The only book to offer special coverage of the fundamentals of multicore DSP for implementation on the TMS320C66xx SoC This unique book provides readers with an understanding of the TMS320C66xx SoC as well as its constraints. It offers critical analysis of each element, which not only broadens their knowledge of the subject, but aids them in gaining a better understanding of how these elements work so well together. Written by Texas Instruments’ First DSP Educator Award winner, Naim Dahnoun, the book teaches readers how to use the development tools, take advantage of the maximum performance and functionality of this processor and have an understanding of the rich content which spans from architecture, development tools and programming models, such as OpenCL and OpenMP, to debugging tools. It also covers various multicore audio and image applications in detail. Additionally, this one-of-a-kind book is supplemented with: A rich set of tested laboratory exercises and solutions Audio and Image processing applications source code for the Code Composer Studio (integrated development environment from Texas Instruments) Multiple tables and illustrations With no other book on the market offering any coverage at all on the subject and its rich content with twenty chapters, Multicore DSP: From Algorithms to Real-time Implementation on the TMS320C66x SoC is a rare and much-needed source of information for undergraduates and postgraduates in the field that allows them to make real-time applications work in a relatively short period of time. It is also incredibly beneficial to hardware and software engineers involved in programming real-time embedded systems.

In the complex environment of education, pervasive inequities persist, hindering progress towards a just and inclusive learning environment for all. Students from diverse backgrounds face barriers that impede their educational journey, perpetuating disparities and stifling the potential for collective growth. The need for transformative change is urgent, and it is within this pressing context that Exploring Educational Equity at the Intersection of Policy and Practice emerges as a beacon of hope and a solution-oriented guide for scholars, educators, policymakers, and all stakeholders committed to dismantling these barriers. Exploring Educational Equity at the Intersection of Policy and Practice dives deep into the heart of the equity crisis, synthesizing innovative scholarship to illuminate the multifaceted challenges within the educational system. By critically examining the evolution and various dimensions of educational equity on a global scale, the book presents the intricate web of issues that require our attention. From this thorough analysis, this book propels readers toward a transformative journey, offering methodologically robust interventions and evidence-based insights. This comprehensive approach equips educators, policymakers, and researchers with the tools to navigate the complexities of promoting inclusive and empowering education.

This volume highlights and builds on many of the complements and alternatives to rationality that March articulated: a technology of foolishness, garbage can models of decision making, a logic of appropriateness, organizational learning, and a variety of models of chance and luck.

Grounded in authentic teaching and learning experiences, this book shows elementary school educators how to create spaces that more respectfully and humanely address the needs of emergent bilinguals with disabilities. While the fields of bilingual education and disability studies have been traditionally kept separate, Martínez-Álvarez argues that many of the constructs researchers and educators employ in their respective fields can be combined to improve instruction. This book establishes a dialogue among important constructs such as issues of assimilation and ableism, and the expansion of identity, agency, and humanistic pedagogies. It then looks at how these constructs can be used to better understand children who have been assigned inflexible labels that do not cohesively represent their bilingual/bicultural identities and their varied ways of learning. The text explores the limitations of categorizing children into “boxes,” particularly those of minoritized backgrounds, and focuses on actual practices that will engage and empower learners. Book Features: Combines the fields of bilingual education and disability studies so that bilingual students with disabilities can be understood and taught from a strengths-based perspective.Includes activity invitations to help teachers create high-quality learning spaces.Provides sample work from diverse elementary school–aged children, as well as children’s responses to the learning activity. Proposes curriculum to expand what identity and agency look like in schools embracing more humanistic pedagogies.