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The purpose of this study was to examine hidden prejudice in two groups of adult students, international and American, against black compared to white teachers. Social desirability in the minds of participants may affect the result of a study involving racial bias (Mullins, 1982). For this reason, the researchers created a computer protocol using the standard Implicit Association Test (IAT) to measure the implicit attitudes of participants. The IAT relies on the idea of automatic information process within the mind that is not impacted by social desirability. A clear concern in education is that the racial bias toward minority students will let those implicit biases affect the way they teach those students, creating a self-fulfilling prophesy of poor student performance. But the implicit bias can work both ways and can impact a teacher's effectiveness. Traditional racial prejudice theories usually looked at white's attitudes toward blacks and other groups. This study had a significant directional shift by focusing on the international students' racial attitudes toward black and white teachers. The implicit racial attitudes of international students were also compared to those of American students. The result and evaluation of this study may be a valuable tool to improve student services and teacher professional development in higher education. Suggestions for future research are also provided.[For full proceedings, see ED570489.]

Send this e-mail to Rica and Travis: Rica and Travis, I wish you could have been at the duoethnography panel. The first presentation had some uneasy conversations. The second, Dr. Colomer's presentation, was cool: A performance with guest actors had some sad moments with death, health issues, and attrition. The next presentation was about miscarriage and grief counseling. I wondered if our paper is frivolous in comparison to the others. I think not. Our episodes of cultural starvation and indifference are there and painful, but our comebacks are so quick (nourishment as resistance), and therefore so is the celebration. Written by Agosto while flying home after presenting at the 2014 International Congress of Qualitative Inquiry.

In this study, we investigated (1) whether adoptive parents suspected their children might have been victims of abduction for adoption in China and (2) for parents who were uncertain if their own children might be victims of child abduction for adoption, how they coped with the possibility. A total of 342 adoptive parents (representing 529 adopted Chinese children) completed an anonymous online survey on their experiences. Of the 342 parents, 154 (45%) described how they coped with the possibility that their children might be the victims of child abduction for adoption. In terms of suspicion, we found that for about 70% of the children, the parents responded Never; for 18.5% of the children, the parents responded Rarely; for 11.7% of the children, the parents responded Sometimes; and for about 1% of the children, the parents responded that they Always suspected that their children might be victims of abduction for adoption. In terms of coping with the possibility that their children might have been victims of child abduction for adoption, thematic analysis on the 154 parents’ descriptions revealed that parents experienced one or more of seven emotional reactions: sadness, frustration/helplessness, complicity/guilt, anger, fear/worry, hypervigilance, resolve, as well as the belief that they were not affected. Finally, we discussed contributing factors to child abduction for adoption and to adoptive parents’ suspicion of such a practice.

In this article, we explore transformative interviewing through the lens of new materialism. Rather than viewing transformation through a humanist perspective that centralizes a transcendent self, we draw upon Barad’s agential realism to reconsider transformation following the ontological turn. Thinking with agential realism, we engaged two interview studies, one on biracialism and one on masculinity, to demonstrate how the materiality of our interviews (e.g., research bodies, computer programs, questionnaires) intra-acted with our participants to both facilitate and hinder our attempts at transformation. We conclude by theorizing transformation as a type of purposeful entanglement that proceeds from the material-discursive intra-actions of our inquiries.

Inspired by work/think/play in qualitative research, we centered the idea of “play” in a qualitative research project to explore what proceeding from the idea of work/think/play might look like and accomplish. We pursued play in an experimental qualitative inquiry over dinner one night at the 2016 Annual Meeting of the American Educational Research Association. Our article centers on one work/think/play inquiry three of us conducted. Through a playful account of how play unfolded in our work/think/play inquiry that evening, we explore research play as generative, deadly, and censored in the context of neoliberalism and other terrors. We reflect on what (good) play does in qualitative research, what our work/think/play/birth/death/terror/qualitative/research accomplished, if anything. Maybe research play is vital, what keeps us fit to do critical qualitative research. Yet research play moves (well) beyond normative rules of much qualitative research. Is it worth the risk? Can we know? Even after?

The Association of Teacher Educators (ATE) Yearbook XXIV offers 16 captivating chapters related to establishing a sense of place or belonging for P-12 students, classroom teachers, teacher candidates, and teacher educators. The chapters include theory, research, concepts, principles, practices, and programs that inform and support as well as question and challenge readers from multiple perspectives. Readers gain insights and inspiration that illustrate ways teachers and learners negotiate meaning in environments where everyone experiences social and cultural connections with personal and academic fulfillment. Collectively, the authors identify, describe, analyze, and advance issues associated with creating both an individual and a shared sense of place among the ever-changing populations in contemporary P-12 schools and classrooms. Like human geographers, teacher educators and educational researchers study environments where children grow up and create bonds with their early environments that continue to influence them throughout their lives based on the ways in which meaning is negotiated in that early space. Candidates, teachers, and teacher educators benefit by investigating the presence and power of these landscapes impacting the teaching, learning, and schooling.

This article details the second cycle of cooperative inquiry undertaken by emerging educators who self-identify as "other" because of gender, language, ethnicity, and/or sexual orientation. The current cycle focuses on the impact participation in cooperative inquiry had on researchers' teaching practices. Data sources include transcripts of group discussions and reflective writing completed six months, eighteen months, and two years after the completion of the first cycle of cooperative inquiry. Findings suggest that as a result of engagement in cooperative inquiry, the teacher/researchers established practices to decrease isolation, build unity, and understand students' backgrounds. Teacher/researchers viewed themselves as advocates for diversity within the classroom, took a collaborative approach to teaching, and came to see research as an essential element of effective teaching.

Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0133834255.Treating Those with Mental Disorders: A Comprehensive Approach to Case Conceptualization and Treatment is the authoritative reference on selecting and applying treatments for use in counseling and treating those with mental disorders. In it, students and new counselors don’t just learn about the clinical issues, the DSM-5 system of diagnosis, and interventions that can be used in counseling and treating those with mental disorders, they see clearly how to proceed in treatment planning and how to implement treatment approaches and interventions. The authors present a conceptual framework model, I CAN START, which consists of case conceptualization components and addresses treatment planning from a strength-based, contextually sensitive perspective. Case studies; creative Clinical Toolboxes; Voices from the Trenches; a comfortable presentation of the material; and a comprehensive, rigorous assimilation of the current treatment literature combine to empower counselors to thoughtfully and deliberately help their clients tackle their complex issues and difficulties. The Enhanced Pearson eText features Case studies, creative Clinical Toolboxes, and Voices from the Trenches which present real-life examples of critical counseling concepts and approaches.Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is:Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads.*The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later.

In this age of technology, building quality software is essential to competing in the business market. One of the major principles required for any quality and business software product for value fulfillment is reliability. Estimating software reliability early during the software development life cycle saves time and money as it prevents spending larger sums fixing a defective software product after deployment. The Software Reliability Growth Model (SRGM) can be used to predict the number of failures that may be encountered during the software testing process. In this paper we explore the advantages of the Grey Wolf Optimization (GWO) algorithm in estimating the SRGM’s parameters with the objective of minimizing the difference between the estimated and the actual number of failures of the software system. We evaluated three different software reliability growth models: the Exponential Model (EXPM), the Power Model (POWM) and the Delayed S-Shaped Model (DSSM). In addition, we used three different datasets to conduct an experimental study in order to show the effectiveness of our approach.

In Alain Chartier: Père de l'éloquence française contributors explore the diverse literary production of this influential late-medieval writer, whose concern with personal and political ethics and renovation of poetic form inspired generations of writers, and still resonate with modern readers.

Local governments are a vital component in the national effort to promote sensible methods for community development, growth and social justice. The benefits and challenges of sustainable development have become apparent as more local governments initiate programs to address economic, environmental and social equity issues. This research investigates county and municipal government efforts toward sustainable development using survey information for local governments in the southern United States. Survey responses were analyzed to examine whether local governments “practice what they preach” in terms of actually implementing the sustainable policies proclaimed to be important to their operations. Overall, results suggest local governments do place these policies into action for environmental and social justice issues. In addition, the analysis explores the impact of population size, geographic area and form of government on sustainable development. Measuring the implementation of sustainable policies in terms of dollars, however, proves difficult because there is no consistency among municipalities with regard to reporting the amount of dollars (federal or local) spent in support of sustainability efforts.

Delivery of a quality introductory accounting course is essential for schools of business. The first step in revitalization and improvement of the course is to identify factors suggested to be empirically related to succeessful completion. Accounting major status is of particular interest. While it has long been anecdotally observed and logically expected that accounting majors would earn higher grades in introductory accounting, it is rarely addressed in empirical studies. To investigate the impact of accounting major status on performance in introductory accounting, a sample of 398 students exposed to the same professor, text, teaching and examination format over five-years was gathered. Results suggest accounting major status was in fact a significant positive predictor of grades earned in the class controlling for three additional variables (i.e., grade point average, mathematics background and previous experience in the course). These results could be used to support the creation of an honors section(s) of accounting which could include a more rigorous curriculum taught with real life cases. Previous research supported the concept of an honors program from students, faculty and potential employers. In addition, the results suggest requiring a minimum grade point average and the completion of mathematics requirement before taking introductory accounting.

The reporting of non-Generally Accepted Accounting Principles Measures (non-GAAP) by U.S. publically traded companies is not new but it has recently come under increased scrutiny by the United States Securities and Exchange Commission (SEC). This case presents a specific example of this scrutiny in the form of Tesla, Inc.’s quarterly earnings announcements and Tesla’s subsequent correspondence with the SEC. This case requires students to answer relevant questions about GAAP vs Non GAAP reporting, generally in the form of a research memo, with references to applicable SEC regulations and guidance on the use and reporting of non-GAAP measures.

With a dynamical mass of 3 M Jup, the recently discovered giant planet AF Lep b is the lowest-mass imaged planet with a direct mass measurement. Its youth and spectral type near the L/T transition make it a promising target to study the impact of clouds and atmospheric chemistry at low surface gravities. In this work, we present JWST/NIRCam imaging of AF Lep b. Across two epochs, we detect AF Lep b in F444W (4.4 μm) with signal-to-noise ratios of 9.6 and 8.7, respectively. At the planet’s separation of 320 mas during the observations, the coronagraphic throughput is ≈7%, demonstrating that NIRCam’s excellent sensitivity persists down to small separations. The F444W photometry of AF Lep b affirms the presence of disequilibrium carbon chemistry and enhanced atmospheric metallicity. These observations also place deep limits on wider-separation planets in the system, ruling out 1.1 M Jup planets beyond 15.6 au (0.″58), 1.1 M Sat planets beyond 27 au (1″), and 2.8 M Nep planets beyond 67 au (2.″5). We also present new Keck/NIRC2 imaging of AF Lep b; combining this with the two epochs of F444W photometry and previous Keck photometry provides limits on the long-term 3–5 μm variability of AF Lep b on timescales of months to years. AF Lep b is the closest-separation planet imaged with JWST to date, demonstrating that planets can be recovered well inside the nominal (50% throughput) NIRCam coronagraph inner working angle.

Resisting Divide-and-Conquer Strategies in Education: Pathways and Possibilities examines the ways in which divide-and-conquer strategies operate in the American public education system. In U.S. education, these mechanisms are endemic and enduring, if not always evident. Coordinated, strategic, well-funded, politically-viable campaigns continue to stoke fear, othering, villainization, and dehumanization of minoritized groups, pushing false and problematic narratives that inhibit progress toward social justice. Weaponizing hegemony and leveraging misinformation, reactionary agents and institutions seek to suppress truth, block access to democratic participation, and dismantle education and other sites of emancipatory possibility through the strength of divide-and-conquer mechanisms, pitting relatively disempowered groups against one another to preserve the dominant social order. Readers of this book will encounter conceptual and critical interrogations of divide and conquer. The text will help facilitate inquiry and engagement into how divide and conquer operates and how it can be resisted. It looks at the history of the phenomenon, as well as its current state, especially as it relates to education. What insights and lessons might we learn from a focused examination of divide and conquer, and what strategies of resistance are both possible and necessary for challenging it? This text is designed for undergraduate and graduate classrooms in education and social sciences. Part I, Ideology and Sociopolitical Contexts, dissects how divide-and-conquer mechanisms operate ideologically and sociopolitically. Part II, Policies and Practices, focuses on how divide-and-conquer mechanisms shape exclusionary U.S. educational policies and practices. Part III, Resistance and Liberation, documents efforts of liberatory communicative, curricular, and pedagogical possibilities. Each chapter concludes with a set of critical questions for reflection and engagement.Perfect for courses such as: Foundations of Education; Schools and Society; Schooling in America; History of Education; Philosophy of Education; Sociology of Education; Social Studies; Critical Theory in Education

At the origin of the Universe, an asymmetry between the amount of created matter and antimatter led to the matter-dominated Universe as we know it today. The origins of this asymmetry remain unknown so far. High-energy nuclear collisions create conditions similar to the Universe microseconds after the Big Bang, with comparable amounts of matter and antimatter1–6. Much of the created antimatter escapes the rapidly expanding fireball without annihilating, making such collisions an effective experimental tool to create heavy antimatter nuclear objects and to study their properties7–14, hoping to shed some light on the existing questions on the asymmetry between matter and antimatter. Here we report the observation of the antimatter hypernucleus $${}_{\bar{\Lambda }}{}^{4}\bar{{\rm{H}}}$$, composed of a $$\bar{\Lambda }$$, an antiproton and two antineutrons. The discovery was made through its two-body decay after production in ultrarelativistic heavy-ion collisions by the STAR experiment at the Relativistic Heavy Ion Collider15,16. In total, 15.6 candidate $${}_{\bar{\Lambda }}{}^{4}\bar{{\rm{H}}}$$antimatter hypernuclei are obtained with an estimated background count of 6.4. The lifetimes of the antihypernuclei $${}_{\bar{\Lambda }}{}^{3}\bar{{\rm{H}}}$$and $${}_{\bar{\Lambda }}{}^{4}\bar{{\rm{H}}}$$are measured and compared with the lifetimes of their corresponding hypernuclei, testing the symmetry between matter and antimatter. Various production yield ratios among (anti)hypernuclei (hypernuclei and/or antihypernuclei) and (anti)nuclei (nuclei and/or antinuclei) are also measured and compared with theoretical model predictions, shedding light on their production mechanisms.

The 30 yr orbit of the Cepheid Polaris has been followed with observations by the Center for High Angular Resolution Astronomy (CHARA) Array from 2016 through 2021. An additional measurement has been made with speckle interferometry at the Apache Point Observatory. Detection of the companion is complicated by its comparative faintness—an extreme flux ratio. Angular diameter measurements appear to show some variation with pulsation phase. Astrometric positions of the companion were measured with a custom grid-based model-fitting procedure and confirmed with the CANDID software. These positions were combined with the extensive radial velocities (RVs) discussed by Torres to fit an orbit. Because of the imbalance of the sizes of the astrometry and RV data sets, several methods of weighting are discussed. The resulting mass of the Cepheid is 5.13 ± 0.28 M ⊙. Because of the comparatively large eccentricity of the orbit (0.63), the mass derived is sensitive to the value found for the eccentricity. The mass combined with the distance shows that the Cepheid is more luminous than predicted for this mass from evolutionary tracks. The identification of surface spots is discussed. This would give credence to the identification of a radial velocity variation with a period of approximately 120 days as a rotation period. Polaris has some unusual properties (rapid period change, a phase jump, variable amplitude, and unusual polarization). However, a pulsation scenario involving pulsation mode, orbital periastron passage, and low pulsation amplitude can explain these characteristics within the framework of pulsation seen in Cepheids.