Folsom Lake College

Malaria is one of the deadly diseases in the world and the leading cause of death among children under five years old and pregnant women in the sub-Saharan Africa. The fight against this deadly infectious disease began over a century ago. Although a great stride has been reached, there still remain much to be done since the disease continues to show its ugly face in the sub-region and remains the number one killer among children and pregnant women. Several interventions have been put in place, all in an attempt to eradicate the disease over the years by several agencies especially the World Health Organization, yet none of the interventions has been able to achieve the desired goal though several headways have been made. It is an established fact that no single intervention has been proved to be most effective in the fight against the disease, a multiple interventions strategy is highly recommended. Despite the implementation of this strategy over a period of time, the stronghold of the disease seems not to be shaken in any way. The study thus seeks to review the available interventions to ascertain the effectiveness of these interventions in the fight against the disease and suggest ways teacher trainees can contribute to the fight against malaria.

This article analyses a structured approach to facilitating Shakespeare groups in prison that interweaves a trauma-informed lens with four critical principles developed by Marin Shakespeare Company. The CREW principles are (1) Connection, (2) Reflection, (3) Expression and (4) Witnessing. We describe the work we have been doing for sixteen years with Marin Shakespeare Company facilitating Shakespeare classes and performances in various California prisons with incarcerated men, women and trans-women. Throughout the article, a blend of theory, guiding quotes and case examples from participants is used to demonstrate how the study and performance of Shakespeare in prison, when rooted in a trauma-informed lens and supported by the four principles mentioned above, is helpful in healing trauma and fostering social and emotional well-being amongst individuals who are incarcerated.

Abstract We need to discuss our role as the concert master for our parallel programs. The proper orchestration of a parallel program is a thing of beauty—code running full speed without waiting for data, because we have arranged for all data to arrive and depart at the proper times. Code well-decomposed to keep the hardware maximally busy. It is the thing that dreams are made of!

Abstract We supercomputer architects often lament that we need to “feed the beast.” The phrase “feed the beast” refers to the “beast” of a computer we create when we use lots of parallelism, and feeding data to it becomes a key challenge to solve.

Abstract Vectors are collections of data. These can be useful because parallelism in our computers comes from collections of compute hardware, and data is often processed in related groupings (e.g., the color channels in an RGB pixel). Sound like a marriage made in heaven? It is so important, we’ll spend a chapter discussing the merits of vector types and how to utilize them. We will not dive into vectorization in this chapter, since that varies based on device type and implementations. Vectorization is covered in Chapters 10.1007/978-1-4842-5574-2_15 and 10.1007/978-1-4842-5574-2_16.

Critical thinking is an important outcome of a college education. Assessment techniques that require students to demonstrate their understanding of course concepts are referred to as authentic assessment and promote the development of critical thinking. Little research exists on the types of assessment and grading practices utilized by community college instructors. This research examined the incidence and nature of various assessment practices used by community college faculty for basing the course grade. In addition, the study also examined the percentage of course grades that was based on traditional and authentic assessment and factors that may influence the use of assessment techniques. To facilitate the study, an online survey instrument was used to obtain data from faculty employed at two community colleges in California. Study results revealed that a variety of assessment practices are used by community college instructors with differences in relation to faculty status, level of academic achievement, online teaching status, and years of teaching experience. In addition, findings indicate that faculty primarily use authentic assessment in basing the course grade as compared to objective or traditional assessment—suggesting that they are using assessment techniques that promote critical thinking. A significant finding was that part-time faculty emphasize objective exams, attendance, and homework whereas full-time faculty emphasize research projects and learning journals. Findings suggest that professional development may be warranted for faculty by faculty status.