We introduce a teacher learning practice called "EQUIP-ing," which aims to foster sociopolitical noticing by leveraging EQUIP, an equity-oriented classroom observation tool. We detail our iterations ...of EQUIP-ing to a field-based Number Talk experience in a secondary mathematics methods course with 25 White prospective teachers (PTs). We offer empirical accounts of how EQUIP-ing empowered PTs to connect their teaching practices with racialized and gendered patterns of student participation; as a result, PTs began to reconsider taken-for-granted practices. However, we also found that PTs demonstrated potentially detrimental ways of attributing marginalizing patterns to minoritized students without actionable plans to redress the inequity. We conclude by inviting mathematics teacher educators to apply EQUIP-ing while emphasizing purposeful support for asset-based noticing.
Discussions of race in educational research have focused primarily on performance gaps and differential access to advanced coursework. Thus, very little is known about how race mediates the learning ...process, particularly with respect to classroom participation and student identity formation. This dissertation examines mathematics learning as a context for illuminating the racial dynamics of learning in everyday classroom activity. Although mathematics and race may seem strange bedfellows, a poststructural analysis reveals specific linkages between them that suggest that their discourses are actually well aligned. To conceptualize this alignment, this dissertation introduces the theoretical frame of "racial-mathematical discourse," which establishes the groundwork for the empirical investigation reported here. Observations took place in four mathematics classrooms at a racially diverse high school over the course of a school year. Interviews (n=35) were conducted with students from the focal classrooms. Data were analyzed to explore how students make sense of racial-mathematical discourse, and to gauge the discourse's impact on learning. Findings indicate that racial-mathematical narratives were central to students' sense making. All students reported awareness of the "Asians are good at math" narrative, as part of a web of racial ideology. Importantly, students linked it to narratives about other groups' mathematical inferiority (e.g., "Blacks are 'bad' at math"). They also connected racial-mathematical narratives to broader racialized discourses outside mathematics (e.g., perceptions of intelligence). Students observed the presence of these narratives in locations outside the school setting, such as media imagery and international comparisons. Data further suggest that racial-mathematical discourse is not a static belief system. Rather, it emerges and is reified as students engage in typical classroom practices, such as noting which classmates get asked for help. This is consequential for learning, in that the deployment of racial narratives in social interaction frames students' opportunities to build identities as capable learners. This dissertation develops a framework leveraging insights from sociocultural and poststructural theory to trace the impact of racialized classroom episodes on students' identity formation. It highlights critical issues that need to be taken into account in the design of equitable learning environments, especially for students of color from persistently marginalized backgrounds. The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.
Mastectomy is the most widely accepted treatment for managing breast cancer in patients who have previously received mantle radiation therapy (RT). With accumulating evidence supporting partial ...breast irradiation, we treated newly diagnosed breast cancer among lymphoma survivors who had history of RT with lumpectomy and breast brachytherapy.
Five patients, with history of Hodgkin disease (HD) underwent lumpectomy and sentinel lymphadenectomy +/- axillary dissection followed by low dose rate Ir-192 interstitial brachytherapy. A multicatheter technique was used and all patients received 45 Gy to the target volume over 4 to 5 day time interval. Adjuvant systemic therapy when indicated was administered after completion of brachytherapy.
The median time from the treatment of the HD to the diagnosis of breast cancer was 242 months (range: 68-322 months). The median T-size of the invasive breast cancer is 0.7 cm. The range of follow up after brachytherapy is 5 to 67 months. All 5 patients have an intact breast and are without evidence of relapse. No patients developed an infection. No skin toxicity > or =grade 2 was observed. All patients have an excellent cosmetic result. No excessive fibrosis or necrosis has been observed.
The preliminary experience using partial breast brachytherapy (PBB) in patients with previous history of mantle RT suggests low complication rates, and acceptable cosmetic results. The excellent local control and freedom from mastectomy for local recurrence warrants further investigation to establish brachytherapy as an acceptable alternative to mastectomy for early stage breast cancer among HD survivors with history of prior RT.
The various chapters tell practical stories of equitable practices for diverse learners within a range of different contexts. Different research perspectives, empirical traditions, and conceptual ...foci are presented in each chapter. Various aspects of diversity are raised, issues of concern are engaged with, and at times conventional wisdom challenged as the authors provide insights as to how educators may address issues of equitable access of minoritized learners to the mathematical discourse within settings across early primary through to high school, and situated in schools or in family and community settings.
The increased push for access to computer science (CS) at the K-12 level has been argued as a way to broaden participation in computing. At the elementary level, computational thinking (CT) has been ...used as a framework for bringing CS ideas into the classroom and educating teachers about how they can integrate CT into their daily instruction. A number of these projects have made equity a central goal of their work by working in schools with diverse racial, linguistic, and economic diversity. However, we know little about whether and how teachers equitably engage students in CT during their classroom instruction-particularly during science and math lessons. In this paper, we present an approach to analyzing classroom instructional videos using the EQUIP tool (https://www.equip.ninja/). The purpose of this tool is to examine the quantity and quality of students' contributions during CT-integrated math and science lessons and how it differs based on demographic markers. We highlight this approach using classroom video observation from four teachers and discuss future work in this area.
We found that fifth grade students' scores on Scratch programming quizzes in a summer enrichment course were highly correlated with their scores on a standardized test for mathematics. We identify ...ways in which the programming curriculum builds upon target skills from the Mathematics Content Standards for California Public Schools. We hypothesize that the programming curriculum leveraged and enriched students' mathematics content knowledge.
Autonomous driving is a challenging problem where there is currently an intense focus on research and development. Human drivers are forced to make thousands of complex decisions in a short amount of ...time,quickly processing their surroundings and moving factors. One of these aspects, recognizing regions on the road that are driveable is vital to the success of any autonomous system. This problem can be addressed with deep learning framed as a region proposal problem. Utilizing a Mask R-CNN trained on the Berkeley Deep Drive (BDD100k) dataset, we aim to see if recognizing driveable areas, while also differentiating between the car's direct (current) lane and alternative lanes is feasible.
Hyperpolarized (HP)
He
3
MRI is an emerging tool in the diagnosis and evaluation of pulmonary diseases involving bronchoconstriction, such as asthma. Previously, airway diameters from dynamic HP
He
3
...MR images of the lung were assessed manually and subjectively, and were thus prone to uncertainties associated with human error and partial volume effects. A model-based algorithm capable of fully utilizing pixel intensity profile information and attaining subpixel resolution has been developed to measure surrogate airway diameters from HP
He
3
MR static projection images of plastic tubes. This goal was achieved by fitting ideal pixel intensity profiles for various diameter (6.4 to
19.1
mm
) circular tubes to actual pixel intensity data. A phantom was constructed from plastic tubes of various diameters connected in series and filled with water mixed with contrast agent. Projection MR images were then taken of the phantom. The favorable performance of the model-based algorithm compared to manual assessment demonstrates the viability of our approach. The manual and algorithm approaches yielded diameter measurements that generally stayed within
1
×
the pixel dimension. However, inconsistency of the manual approach can be observed from the larger standard deviations of its measured values. The method was then extended to HP
He
3
MRI, producing encouraging results at tube diameters characteristic of airways beyond the second generation, thereby justifying their application to lung airway imaging and measurement. Potential obstacles when measuring airway diameters using this method are discussed.
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