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This chapter begins with a review of the history of anti-Asian racism in the United States. Beginning in the mid-19th century, Asian immigrants played a vital role in the development of the country. However, Asian Americans have faced a long legacy of exclusion and inequality, particularly during periods of economic recession, disease outbreaks, or war throughout US history. Adopting the framework of “othering,” this chapter analyzes the major events in US history related to Asian Americans, such as the Chinese Exclusion Act of 1882, the Immigration Act of 1924, the Japanese internment camps during World War II, and the anti-Asian immigration policies adopted by the Trump administration. Through this, the authors illustrate how historic racism and xenophobia at both individual and institutional levels have operated to marginalize Asian Americans and reproduce inequality, and they demonstrate the common roots of racism that lie in White supremacy.

We measure the absolute proper motion of Andromeda III (And III) using Advanced Camera for Surveys/Wide Field Channel and WFPC2 exposures spanning an unprecedented 22 yr time baseline. The WFPC2 exposures have been processed using a deep-learning centering procedure recently developed as well as an improved astrometric calibration of the camera. The absolute proper motion zero point is given by 98 galaxies and 16 Gaia EDR3 stars. The resulting proper motion is (μ α , μ δ ) = (−10.5 ± 12.5, 47.5 ± 12.5) μas yr−1. We perform an orbit analysis of And III using two estimates of M31's mass and proper motion. We find that And III’s orbit is consistent with dynamical membership to the Great Plane of Andromeda system of satellites although with some looser alignment compared to the previous two satellites NGC 147 and NGC 185. And III is bound to M31 if M31's mass is M vir ≥ 1.5 × 1012 M ⊙.

States and districts share an obligation to provide Multilingual Learners (MLLs) with access to high quality language programs that are proven to be effective in minimizing opportunity gaps between MLLs and non-MLLs. This article reviews how local education agencies (LEAs) allocated their state-issued funding to improve MLL language programs and increase student outcomes. Findings reveal that of the total state-issued MLL funding, LEAs used 88.7% on teacher salaries and benefits, 5.1% on teacher professional development, 4.9% on language program implementation, 0% on language program evaluation, and a small percentage of funding remained unspecified. Collectively, these findings indicate that LEAs did not adhere to the state's funding policies, nor did the state follow their own policies to regulate the LEAs' expenditures. We close with a discussion on how the state can improve their function as an organizational leader and serve as a model for other stakeholders in the shared obligation of the education of MLLs.

This study developed a framework for predicting usability factors through an understanding of how cognitive traits relate to human interaction with a computer system. Specifically, this study examined the relationship of field-independence, spatial visualization, logical reasoning, and integrative reasoning to interaction process and outcome. The research hypothesis was tested through correlation to determine the relationships among variables. As a post hoc analysis, multiple regression analysis was used to examine the predictive power of four cognitive variables on interaction outcome. The results of the study emphasize the importance of considering cognitive variables as important predictors to human interaction process and outcome. © 2024 IEEE.

As the population of Aotearoa New Zealand ages, informal family carers will play an increasingly important role in caring for older adults at home. Multi-generational living arrangements are a growing trend, particularly among Māori communities, where caring for older relatives within the family home is widespread. This article uses in-depth, semi-structured interviews with Māori whānau (extended family members) caring for kaumātua (older family members) at home to explore how carers experienced care coordination in the broader care collective. The findings centred on three interconnected factors that described the collective organisation of care: (1) whānau care as normal; (2) whānau care as collective coordination; and (3) whānau carer knowledge and needs as unseen. The findings show that although whānau care of kaumātua is highly valued, ‘structural holes’ within care systems contribute to challenges in care coordination. Despite extensive whānau support for kaumātua, primary carers often felt that their knowledge, preferences and self-care needs remained unseen and not translatable to those outside the everyday care situation. Rather than assuming an artificial binary difference between ‘collective’ and ‘individually oriented’ care contexts and cultures, analysing the cultural norms surrounding whānau care-giving confirms that collective care system members face similar and different challenges to carers with smaller caring capacities. © The Author(s), 2024.

We report multi-differential measurements of strange hadron production ranging from mid- to target-rapidity in Au+Au collisions at a center-of-momentum energy per nucleon pair of sNN = 3 GeV with the STAR experiment at RHIC. KS0 meson and Λ hyperon yields are measured via their weak decay channels. Collision centrality and rapidity dependences of the transverse momentum spectra and particle ratios are presented. Particle mass and centrality dependence of the average transverse momenta of Λ and KS0 are compared with other strange particles, providing evidence of the development of hadronic rescattering in such collisions. The 4π yields of each of these strange hadrons show a consistent centrality dependence. Discussions on radial flow, the strange hadron production mechanism, and properties of the medium created in such collisions are presented together with results from hadronic transport and thermal model calculations. © The Author(s) 2024.

La historia fue tan importante para la construcción de la identidad comunitaria y la legitimidad política en el siglo XV como lo es hoy, y en los reinos de España igualmente tenso. Los cronistas y biógrafos católicos castellanos parecen inseguros del estado preciso de los moros en Iberia. Todos estaban de acuerdo con el control político o el señorío de los cristianos castellanos, pero pocos tenían una idea clara de las implicaciones de ese señorío para los moros. ¿Debería permitirse a los moros permanecer como parte de la comunidad una vez que un monarca cristiano castellano tomara el control de su ciudad, región o reino, o no había posibilidad de que pertenecieran? Rodrigo Sánchez de Arévalo (1404-1470), Fernán Pérez de Guzmán (c. 1377-c. 1460), Alonso Fernández de Palencia (1423-1492), Hernando de Pulgar (1436-c. 1492), y Mosén Diego de Valera (1412-1488) dieron diferentes respuestas. Todos coincidieron en que la comunidad castellano-leonesa existía antes de al-Andalus y, por lo tanto, era la comunidad política legítima de Hispania. La mayoría de ellos aceptaron la presencia de Granada de facto pero no de jure. Sin embargo, Arévalo, Valera y Pulgar sugieren la posibilidad de una comunidad política musulmana de jure bajo dominio castellano; Palencia y Guzmán no.

The Individuals with Disabilities Education Improvement Act of 2004 ensured millions of American students had a legal right to free and appropriate physical education. Yet, there is confusion about who delivers appropriate adapted physical education (APE). This article reflects on the half century of legally defined APE and a country’s response to preparing teachers for the disability-related demands of the job. A critical perspective is offered with the hope of improving physical educational outcomes for students with disabilities.

College student mental health has been a critical concern for professional counselors. Anxiety and depressive disorders have become increasingly prevalent over the past decade. Utilizing machine learning, a subset of artificial intelligence (AI), we developed predictive models (i.e., eXtreme Gradient Boosting [XGBoost], Random Forest, Decision Tree, and Logistic Regression) to identify US college students at heightened risk of diagnosable anxiety and depressive disorders. The dataset included 61,619 students from 133 US higher education institutions and was partitioned into a 90:10 ratio for training and testing the models. We employed hyperparameter tuning and cross-validation to optimize model performance and examined multiple measures of predictive performance (e.g., area under the receiver operating characteristic curve [AUC], accuracy, sensitivity). Results revealed strong discriminative power in our machine learning predictive models with AUC of 0.74 and 0.77, indicating current financial situation, sense of belonging on campus, disability status, and age as the top predictors of anxiety and depressive disorders. This study provides a practical tool for professional counselors to proactively identify students for anxiety and depressive disorders before these conditions escalate. Application of machine learning in counseling research provides data-driven insights that help enhance the understanding of mental health determinants, guide prevention and intervention strategies, and promote the well-being of diverse student populations through counseling.

Alice Wieland and Amy Jansen explore the intersection of how power, adverse incentives, and gender bias combine to perpetuate gender inequity in higher education.

There is a growing emphasis to improve every student's academic, social-emotional, and career and college development as schools strive to design and deliver comprehensive counseling programs that support students' development in these areas. The purpose of this study is to explore a large urban high school teachers' counselors and admins' perspectives on improving a high-poverty urban school's counseling services to extend school leaders' and counselors' knowledge about delivering effective school counseling programs as, ultimately, success lies with an effective principal and school counselor partnership. Particularly, data from our study will allow urban school principals and school counselors to identify the high and low program needs of urban students to become college, career, and life ready. The next set of comparisons was conducted for social-emotional needs. Like academic development needs, the entire ANOVA summary tables showed non-significant differences. The findings indicated that some responses varied significantly across (1) special education faculty, (2) regular classroom teachers and (3) school counselors in terms of rating of students' counseling needs. School leaders and school counselors can apply the findings of this study to create systemic and comprehensive student services in their schools. Particularly, school leaders and counselors can apply the results in decision-making, discussions, and time allocation in prevention/education versus reactive/responsive academic and counseling services.