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Intelligent Computing Systems: Third International Symposium, ISICS 2020, Sharjah, United Arab Emirates, March 18–19, 2020, Proceedings (Communications in Computer and Information Science #1187)
by Carlos Brito-Loeza Arturo Espinosa-Romero Anabel Martin-Gonzalez Asad SafiThis book constitutes the proceedings of the Third International Symposium on Intelligent Computing Systems, ISICS 2020, held in Sharjah, United Arab Emirates, in March 2020. The 13 full papers presented in this volume were carefully reviewed and selected from 46 submissions. They deal with the field of intelligent computing systems focusing on artificial intelligence, computer vision and image processing.
Intelligent Computing Systems: 4th International Symposium, ISICS 2022, Santiago, Chile, March 23–25, 2022, Proceedings (Communications in Computer and Information Science #1569)
by Carlos Brito-Loeza Anabel Martin-Gonzalez Victor Castañeda-Zeman Asad SafiThis book constitutes the proceedings of the 4th International Symposium on Intelligent Computing Systems, ISICS 2022, held in Santiago, Chile, in March 2022. Due to the COVID-19 pandemic the conference was held online. The 9 full papers along with 2 short papers presented in this volume were carefully reviewed and selected from 30 submissions. They deal with the field of intelligent computing systems focusing on artificial intelligence, computer vision and image processing.
Beyond Stories: Young Children's Nonfiction Composition
by Susan BritschThis book pulls together the experiences of teachers and children in pre-school through Grade 3. It demonstrates that nonfiction composing is a highly creative process for young children. It provides suggestions for writing assignments, focused reading, and assessment. The theme that underlines this book is that joy and creativity are inherently part of nonfiction and non-narrative composing with young children.
Beyond Stories: Young Children's Nonfiction Composition
by Susan BritschThis book pulls together the experiences of teachers and children in pre-school through Grade 3. It demonstrates that nonfiction composing is a highly creative process for young children. It provides suggestions for writing assignments, focused reading, and assessment. The theme that underlines this book is that joy and creativity are inherently part of nonfiction and non-narrative composing with young children.
Reading - From Words to Multiple Texts
by Anne Britt Susan Goldman Jean-Francois RouetIncreasing the mastery of reading and text literacy in the general population is one of the most important challenges faced by both developed and developing societies. Providing a new reference for researchers and practitioners involved in this domain, this book brings together empirical research on the multiple levels of language that are involved in reading. It emphasizes the concrete outcomes of scientific research, and illustrates the continuity among levels. The chapters deal with clearly articulated questions, provide up-to-date reviews of the literature, and include discussions of the impacts of research outcomes for the practice of reading instruction. Furthermore, the volume addresses the gap between restricted and more functional approaches to reading competency. Finally, it addresses some of the new issues that arise from the rapid changes in reading practices that are related to the diffusion of digital technologies. Featuring contributions from authors who are among the acknowledged leaders in the field and presenting the state of the art and current controversies in reading and literacy research, this volume honors the profound impact of Charles Perfetti on reading research.
Rewriting Moses: The Narrative Eclipse of the Text (The Library of Hebrew Bible/Old Testament Studies)
by Brian BrittExalted for centuries as a hero and author of the Bible, Moses is inseparable from biblical tradition itself. Moses is also an inherently ambiguous figure and a perennial focus of controversy, from ancient disputes of priestly rivalry to modern issues of class, gender and race.In Rewriting Moses, Brian Britt analyses elements of polemic and ideology in the Moses of the Bible, of film, novel, visual art and scholarship. He argues that the biblical Moses lives within writing, while the post-biblical Moses lives more often in biography. Yet later rewritings of Moses refract biblical traditions of writing in surprising ways. Rewriting Moses provides an original account of the Freudian insight that traditions preserve what they repress.This is volume 14 in the Gender, Cutlure, Theory series and is volume 402 in the Journal for the Study of the Old Testament Supplements series.
Reading - From Words to Multiple Texts
by M. Anne Britt Susan R. Goldman Jean-François RouetIncreasing the mastery of reading and text literacy in the general population is one of the most important challenges faced by both developed and developing societies. Providing a new reference for researchers and practitioners involved in this domain, this book brings together empirical research on the multiple levels of language that are involved in reading. It emphasizes the concrete outcomes of scientific research, and illustrates the continuity among levels. The chapters deal with clearly articulated questions, provide up-to-date reviews of the literature, and include discussions of the impacts of research outcomes for the practice of reading instruction. Furthermore, the volume addresses the gap between restricted and more functional approaches to reading competency. Finally, it addresses some of the new issues that arise from the rapid changes in reading practices that are related to the diffusion of digital technologies. Featuring contributions from authors who are among the acknowledged leaders in the field and presenting the state of the art and current controversies in reading and literacy research, this volume honors the profound impact of Charles Perfetti on reading research.
Literacy Beyond Text Comprehension: A Theory of Purposeful Reading
by M. Anne Britt Jean-François Rouet Amanda M. DurikLiteracy Beyond Text Comprehension aims to systematically investigate how readers interpret reading tasks within a situation, and how that interpretation influences reading behavior and comprehension. Presenting a new model of REading as problem SOLVing (RESOLV), the authors describe reading comprehension in terms of how a reader adopts goals within a particular situation that then guide what is read, when, and how. By applying the RESOLV model to a range of reading situations, this book provides evidence to suggest that there is no unitary understanding of a task, because individuals bring their own goals and characteristics to the situation; as such, it demonstrates the importance of understanding how a reader (e.g., student, test-taker, employee completing a work task) represents the context and the specific assignment. Written by internationally recognized learning sciences scholars, Literacy Beyond Text Comprehension advances the state of the art in reading research, but also seeks to inform a broader range of audiences, including those interested in the teaching and the assessment of reading.
Literacy Beyond Text Comprehension: A Theory of Purposeful Reading
by M. Anne Britt Jean-François Rouet Amanda M. DurikLiteracy Beyond Text Comprehension aims to systematically investigate how readers interpret reading tasks within a situation, and how that interpretation influences reading behavior and comprehension. Presenting a new model of REading as problem SOLVing (RESOLV), the authors describe reading comprehension in terms of how a reader adopts goals within a particular situation that then guide what is read, when, and how. By applying the RESOLV model to a range of reading situations, this book provides evidence to suggest that there is no unitary understanding of a task, because individuals bring their own goals and characteristics to the situation; as such, it demonstrates the importance of understanding how a reader (e.g., student, test-taker, employee completing a work task) represents the context and the specific assignment. Written by internationally recognized learning sciences scholars, Literacy Beyond Text Comprehension advances the state of the art in reading research, but also seeks to inform a broader range of audiences, including those interested in the teaching and the assessment of reading.
Gifted Black Women Navigating the Doctoral Process: Sister Insider
by Brittany N. Anderson and Shaquinta L. RichardsonThis book explores the experiences of gifted Black women doctoral graduates, featuring narratives of their challenges related to race, gender, parenthood, class, and first-generation status offering discussion on the role of community and academic support in their success. Delivering concrete guidance on navigating the challenges of doctoral programs, this critical text draws on endarkened epistemology, recognizing the nuanced path gifted Black women walk in the academy. Accessible and evocative, this collection highlights the role of academic and social sisterhood, supplying a much-needed contribution to the ongoing discussion around race, academic achievement, gender, and mental health.
Intelligent Systems: 10th Brazilian Conference, BRACIS 2021, Virtual Event, November 29 – December 3, 2021, Proceedings, Part II (Lecture Notes in Computer Science #13074)
by André Britto Karina Valdivia DelgadoThe two-volume set LNAI 13073 and 13074 constitutes the proceedings of the 10th Brazilian Conference on Intelligent Systems, BRACIS 2021, held in São Paolo, Brazil, in November-December 2021. The total of 77 papers presented in these two volumes was carefully reviewed and selected from 192 submissions.The contributions are organized in the following topical sections: Part I: Agent and Multi-Agent Systems, Planning and Reinforcement Learning; Evolutionary Computation, Metaheuristics, Constrains and Search, Combinatorial and Numerical Optimization, Knowledge Representation, Logic and Fuzzy Systems; Machine Learning and Data Mining. Part II: Multidisciplinary Artificial and Computational Intelligence and Applications; Neural Networks, Deep Learning and Computer Vision; Text Mining and Natural Language Processing. Due to the COVID-2019 pandemic, BRACIS 2021 was held as a virtual event.
The Six Attributes of a Leadership Mindset: Flexibility of mind, mindfulness, resilience, genuine curiosity, creating leaders, enterprise thinking
by Joe BrittoWritten by Joe Britto, The Six Attributes of a Leadership Mindset: Flexibility of mind, mindfulness, resilience, genuine curiosity, creating leaders, enterprise thinking carefully examines the six key attributes that make up a leadership mindset, and explores in detail how you can grow them for yourself.Foreword by Gill White.We can find a different way of leading by developing a different way of thinking. And the first step in growing a leadership mindset is taking responsibility for making that shift happen.In this insightful handbook, Joe Britto shines a spotlight on the qualities and behaviours that embody a leadership mindset and inspires leaders to step out of their comfort zone as they take on the challenges faced by their teams and organizations.With the help of engaging stories, practical challenges, and an acute sense of humour, Joe guides you through six key attributes of leadership – flexibility of mind, mindfulness, resilience, genuine curiosity, creating leaders, and enterprise thinking – and explores how you can bring them to life both within and beyond the workplace.Joe does this by breaking down what the six attributes are and how they work, and by considering and suggesting ways around the barriers we may inadvertently put up that inhibit the development of our leadership capacities. From there he delves into the behaviours of each attribute – for example, asking “What if?” and demonstrating generosity of spirit under the attribute of genuine curiosity – and presents a range of exercises you can use in order to cultivate them.In doing so, he reveals the real gift of a leadership mindset: that as we grow our mindset and develop positive behaviours, we can lead ourselves and our teams to better outcomes and nurture the leadership capacities of others.Suitable for both established and emerging leaders.
Executive Control Processes in Reading (Psychology of Reading and Reading Instruction Series)
by B. K. Britton S. M. GlynnFirst published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.
Learning From Textbooks: Theory and Practice
by Bruce K. Britton Arthur Woodward Marilyn BinkleyIt is surprising that there is so little research on textbooks, given their centrality to teaching and learning in elementary and secondary schools. Textbooks have become a focus of political and cultural controversy, advocating a multicultural curriculum that has sparked some vigorous protests. Research is absent in this debate; therefore, questions of legitimate knowledge, the role of textbooks, textbook design, policy selection issues, and economic issues concerning the marketplace are not part of the current debate. Without insights of research on considerate text, mentioning, illustrations and so forth, the current controversy will result in publishers responding to demands for more content not less; thus, textbooks will become compendia of information that on the surface satisfy everyone. This volume demonstrates how research on important issues relative to textbook design can advance our knowledge about what makes textbooks effective learning tools, and thus inform policymakers, publishers, and those involved in textbook selection. Representing pure and applied approaches, researchers present papers on the quality of writing, the role of questions, the role of pictures and illustrations, and the role of auxiliary materials in the design of effective textbooks. The chapters provide insight into research and its application to textbook design and improvement -- stimulating others to follow this lead.
Comprehensive Teacher Induction: Systems for Early Career Learning
by E.D. Britton L. Paine S. RaizenBased on a three-year study, the authors describe how comprehensive teacher induction systems can both provide teacher support and promote learning more about how to teach. This book calls for re-thinking what teacher induction is about, whom it should serve, what the ‘curriculum’ of induction should be, and the policies, programs, and practices needed to deliver it.
Bold Ventures: Volume 2 Case Studies of U.S. Innovations in Science Education
by Edward D. Britton Senta A. RaizenThis book presents comprehensive results from case studies of five innovations in science education that have much to offer toward understanding current reforms in this field. Each chapter tells the story of a case in rich detail, with extensive documentation, and in the voices of many of the participants-the innovators, the teachers, the students. Similarly, Volume 3 of Bold Ventures pre sents the results from case studies of five innovations in mathematics education. Volume 1 provides a cross-case analysis of all eight innovations. Many U.S. readers certainly will be very familiar with the name of at least one if not all of the science innovations discussed in this volume-for example, Project 2061-and probably with their general substance. Much of the education community's familiarity with these arises from the projects' own dissemination efforts. The research reported in this volume, however, is one of the few detailed studies of these innovations undertaken by researchers outside the projects them selves. Each of the five studies was a large-scale effort involving teams of researchers over three years. These teams analyzed many documents, attended numerous critical project meetings, visited multiple sites, conducted dozens of individual interviews. The team leaders (Atkin, Huberman, Rowe), having spent much time with science education over long careers, looked at these innovations through many lenses. It was a daunting task for each team to sift through the mountains of detail in order to bring the most compelling themes to the surface.
Bold Ventures Volume 1: Patterns Among U.S. Innovations in Science and Mathematics Education
by Edward D. Britton Senta A. RaizenThis book, based on detailed studies of eight innovations in mathematics and science education, has many insights to offer on current school reform. Since each innovation studied has taken its own unique approach, the set as a whole spans the spectrum from curriculum development to systemic reform, from con centrating on particular school populations to addressing all of K-12 education. Yet these reform projects share a common context, a world view on what mat ters in science and mathematics for students of the 1990s and beyond, convic tions about what constitutes effective instruction, and some notions about how school change can be brought about. These commonalities are drawn out in the book and illustrated with examples from the individual case studies that are reported in full in Bold Ventures, Volumes 2 and 3. The eight innovations-all of them projects that are well-known, at least by name, to U. S. audiences-are briefly described in chapter 1. Each was the sub ject of an in-depth, three-year case study. The research teams analyzed many documents, attended numerous project meetings, visited multiple sites, conduct ed dozens of individual interviews. The team leaders, having spent much time with mathematics or science education over long careers, looked at these reform projects through several lenses; the teams sifted through the mountains of data they had collected in order to tell the story of each project in rich detail.
Remote Fieldwork Supervision for BCBA® Trainees
by Lisa N. Britton Matthew J. CicoriaRemote Fieldwork Supervision for BCBA® Trainees prepares BCBAs for supervising certification candidates, providing structure, scope, and sequence for supervision, as well as tactical recommendations for providing independent fieldwork supervision in a distance context. The book helps to resolve common challenges in supervision arrangements, such as maintaining professional behavior and encouraging practitioner self-care. The book follows the Behavior Analyst Certification Board’s Fifth Edition Task List, and then goes beyond the required 8-hour supervision training to teach important clinical skills, such as ACT, RFT, executive function skills, OBM, and curriculum-based measures. Outlines the systems required for the supervision processExamines fundamental elements of behavior changeEmphasizes interpersonal skills, such as positive reinforcementCovers ethical issues in remote supervisionIncludes additional supports and resources for networking and brainstorming
Athletic Scholarships For Dummies
by Pat Britz Alexandra Powe AllredGet insider tips on navigating the recruitment process Find the right school, the right program, the right coach, and the most money You're prepared for challenges on the athletic field. But are you prepared for the challenges of winning an athletic scholarship? Let this friendly guide be your coach. It explains what kind of scholarships are out there, how to promote yourself and deal with recruiters, and how to survive possible snags after you've won your scholarship. Discover how to * Get yourself noticed and recruited * Make the most of college visits * Negotiate a contract and make a commitment * Understand redshirting * Know when and how to transfer schools
Freud and Education (Routledge Key Ideas in Education)
by Deborah P. BritzmanThe concept of education—its dangers and promises and its illusions and revelations—threads throughout Sigmund Freud’s body of work. This introductory volume by psychoanalytic authority, Deborah P. Britzman, explores key controversies of education through a Freudian approach. It defines how fundamental Freudian concepts such as the psychical apparatus, the drives, the unconscious, the development of morality, and transference have changed throughout Freud’s oeuvre. An ideal text for courses in education studies, human development, and curriculum studies, Freud and Education concludes with new Freudian-influenced approaches to the old dilemmas of educational research, theory, and practice.
Freud and Education: Anna Freud, Melanie Klein, And Psychoanalytic Histories Of Learning (Routledge Key Ideas in Education)
by Deborah P. BritzmanThe concept of education—its dangers and promises and its illusions and revelations—threads throughout Sigmund Freud’s body of work. This introductory volume by psychoanalytic authority, Deborah P. Britzman, explores key controversies of education through a Freudian approach. It defines how fundamental Freudian concepts such as the psychical apparatus, the drives, the unconscious, the development of morality, and transference have changed throughout Freud’s oeuvre. An ideal text for courses in education studies, human development, and curriculum studies, Freud and Education concludes with new Freudian-influenced approaches to the old dilemmas of educational research, theory, and practice.
Melanie Klein: Early Analysis, Play, and the Question of Freedom (SpringerBriefs in Education)
by Deborah P. BritzmanThis volume introduces the psychoanalyst Melanie Klein to the general field of education and traces her theories of mental life as an emotional situation, through to problems of self/other relations in our own time. The case is made for Klein’s relevance and the difficulties her theories pose to the activities of learning and pedagogical relation. Klein’s vocabulary—the paranoid/schizoid and depressive positions, phantasy, object relations, projective identification, anxiety, envy, and the urge for reparation and gratitude— are discussed in terms of their evolution and the designs of her main questions, all stemming from the problem of inhibition. Her contribution to an understanding of symbolization and the shift from concrete thinking to greater freedom of mind is analyzed. The essay develops the following questions: why is learning an emotional situation? How did Klein’s life and larger history influence her views? What are her central theories of mental life? Why did Klein focus on anxiety and phantasies as making up the life of the mind? What is object relations theory? And, what does Klein’s model of the self proffer to contemporary education in schools and in universities?
What We Really Value: Beyond Rubrics in Teaching and Assessing Writing
by Bob BroadWhat We Really Value traces the origins of traditional rubrics within the theoretical and historical circumstances out of which they emerged, then holds rubrics up for critical scrutiny in the context of contemporary developments in the field. As an alternative to the generic character and decontextualized function of scoring guides, he offers dynamic criteria mapping, a form of qualitative inquiry by which writing programs (as well as individual instructors) can portray their rhetorical values with more ethical integrity and more pedagogical utility than rubrics allow. To illustrate the complex and indispensable insights this method can provide, Broad details findings from his study of eighty-nine distinct and substantial criteria for evaluation at work in the introductory composition program at "City University." These chapters are filled with the voices of composition instructors debating and reflecting on the nature, interplay, and relative importance of the many criteria by which they judged students' texts. Broad concludes his book with specific strategies that can help writing instructors and programs to discover, negotiate, map, and express a more robust truth about what they value in their students' rhetorical performances.
Organic Writing Assessment: Dynamic Criteria Mapping in Action
by Bob Broad Linda Adler-Kassner Barry Alford Jane Detweiler Heidi Estrem Susanmarie Harrington Maureen McBride Eric Stalions Scott WeedenEducators strive to create “assessment cultures” in which they integrate evaluation into teaching and learning and match assessment methods with best instructional practice. But how do teachers and administrators discover and negotiate the values that underlie their evaluations? Bob Broad’s 2003 volume, What We Really Value, introduced dynamic criteria mapping (DCM) as a method for eliciting locally-informed, context-sensitive criteria for writing assessments. The impact of DCM on assessment practice is beginning to emerge as more and more writing departments and programs adopt, adapt, or experiment with DCM approaches. For the authors of Organic Writing Assessment, the DCM experience provided not only an authentic assessment of their own programs, but a nuanced language through which they can converse in the always vexing, potentially divisive realm of assessment theory and practice. Of equal interest are the adaptations these writers invented for Broad’s original process, to make DCM even more responsive to local needs and exigencies. Organic Writing Assessment represents an important step in the evolution of writing assessment in higher education. This volume documents the second generation of an assessment model that is regarded as scrupulously consistent with current theory; it shows DCM’s flexibility, and presents an informed discussion of its limits and its potentials.
Issues in Religious Education
by Lynne Broadbent Alan BrownThis book is designed to give students and newly qualified teachers a contextual and theoretical background to this subject, by exploring and challenging assumptions about the place of religion in education.The book is divided into the following sections: section one sets out the context for religious education in the curriculum. It looks at political, social and religious influences on legislation, particularly in faith schools, and raises questions about assessment section two focuses on Religious Education in the classroom, exploring our understanding of religion and the concept of development in Religious Education section three examines Religious Education as a whole-school issue, considering its relationship to literacy, citizenship, collective worship and spiritual, ethical and moral development.