Search

Summary: This book constitutes the revised selected papers of the Second International Workshop on Understanding Human Activities through 3D Sensors, UHA3DS 2016, that was held in conjunction with the 23rd International Conference on Pattern Recognition, ICPR 2016, held in Cancun, Mexico, in December 2016. The 9 revised full papers were carefully reviewed and selected from 12 submissions. The papers are organized in topical sections on Behavior Analysis, Human Motion Recognition, and Application Datasets.

Summary: This book constitutes the refereed proceedings of the Second International Symposium on Artificial Life and Intelligent Agents, ALIA 2016, held in Birmingham, UK, in June 2016. The 8 revised full papers and three revised short papers presented together with two demo papers were carefully reviewed and selected from 25 submissions. The papers are organized in topical sections on modelling; robotics; bio-inspired problem solving; human-like systems; applications and games.

Issue 41 of Bank Street's Occasional Paper Series features a collection of papers by authors with a shared affinity for the work of critical mathematical inquiry (CMI). Essays in this issue include: (1) Teaching for Social Justice through Critical Mathematical Inquiry (Steven Greenstein and Mark Russo); (2) Re-designing Mathematics Education for Social Justice: A Vision (Fahmil Shah); (3) Quantitative Civic Literacy (Mary Raygoza); (4) Cultivating a Space for Critical Mathematical Inquiry through Knowledge-Eliciting Mathematical Activity (Debasmita Basu & Steven Greenstein); (5) Collaboration and Critical Mathematical Inquiry: Negotiating Mathematics Engagement, Identity, and Agency (Frances K. Harper); (6) The World in Your Pocket: Digital Media as Invitations for Transdisciplinary Inquiry in Mathematics Classrooms (Lynette DeAun Guzmán and Jeffrey Craig); (7) Power to Change: Math as a Social-Emotional Language in a Classroom of Four- and Five-Year-Olds (Elinor J. Albin and Gretchen Vice); (8) Mathematics for Whom: Reframing and Humanizing Mathematics (Cathery Yeh and Brande M. Otis); (9) Elementary Mathematics and #BlackLivesMatter (Theodore Chao and Maya Marlowe); and (10) The "Soft Bigotry of Low Expectations" and Its Role in Maintaining White Supremacy through Mathematics Education (Laurie Rubel and Andrea McCloskey).

The 26th European Association of Computer-Assisted Language Learning (EUROCALL) conference was organised by the University of Jyväskylä (JYU) Language Campus and specifically the Language Centre, in Jyväskylä, Finland. The theme of this year's conference was "Future-proof CALL: language learning as exploration and encounters," which reflects an attempt to envision language teaching and learning futures in a changing world. What brought researchers together this year are shared concerns in relation to the sustainability of language learning and teaching in technology-rich contexts that are marked by ever-increasing complexity. 184 submissions were accepted to be presented as workshops, symposia, individual oral presentations, or posters. The oral presentations were categorised as research, research and development, reflective practice papers, along with presentations on European projects. The collection of short papers in this volume is a very thorough view into the conference proper exhibiting the complexity and novelty of the field of CALL. There are exciting new openings and a more profound exploration of theoretical underpinnings of the contemporary issues in teaching and learning, cross-cultural communication, mobile learning and the like. (Individual papers contain references.)

Summary: This book features a selection of papers presented at the Second IFIP WG 12.6 International Workshop on Artificial Intelligence for Knowledge Management, AI4KM 2014, held in Wroclaw, Poland, in September 2014, in the framework of the Federated Conferences on Computer Science and Information Systems, FedCSIS 2014. The 9 revised and extended papers and one invited paper were carefully reviewed and selected for inclusion in this volume. They present new research and innovative aspects in the field of knowledge management and are organized in the following topical sections: tools and methods for knowledge acquisition; models and functioning of knowledge management; techniques of artificial intelligence supporting knowlege management; and components of knowledge flow.

This volume gives readers insights on the use of technology in professional development programmes and content knowledge that can enrich teacher education. Every chapter of the book builds, through research, an analysis and discussion of CALL [Computer Assisted Language Learning] matters and professional development. The purpose of the EuroCALL Teacher Education Special Interest Group's (SIG) edited volume, supported by the Language Centre of the Cyprus University of Technology, is to respond to the needs of language educators, teacher trainers and training course designers through relevant research studies that provide technological, pedagogical, and content knowledge. The book concentrates on professional development in CALL, the use of technology in primary, secondary, and tertiary education, e-learning facilitators, the integration of personal learning environments, the use of MALL [Mobile Assisted Language Learning], the applications of virtual reality, materials design, the use of ICT [Information and Communications Technologies] in task-based language teaching, and the integration of social media networks in language education. "Professional Development in CALL: A Selection of Papers" is a collection of newly-commissioned chapters which unifies theoretical understanding and practical experience. The EuroCALL Teacher Education SIG hopes that the present contribution will be viewed as a valuable addition to the literature and a worthy scholarly achievement. [Support for this publication was provided by the EuroCALL Association and the Language Centre of the Cyprus University of Technology.]

This issue of the "Bank Street Occasional Paper Series" seeks to grapple with the complexity of patriotism, particularly in relation to its workings in the lives of teachers and students in schools. Like it or not, schools teach (about) patriotism implicitly if not explicitly. Therefore, much consideration needs to go into what schools should teach about and how they should enact patriotism. Patriotism is neither simplistic nor arcane, two common tropes. Rather, it is dynamically messy and as relevant as ever, in the present moment of rising populist and nationalist sentiments in the United States and across the world. As the pieces in this issue show, patriotism--and the learning and teaching of it--is complicated and contested, loved and hated, seemingly straightforward but entirely complex. Contents included: (1) Learning and Teaching the Complexities of Patriotism Here and Now (Mark T. Kissling); (2) "That's Quite a Tune": An Interview with Bruce Springsteen (Mark T. Kissling); (3) Loving America with Open Eyes: A Student-Driven Study of U.S. Rights in the Age of Trump (Margaret Nell Becker); (4) Patriotism and Dual Citizenship (Patricia Gándara); (5) Fostering Democratic Patriotism through Critical Pedagogy (Hillary Parkhouse); (6) On Patriotism (William Ayers); (7) This Is about Us: Toward Democratic, Patriotic Pedagogy (Samuel J. Tanner); (8) Military Patriotism and the JROTC (Jenna Christian); (9) Constructed Patriotism: Shifting (Re)Presentations and Performances of Patriotism through Curriculum Materials (Nina Hood and Marek Tesar); (10) Patriotism for People in Diaspora Is Love of Humanity (Ming Fang He); (11) A Love-Hate Relationship: Personal Narratives of Pride and Shame as Patriotic Affects (Mark Helmsing); and (12) Patriotism? No Thanks! (Madhu Suri Prakash). [Individual articles contain references.]

In this issue of the Occasional Paper Series describes practices and policies that impact the early schooling of children of immigrants in the United States. The authors consider the intersectionality of young children's lives and what needs to change in order to ensure that race, class, immigration status, gender, and dis/ability can effectively contribute to children's experiences at school and in other instructional contexts, rather than prevent them from getting the learning experiences they need and deserve. The essays all grapple with the need to approach programs, research, and school practices with respectful, strength-based views of communities. They frame inequities, disparities, and "gaps" as institutional challenges rather than child, family or community deficits. Together the authors articulate an agenda of advocacy for young children of immigrants. Work that engages children and families in strength-based, asset-oriented ways should: (1) Recognize strengths and capabilities of children, families, and communities; (2) Avoid programs, policies, discourses and practices that begin with deficit views of immigrant families and communities; (3) See the children of immigrants as intersectional and complex; and (4) Create programs that begin from the expertise and experience of immigrant families. Contents include: (1) A Vision for Transforming Early Childhood Research and Practice for Young Children of Immigrants and Their Families (Fabienne Doucet and Jennifer Keys Adair); (2) Intersectionality and Possibility in the Lives of Latina/o/x Children of Immigrants: Imagining Pedagogies Beyond the Politics of Hate (Ramón Antonio Martínez); (3) No Room for Silence: The Impact of the 2016 Presidential Election on a Second-Grade Dual-Language (Spanish-English) Classroom (Sandra L. Osorio); (4) Building Safe Community Spaces for Immigrant Families, One Library at a Time (Max Vázquez Domínguez, Denise Dávila, and Silvia Noguerón-Liu); (5) Administrators' Roles in Offering Dynamic Early Learning Experiences to Children of Latinx Immigrants (Alejandra Barraza and Pedro Martinez); (6) Rethinking "Parent Involvement": Perspectives of Immigrant and Refugee Parents (Zeynep Isik-Ercan); (7) Experiential Knowledge and Project-Based Learning in Bilingual Classrooms (Adriana Alvarez); (8) Over the Hills and Far Away: Inviting and Holding Traumatic Stories in School (Lesley Koplow, Noelle Dean, and Margaret Blachly); (9) Building Bridges Between Home and School for Latinx Families of Preschool Children (Gigliana Melzi, Adina R. Schick, and Lauren Scarola); and (10) Building Bridges, Not Walls, Between Latinx Immigrant Parents and Schools (Kiyomi Sánchez-Suzuki Colegrove). [Individual articles contain references.]

After the global financial crisis, investment fell more substantially than it had in the wake of previous recessions. With investment seemingly recovering faster in the United States than in Europe, the fear of a lasting gap emerged in Europe. This detailed analysis compares the investment dynamics and capital accumulation in the United States and the European Union, focusing on 2013-2019. It uses data from Eurostat and EU KLEMS releases to highlight the gaps and variations in investment strategies across different countries and asset types. The working paper provides key insights into the investment rates, growth of real gross fixed capital formation, and accumulation of stocks. It reveals an investment gap primarily due to lower rates in tangible information and communication technology and intangible assets after the global financial crisis, particularly in larger EU Member States. In addition, the report provides an in-depth analysis of diverse asset types and their role in the investment dynamics. It uncovers the European Union’s strength in construction assets and its persistent gaps in information and communications technology and intangible assets, indicating a need to increase investments in these areas. Furthermore, the analysis discloses the heterogeneity within the European Union, with countries like Ireland, Czech Republic, and Sweden leading in investment rates, while others, including the Netherlands, Germany, Italy, and Spain, falling behind. This working paper is a tool for understanding the nuances of global investment trends and for formulating effective strategies to address identified gaps. It offers guidance and insights for policymakers, investors, and businesses operating in the global economic environment.