-way Dutch mathematical monograph from the thirties which bears important similarities to his work—whether, that is, it was part of the library’s collection during the period when the professor was developing his ideas or was acquired only after the professor’s papers were published (perhaps acquired by the library as a gift from the professor’s estate, in fact, because the professor was sent the monograph by the Dutchman himself, anxious to establish primacy)—the historian of science will have little chance of finding an answer to his question now, because the computer record will bear the (to him) meaningless date of the retrospective conversion of the card, i.e., sometime in the late eighties or early nineties, which has no relation to the time that the card was originally produced (and the book placed on the shelf), whereas the original card, even if it bore no direct date of creation, would have exhibited distinct features (typewriter style, format, cataloguing conventions) that might have enabled a cataloguecard paleographer to place it within a five-year Period.

There have been a few embarrassments along the way, naturally: “Madonna” was globally altered by O.C.L.C. to “Mary, Blessed Virgin, Saint” as part of an authority-control routine—a change that, before it was corrected, caused problems for libraries interested in cataloguing the recent work of Ms. Ciccone.

I have no doubt that Dale Flecker believed what he was saying when he told me that “the machine catalogue is in almost no cases worse and in most cases better than the card catalogue was.”

“The card catalogue,” as Tom Delsey, of the National Library of Canada, wrote in 1989, “exhibited a relatively high tolerance for deviation from literal and logical norms. . . . Typographical errors or inconsistencies in headings could be silently corrected in the process of filing the card; added entries that did not match exactly the corresponding main entry on the card to which they were related could nevertheless be placed in their proper sequence in the file.”

The whine of power erasers was heard through the land. (In librarianship, “eraser lung” was the seventies equivalent of carpal-tunnel syndrome.

And the brilliance of Kilgour’s enterprise was that if the cataloguer did not find a record, she could undertake to describe the book herself, and contribute her work to the system as a “master record” for that book, for the good of all members. She wrote a sort of poem, following a set of rules more rigorous than a villanelle’s; she sent it off to people in Ohio who published it for her; and then she got paid a few dollars—in the form of a cataloguing credit against fixture O.C.L.C. charges. The more fresh “copy” a cataloguing department offered O.C.L.C., the cheaper its use of O.C.L.C. was, and thus there was plenty of incentive for all libraries, engaged in the creation of a kind of virtual community long before there were such things as the Internet, to pump up the burgeoning database. What began mainly as a handy, unilateral way of delivering the Library of Congress MARC files to member libraries turned into a highly democratic, omnidirectional collaboration among hundreds of thousands of once isolated documentalists: currently, there are close to thirty million records in the database, only a quarter of which originally came from the Library of Congress, the majority being the work of seven thousand member libraries.

A shelf list is a card catalogue arranged in call-number order, cataloguers use it to help them shelve like books with like.

This same pre-computer-age study, published by M.I.T., determined that the average number of cards in a drawer was eight hundred and twenty-six, that the typical book represented by a card was 276.6 pages long, and that the growth rate of Rice’s library holdings closely tracked that of the United States gross national product.

Charles Ammi Cutter (1837-1903), the author of what is in Mr. Ranz’s opinion the finest library catalogue ever made. Cutter’s masterpiece is the five-volume catalogue of the Boston Atheneum, published between 1874 and 1882. “I’m not sure he wasn’t the greatest cataloguer that lived,” Mr. Ranz told me. The work is three thousand four hundred and two pages long, and is elaborately and commonsensically cross-referenced; it cost the Athenaeum almost a hundred thousand dollars to produce. It is still of interest and utility to historians—as is the card catalogue for the Athenaeum, which Cutter also developed.

Jim Ranz, retired Dean of the Libraries of the University of Kansas, from whose immortal monograph “The Printed Book Catalogue in American Libraries: 1723-1900” (1964)

In 1848, Antonio Panizzi, Keeper of Printed Books for the British Museum, had a similar notion:By an alphabetical catalogue it is understood that the titles be entered in it under some “headings” alphabetically arranged. Now, inasmuch as in a large. library no one can know beforehand the j uxtaposition of these headings, and it would beimpossible to arrange them in the requisite order, if they cannot be easily shifted, each title is therefore written on separate “slips” of paper . . . which are frequently changed from one place to another as required. It is selfevident that if these “slips . . . be not uniform, both in size or substance, their arrangement will cause mechanical difficulties which take time and trouble to overcome.

but they left their own beloved manuscript unclassified and undescribed, and thus it never attained the status of a holding, which it so obviously deserved, and was instead tacitly understood to be merely a “finding aid,” a piece of furniture, wholly vulnerable to passing predators, subject to janitorial, rather than curatorial, juris diction—even though this catalogue was, in truth, the one holding that people who entered the building would be likely to have in common, to know how to use from childhood, even to love.

Their card catalogue was nowhere mentioned in their card catalogue.

Together, over the years, they achieved what one of their early masters, Charles Ammi Cutter, called a “syndetic” structure—that is, a system of referential links—of remarkable coherency and resolution.

Would it be stretching things too much, you suddenly wonder, to call your Rolodex a form of autobiography—a manuscript that you have been writing these fifteen years, tinkering with, revising? Perhaps it is the only manuscript you will ever write.

are in many cases stripped of whole classes of specific historical information (e.g., the original price of the book, its acquisition date, its original cataloguing date, its accession number, the original cataloguer’s own initials, the record of any copies that have been withdrawn, and whether it was a gift or a purchase)

And on-line catalogues, despite their neolithic screen displays and excruciatingly slow retrieval rates, offer many amenities. They do not grow mold, as the card catalogue of the Engineering Library of the University of Toronto once did, following water damage. And they are harder to vandalize. Radical students destroyed roughly a hundred thousand cards from the catalogue at the University of Illinois in the sixties. Berkeley’s library staff was told to keep watch over the university’s card catalogues during the antiwar turmoil there. Someone reportedly poured ink on the Henry Cabot Lodge cards at Stanford. The huge frozen card catalogue of the Library of Congress currently suffers from alarming levels of public trauma: like the movie trope in which the pri vate eye tears a page from a phone book at a public phone rather than bothering to copy down an address and a phone number, library visitors—the heedless, the crazy—have, especially since the late eighties, been increasingly capable of tearing out the card referring to a book they want. Indeed, one of the reasons that the New York Public Library had to close its public catalogue was that the public was destroying it. The Hetty Green cards disappeared. Someone calling himself “Cosmos” was periodically making off with all the cards for “Mein Kampf.” Cards for two Dante manuscripts were stolen: not the manuscripts, the cards for the manuscripts. Card catalogues constitute vandalizable entities because they are expressive of needful social trust and communal achievement, as are other common targets, such as subway cars, railroad bridges, mailboxes, and traffic signs. To the extent that a duster of computer terminals linked to an online catalogue protects a room full of older card cabinets by marginalizing them, they are performing a great service.

Even at the beginning of this century, a writer for the Boston Evening Transcript could playfully fret about the unwieldiness of card catalogues:As these cabinets of drawers increase in number until it seems as if the old joke about the catalogues of the Boston Public Library and Harvard University meeting on Harvard Bridge might become literally true, the mental distress and physical exhaustion suffered by those consulting one of them becomes too important to be disregarded.

collection that is growing, as some currently are, at a rate of five hundred items a day.

N-LINE catalogues are wonderful things in principle—things of efficacy, and even, occasionally (as in the case of O.C.L.C.’s Online Union Catalog), of grandeur. As a result of the publicly financed expansion of higher education in the sixties, and the boom in academic publishing that followed it, the holdings of the typical university library have doubled over the last twenty years. Without on-line catalogues, and the circulation and acquisition modules of software with which on-line catalogues are linked, libraries would simply not have been able to process all the books and journals that were arriving on their loading docks. By the early seventies, there was an ominous arrearage of uncatalogued material waiting on herds of rolling carts near the overtaxed cataloguing departments of most large libraries. Cataloguing had reached a state of crisis similar to the one that forced the financial markets to close early during some of the high-volume weeks of 1969, when Wall Street’s paper-based methods of order processing couldn’t keep up with each day’s orders to buy and sell stock. Computerized stock-execution saved Wall Street (and made program trading and Brack Monday possible, too), and computerized cataloguing procedures saved libraries.

”Library hand” was a special kind of backward-slanting penmanship meant specifically for card catalogues, and taught in library school through the nineteen-twenties.

An image of the front of every card for Widener thus now exists on microfiche, available to users in a room off the lobby. (Any information on the backs of the cards—and many notes do carry over—was not photographed.)

It is true that they seldom have formal training in the intricacies of the cataloguer’s art: they are not necessarily up on the elaborate Anglo-American cataloguing rules, nor are they current concerning the periodic “Rrs, or Rule Interpretations, issued by the Library of Congress, which—like hermeneutical dispatches from the I.R.S. or the Financial Accounting Standards perplexing cases in classification as they emerge. Most operators have had no library-school courses in the Dewey Decimal system (still thriving, by the way, and very big in Europe), or the “Sears List of Subject Headings,” or Cutter numbers, or the abbreviational niceties of the International Standard Bibliographic Description (I.S.B.D.) format—but they do apparently pick up a great deal as they go.

The RETROCON business is good right now. When I visited O.C.L.C. in September, there were three shifts of sixty operators each, plowing through RETROCONs for about forty different libraries, including, besides Harvard, the Los Angeles Public Library, a consortium of French libraries, Hughes Aircraft, Brown, Queen’s University of Belfast, Northwestern, the library at Kew Gardens, the Cincinnati Public Library, the San Francisco Public Library, and Waseda University in Japan.

As an added publicity flourish during the Great Discard the Maryland Health Sciences Library published a commemorative chapbook called “101 Uses for a Dead Catalogue Card.”

The New York Public Library, ahead of the game, renovated the entire ten-million-card catalogue of its Research Libraries between 1977 and 1980, microfilmed it, and threw it out.

as universities and public libraries have completed the “retrospective conversions” of their catalogues to computer databases (frequently with the help of federal Title II-C money, as part of the “Strengthening Research Library Resources” program)

are the Black men enslaved or free?

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the public research institution where I teach, reported that they believed that AI is the future of writing.

AI, then, is not just a tool that’s useful for trivial tasks. It can be an asset for creativity

I know this because we asked users about their experiences. In an ongoing study, my colleagues and I polled 133 people who used the Rhetorical Prompting Method for their academic and professional writing:92% reported that it helped them evaluate writing choices before and during their process.75% said that they were able to maintain their authentic voice while using AI assistance.89% responded that it helped them think critically about their writing

If AI allows students to automate routine cognitive tasks – like information retrieval or ensuring that verb tenses are consistent – it doesn’t mean they’re thinking less. It means their thinking is changing.

So I think it’s important to point out some ways in which AI can actually be a useful tool that enhances, rather than hampers, the writing process.

artificial intelligence as more of an opportunity for students, rather than a threat.

What a standard unit is

One of the next steps may be to find ways to encourage "appropriate" use of AI technologies like ChatGPT while warning of the potential harms of over-usage or reliance of such technologies. Based on the present study's findings, researchers are encouraged to investigate this important area of research further.

ChatGPT can be considered in terms of Hollan and Stornetta's ([19]) metaphor of using new technology as crutches vs. shoes. If used as a crutch to complete tasks they do not yet understand, ChatGPT can certainly lighten the workload for students but may cause them to become dependent upon it if they need to understand those assignments to think more deeply about the content later. Yet, if used as something that saves time rather than thinking, ChatGPT can become like shoes, something that allows users to go farther than they could without it. Thus, educators are encouraged to integrate AI tools thoughtfully, ensuring that they complement traditional teaching methods and uphold academic standards while fostering a technologically enriched learning environment.

Future research is encouraged to further probe the benefits of participatory learning discussions in asynchronous learning environments.

When pocket calculators first became available, educators found it to be cheating to use a calculator for simple multiplication, which students were supposed to have memorized up to that point (Bowman et al., [ 4 ]). Yet, when educators realized that integrating calculators freed time to teach students more mathematical concepts because much less time had to be devoted to hand calculations, math education became more advanced at the K-12 level.

This act of discussing the content creates a bandwagon heuristic that has strong influence and thus impacts behavioral intentions, as previous research has shown the ability of heuristic processing to influence behavioral intentions (Spence et al., [47]).

Primarily, the study's finding highlights that discussions are helpful tools in tempering uncritical positivity about ChatGPT for writing assignments that could impede student learning if not used appropriately. In fact, the literature has documented that discussions in the classroom have several benefits (Lin et al., [29]; Spence et al., [44]), and classroom discussions build a sense of rapport among students (Frisby & Martin, [14]).

Primary findings indicate that participatory learning class discussions can be a great pedagogical strategy to help negate perceived usefulness and favorability toward ChatGPT for writing assignments, which consequently lead to weak intentions to use it.

Measures

Results

Initially, 168 undergraduate students responded to the study's survey questionnaire. Of these students, responses of 16 individuals were removed during the cleaning process due to the multiple attempts, which generated duplicate responses. Thus, responses from the second attempt and beyond were removed from the dataset.

Procedure

Until they posted their first response, they were not able to see or engage in others' posts. Second, after sharing their original post on the first deadline, students were then required to post two follow-up responses to two other posts made by their classmates by their second deadline. This strategy allowed all students to share their thoughts before seeing others' and respond to them afterwards.

Although reducing perceived usefulness and favorability toward the use and function of ChatGPT for academic writing is an important first step, it may not be the ultimate goal. Essentially, acknowledging that students must develop writing skills through their own thinking and writing experiences, the fundamental goal of this study is to reduce strong intentions to rely on ChatGPT for academic writing.

Perceived usefulness refers to the extent to which an individual perceives a technology to possess significant enhancing capabilities, and attitudes describe an individual's perspective or disposition toward a technology. The significance of these perceptions is well documented in the context of AI in education.

Participatory learning discussions encourage students to recognize their own assumptions and unpack why they hold these assumptions (Philominraj et al., [36]). This approach benefits students by prompting them to think deeply about their own assumptions as well as gain insight on the rationale behind opposing views.

Participatory learning is a method of instruction based on the notion that engagement with course material and other learners fosters a mutual understanding of content (Domínguez, [11]). Participatory learning takes instructors out of the traditional "sage on the stage" role and allows them to join their students in the learning journey wherein knowledge is discovered through group activity rather than delivered to a passive audience.

Introducing new technological tools into current educational practices often poses a challenge, as educators and students must navigate its potential impact and affordances (Sellnow et al., [40]). Although AI systems can be excellent tools for reducing time spent on automatic processes, they are not infallible, capable of ethical judgment, or even able to truly think through what a user requests (Broussard, [ 5 ]).

syndetic adjective syn·​det·​ic sin-ˈde-tik How to pronounce syndetic (audio) : connective, connecting syndetic pronoun also : marked by a conjunctive syndetic relative clause

There is empirically based evidence of teacher bias against black students

This will occur most readily as educators atall levels strongly promote both intercultural standards and a meaningful approach to"making it" in American society.

the mastery of Standard English almost uniformly is a prerequisite toupward mobility

upward mobilityis the fountainhead from which most societal successes flow.

speakers of Black English are presented with more obstaclesto success than are speakers of Standard English

Studies consistently demonstrate that educators manifest a generally negative reaction tothe "less familiar dialect" in favor of Standard English.

a realisticchance of success in American society is frequently based on mastery of Standard English.

Numbers

Meanwhile, we know that our students' linguistic and educational backgrounds continue to expand and thatacquiring English as an additional language and standardized English as an additional dialect can take yearsor a lifetime, not semesters.

standard languageideology as the unquestioned belief system that assigns the written language variety of a privileged group asstandard (and superior) and all others nonstandard

standardized English was historically (and continues to be) modeled after the speech ofprivileged white communities

. And we must further examine how standard language ideology manifestsitself in individuals, classrooms, colleges and universities, and other public spaces

Race -- notemployability, not intellect, not educability -- determines stratification in rates of literacy and educationalachievement.

discourse, especially at the expense of their home languages, discourses, and identities.

All dialects are linguistically equal and capable of meeting communicative needs.

IDEA

Thus, according to state administrators’ estimates, approximately 80% of juvenile offenders with disabilities are being served.

Correctional education, which consists of formal educational programs ranging from basic literacy training to postsecondary vocational and university education, is offered in the vast majority of correctional facilities in the United States.

Compare HDD and SSD disk prices and specs by price per TB in a full-spec hard drive prices table.

Several commented that there’s been more commitment to hiring writers who represent the characters’ voices and backgrounds.

Attempts at authenticity can become muddied when AI gets involved.

described this as “flavor” – the strategic use of dialectal words or phrases to create distinct voices,

characters frequently switch between these languages, the entire script is in unbroken English. Code-switching is simply marked with “Russian,” “Armenian” or “English” in the script before a piece of dialogue.

Anora,” which tells the story of an exotic dancer in a whirlwind romance, features characters who speak Russian, Armenian and English with varying degrees of fluency.

One surveyed writer avoids dialectal markers and will “default to standard American English unless there is a reason not to.”

“quittin’” for “quitting”

screenwriters aspire to write dialogue that sounds authentic

e surveyed over 50 current members of the Writers Guild of America, and they broadly told us that sensitivity to linguistic representation has increased since the 2010s.

which shows ample interest from practicing screenwriters in accurately representing dialects and accents in scripts.

cultural accuracy persist, and accusations of cultural appropriation and lazy research are commonplace.

Most screenwriters endeavor to craft characters outside their own backgrounds and experiences.

a script that gives voice the gamut of emotions surging through a young girl in “Inside Out 2.” She’s in her 50s.

memo

cashier

the wreck and not the story of the wreck the thing itself and not the myth

nd there is no one to tell me when the ocean will begin.

Our aim in thisarticle is to review the origins of the concept of TL and to outline how it has been taken up inresearch in South African classrooms as well as how we have taken it up in our work with teachersand learners. We will argue that TL not only describes the heteroglossic nature of language use butis itself a hybrid concept, drawing from both Southern and Northern experiences of multilinguallanguaging and encompassing notions of named languages as well as fluid languaging. The appealof the concept in South Africa we argue arises from attempts to interrupt and shift deep-seatedcolonial ideologies of language in the schooling system which position African language-speakingchildren and teachers as deficient rather than as resourceful bilingual and multilingual languagers.

pluralistic value alignment

value imposition

their hopes and expectations

However, the question then becomes what data or feedback to train the agent on

increasingly prohibits humans from evaluating whether each action is performed in a responsible or ethical manner

HashMap converts a collision list into a self-balancing Red-Black Tree (TreeNode<K,V>) under two strict conditions:The number of nodes in a single bucket reaches 8 (TREEIFY_THRESHOLD = 8).AND the total capacity of the array is at least 64 (MIN_TREEIFY_CAPACITY = 64).Why 8? Under ideal Poisson distribution with random hash distributions, the mathematical probability of a single bucket receiving 8 collisions naturally is less than 1 in 10,000,000 (0.00000006). Reaching 8 elements signals either a defective hashCode() implementation or a malicious HashDoS attack.If the list length reaches 8 but total table capacity is under 64, HashMap defers treeification and resizes the array instead to spread elements out

it th

xample of k'é in practice inthe sense that the goal of education in this framing is to create educationalsystems where families, teachers, and community work together so that allchildren blossom from the roots of their cultural homelands.

n my heritage community (Dine), we value a practice called k'é, whichis how a family and community support, care, love, and are responsible forone another's well-being. K'é creates positive relationships, builds sustain-able communities, and ensures cultural co

). Kana'iaupuni et al. found that even amongHawaiian-language schools, there was no effect of these schools on their stu-dent outcomes unless the language was taught through culturally rich meth-ods, such as in the immersion schools. In other words, teaching themechanics of Native languages does not automatically infuse culture if thelanguage is taught only as a language, like a foreign language, devoid of cul-ture, community, and worldview

ic. Kana'iaupuni et al. worked collaboratively with Hawaiianscholars and practitioners to develop a Hawaiian Indigenous Education(teaching) Rubric to map tangible teaching practices that are culturally basedin Hawaiian contexts, making CBE palpable and concrete to identify and toput into practice for teachers. The scope of their study (62 schools, 600teachers, and 2,600 students) is remarkable and provides large-scale evi-dence of the impact and effectiveness of CBE. Their findings provide furtherindication and support of the role CBE can play across cultural contexts andacross ethnicities, thus creating a double win for students who benefit fromboth CBE and effective teach

essment. In my work and conversa-tions with many teachers, CBE is often viewed as an esoteric concept oreven as just a metaphor (Lee, 2015). Teachers are unsure how to put itinto practice, signifying the lack of such focus in their teacher training pro-grams. They see it as "teaching culture," and it becomes a stagnant and staticcurricular to

tes counterhegemonic opport

. Stories are our theories (Archibald, 2008; Brayboy, 2005), and asArchibald (2008) asserts, stories are our teachers. They represent our knowl-edge systems and our evolving cultures. In this sense, cultural advantage pri-oritizes our stories and knowledge and recognizes the fluidity of our culturesfor informing and transforming Indigenous educatio

…

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Perhaps this is understandable because there are many communities where monoethnic, monolingual communities remain the norm

teaching the English language arts to multiple language groups at the same time within the same educational context is indeed a very complex task

In addition, more large scale, longitudinal studies are needed that document the substantive value and the long-term effects of using particular strategies that leverage AAVE as a linguistic resource for teaching and learning. Primarily due to the lack of sufficient funding to support the work, there is very little recent research that systematically supports the leveraging of AAVE as a linguistic resource for academic learning or for teaching and learning within the disciplines.

Moore-Hart learned, however, that access to multicultural books, resources, and technology was not enough for deep student learning. She found that teachers must use a process approach to learning that provides meaningful learning contexts based in the students’ cultural and personal experiences.

but no matter what you choose, there’s always going to be challenges

felt affected by peer pressure at times because most of their cohort chose advanced English. Ultimately, they went with their teacher’s recommendation of standard English and did not regret it, both receiving Band 5 marks.

socioeconomic backgrounds

Ever since I can remember, that [gap] has been there, and it is a little bit of an anomaly across subjects because I don’t think there’s any other subject that has a similar [gap].

This means fewer than 1 in 100 standard English students received a Band 6 result, compared with 15 in every 100 advanced English students

the proportion of students studying standard English has increased – up from 42.8 per cent in 2019 to 44.2 per cent in 2024.

The proportion of HSC students choosing advanced English has fallen since 2019, leading to about 2000 more students taking standard English last year.

Generated with Google Gemini

Todd insisted Afrocentrism is a pseudo science, and not history, and too often it includes historical fallacies, racism and racial isolation that school must not teach our children.

Oreo Cookey

So far all four of the Brown groups have rejected any compromise and firmly insist on their own proposed handle with the full right to dictate the selected ebonic substitute for other Brown people.

because they know that along with the name accepted will go some control of the Federal dollar given to schools for such purposes

Whether it is a hillbilly child, and African American child, or other, respect for the child has little to do with tolerating or not tolerating incorrect English.

This rally around race only serves to lead to ghetto children less prepared to compete in the world of tomorrow.

no affirmative action program can compensate for sloppy ineffective speech.

Launch Page for IndyLab.Peersuite.Space

/indy0/🌐/🧊/me/📓/2026/7/2/🗫/IPIH.Communication.App/session/1/@/youtube/

Cohesion Spectrum v.2

What is Holochain?

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