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There have been multiple calls to support more systematic approaches to addressing the needs of multilingual students in social studies. In this action research study, the authors point to the Maryland Humanities Inquiry Kits, which provide an example of how to leverage digital history resources in the multilingual classroom for a culturally and linguistically responsive approach to instruction. This example demonstrates how teachers can honor student funds of knowledge to teach content in the social studies classroom with digital primary sources.

Purpose: This study aims to explore the stories of two young refugee women, Sue Mar and Amora, and how their adolescent identities, experiences, and beliefs, partially shaped by their English teacher, helped pave their paths to higher education. Design/methodology/approach: This study is guided by the lens of critical literacy as "a way of being and doing" (Vasquez et al., 2019). The authors chose portraiture, a participant-centered methodology, as a response to the historical marginalization of refugees, to bring their voices to the forefront (Lawrence-Lightfoot and Davis, 1997). They draw from interviews conducted with Sue Mar and Amora, document analysis, and an interview with the English teacher. Findings: In Sue Mar and Amora's portraits, aspiration and determination are seen as primary factors in their college-going. In addition, Sue Mar and Amora were propelled by their English teacher's support through the cultivation of a loving relationship, high expectations, and critical pedagogical practices. Their family and community fostered beliefs about the power and potential of education, and other refugees served as important role models. Research limitations/implications: Researchers should explore refugee students' experiences accessing higher education. Practical implications: English educators should connect literature to the lived experiences of their students to show that they value their students' knowledge and past experiences. Social implications: Policymakers should consider the role that community colleges play in the lives of refugee students and should support programs including tuition reduction for refugee students. Originality/value: As only 6% of refugees currently attend college (UNHCR, 2023), it is essential to understand factors that contributed to students' college-going.

Photogrammetry systems are widely used in industrial manufacturing applications as an assistance measurement tool. Not only does it provide high-precision feedback for assembly process inspection and product quality assessment, but also it can improve the flexibility and robustness of manufacturing systems and production lines. However, with growing global competition and demands, companies are forced to enhance production efficiency, shorten production lifecycle and increase product variety by incorporating reconfigurable factory design that can meet challenging timeline and requirements. Although dynamic facility layout is widely investigated, the position selection for the photogrammetry system in dynamic manufacturing environment is usually overlooked. In this paper, dynamic layout of the V-STARS photogrammetry system is investigated and optimised in a digital-twin environment using deep reinforcement learning. The learning objectives are derived from the field of view (FoV) evaluation from point clouds 3D reconstruction, and collision detection from the digital twin simulated in Visual Components. The application feasibility of the proposed dynamic layout optimisation of the V-STARS photogrammetry system is verified with a real world industrial application. [ABSTRACT FROM AUTHOR]

The growing cultural and linguistic diversities in Western countries and rapid globalization have put urgent demands on K-16 schools in terms of developing strategies to accommodate these changes. One of the critical issues for schools is to prepare pre-service and in-service teachers to work effectively with their diverse student populations. The increased calls for global and cross-cultural competence training for teachers have led many teacher education programs in the U.S. as well as other countries to offer student teaching abroad opportunities. There seems to be international consensus that student teaching abroad confers significant benefits on pre-service teachers' professional skills and dispositions, including those involved in working with students from diverse cultural and linguistic backgrounds. However, most of the research has identified these benefits through survey or interview data collected immediately upon the participants' return. Few have studied participants' teaching in the following year to explore how the international experience has been translated to their domestic contexts in terms of their cultural awareness and skills in teaching diverse students. The research questions guiding this study were: (1) How did student teaching abroad influence participants' first-year teaching practices with culturally diverse students?; and (2) How were these impacts affected by the teachers' personal and professional backgrounds and current teaching contexts and situations? The participants in the study were twelve pre-service teachers from a large university in the southeastern United States who participated in a student teaching program in Beijing, China. Qualitative case study methodology was used to gain an in-depth understanding of the complex ways in which participants applied their experiences to their subsequent teaching. Data was collected from participants for pre- and post-trip surveys, structured journals, and observations and interviews in China. A later stage of data collection included interviews and classroom observations with five self-selected participant teachers in their domestic classrooms during the following year. To triangulate the data, the principal researcher took the role of a participant observer throughout the preparatory sessions and for two weeks of the time the participants spent in China. The findings suggest that all teachers can benefit from international student teaching; thus, educational institutions should provide international opportunities and encourage students to take advantage of them. However, based on findings from this year-long study, colleges and universities can re-plan their overseas teaching programs to make them more meaningful and useful for novice teachers.

The author shares the challenges of facilitating a writing group in a temporary emergency shelter in the early months of the COVID-19 pandemic. She shows how within this constantly changing environment and its safety protocols, community literacy was as difficult to establish as it was vital to make available. Exploring some of the best practices in community literacy, including reciprocity (Miller et al.), fruitful forms of conflict (Westbrook), "meaningful acts of public rhetoric" (Mathieu and George), and flow (Feigenbaum), the author proposes that this challenging environment made possible new shapes for each of these concepts. This experience suggests that while best practices can guide creation of a writing group during an emergency, an emergency, in turn, can generate innovation with these best practices.

Valeria Luiselli's Lost Children Archive (2019) explores how to find "lost children" who are forced to migrate and interrogates relationships among works of literature, archives, and archiving. Taking place contemporaneously with its publication, the novel follows Ma, Pa, and their two children who are stepsiblings on a road trip from New York City to the US Southwest. Along the way, characters take photographs, and, more unusually, record their own voices and the sounds of the environments they pass through. This article extends explorations of how sound works in the novel to how sound works as the novel by comparing the written text with the audiobook version. After situating the novel among discussions of how literature can contribute to archive making, employing Anne Gilliland and Michelle Caswell's notion of "impossible archival imaginaries" and Erica Johnson's notion of the "neo‐archive," the article shows that readers and audiobook listeners ultimately experience a different narrative. This comparison exposes a third layer of information that prompts questions about what can — and can't — be learned from written and oral records on their own. The article concludes proposing that this third layer of information suggests new possibilities for how literature can contribute to understandings of how archives can include the experiences of marginalized communities with more nuance and complexity. [ABSTRACT FROM AUTHOR]

Objective: To describe determinants of persisting humoral and cellular immune response to the second COVID‐19 vaccination among patients with myeloma. Methods: This is a prospective, observational study utilising the RUDYstudy.org platform. Participants reported their second and third COVID‐19 vaccination dates. Myeloma patients had an Anti‐S antibody level sample taken at least 21 days after their second vaccination and a repeat sample before their third vaccination. Results: 60 patients provided samples at least 3 weeks (median 57.5 days) after their second vaccination and before their third vaccination (median 176.0 days after second vaccine dose). Low Anti‐S antibody levels (<50 IU/mL) doubled during this interval (p =.023) and, in the 47 participants with T‐spot data, there was a 25% increase negative T‐spot tests (p =.008). Low anti–S antibody levels prior to the third vaccination were predicted by lower Anti‐S antibody level and negative T‐spot status after the second vaccine. Independent determinants of a negative T‐spot included increasing age, previous COVID infection, high CD4 count and lower percentage change in Anti‐S antibody levels. Conclusions: Negative T‐spot results predict low Anti‐S antibody levels (<50 IU/mL) following a second COVID‐19 vaccination and a number of biomarkers predict T cell responses in myeloma patients. [ABSTRACT FROM AUTHOR]

Individuals with disabilities are underrepresented in science, technology, engineering, and math (STEM) fields. The purpose of this study was to experimentally evaluate the impact of a STEM mentor intervention and differences between students matched with mentors with or without disabilities on career planning outcomes. An independent groups × repeated measures design was used. Significant differences were found between mentored and nonmentored students for measures of STEM-related knowledge, engagement, confidence, and general career planning confidence, but not for STEM-related and disability-related self-efficacy. Significant differences were not found between students assigned to mentors with or without disabilities. This study contributes to research that demonstrates the positive impact of mentoring on career planning for students with disabilities, including those related to STEM.