Dalton State College

The purpose of this chapter is to explore pre-service ESOL teachers' views concerning the logistics of a course unit on instructional conversations (ICs). The chapter begins with an overview of sociocriticality and its foundational role in second language acquisition and moves to a review of sociocultural theory and critical theory in order to better understand the component parts of this concept. Next, the chapter provides a summary of the theory of instructional conversations along with a review of the instructional and conversational elements of such discussions and summarizes previous research on the contributions of ICs to English learners' content knowledge and language proficiency. The chapter then outlines the logistics of the course unit, provides a synopsis and discussion of the overall findings of the investigation along with a description of the relevancy of the unit to pre-service teachers' familiarity with and understanding of the theory and practice of IC pedagogy.

This chapter summarizes the logistics and findings of an exploratory study designed to familiarize pre-service ESOL teacher candidates with the concept of translanguaging while also collecting and analyzing information regarding their perspectives on the strengths and weaknesses of the course unit along with their views on improving the course unit moving forward. The chapter begins with an overview of translanguaging and its importance for multilingual learners of English and moves to a review of previous literature exploring the integration of translanguaging into language teacher preparation. Next, the chapter outlines the components of a course unit on translanguaging as part of an applied linguistics course, the data collection and analysis procedures, emergent findings, and implications of the study for both educators and researchers.

This chapter explores the development of pre-education majors' awareness of an appreciation for their cultural and linguistic funds of knowledge/identity. The chapter begins with an overview of the funds of knowledge approach by briefly examining the history of the approach and the fundamental principles governing the approach. The chapter then reviews the concept of funds of identity, a more recent extension of funds of knowledge, and provides a summary of previous studies which have investigated the funds of identity approach in teacher education. Next, the chapter considers the logistics of a unit on funds of knowledge/identity in a first-year seminar course for pre-education majors along with a synopsis of participants' funds of identity. The chapter concludes with a report on the limitations of the study along with implications of the research for teacher educators.

We explore the research on supply chain resilience in severe multi-dimensional crises, focusing on geopolitical institutions, infrastructure initiatives, and strategic approaches to analysis and planning.A recent response to global supply chain shocks resulting from crises, including the worldwide pandemic and Russia-Ukraine conflict, has accelerated the growth of global and regional alliances, specifically targeting infrastructure, transparency, connectivity, trade, and transportation resilience building.This research provides a comprehensive summary of this new institutional dynamic in the context of strategic analysis and planning for supply chain resilience.As global crises expand in scope, multinational enterprises (MNEs) should increasingly rely on geopolitical institution support, especially downstream supply chain sources.Without such support, access to critical resources, infrastructure, transportation, and connectivity is at a high risk of being cut off.Since 2021, there has been a rapid expansion of geopolitical infrastructure initiatives, United Nations Trade and Development (UNCTAD) reporting and support services, and global adoption of UN Sustainable Development Goals (SDGs) into corporate strategic planning, all tied to building more crisis-resilient global supply chains.

The solution of sparse symmetric positive definite linear systems is an important computational kernel in large-scale scientific and engineering modeling and simulation. We will solve the linear systems using a direct method, in which a Cholesky factorization of the coefficient matrix is performed using a right-looking approach and the resulting triangular factors are used to compute the solution. Sparse Cholesky factorization is compute intensive. In this work we investigate techniques for reducing the factorization time in sparse Cholesky factorization by offloading some of the dense matrix operations on a GPU. We will describe the techniques we have considered. We achieved up to 4x speedup compared to the CPU-only version.

This activity focuses on reasoning about the relationship between two quantities and reflecting on how this is related to rate of change and functions.