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Electrical and Magnetic Properties of High Temperature Superconductors Using Varying forms of Data Acquisition
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Exploring Lower Bounds of Self-Assembled DNA Complexes
Full text linkDNA self-assembly is a tool that allows for the creation of various nanostructures. We model these nanostructures within the flexible-tile model that omits geometric restrictions on the DNA-stranded arms. To create structures, we use a collection of tiles known as a pot, which we restrict to explore the cases in which the pot realizes a graph of each order greater than some minimum order. We provide an algorithm that calculates the lower bounds and tile distributions of these restricted pots, which allows for discovering important relationships. By utilizing graph and number theoretic tools, we show that a closed formula exists for the minimum order of particular pots
Culturally Relevant Approaches: Towards Reducing Equity Gaps at a Hispanic-Serving Institution in the Apparel Major: Culturally Relevant Approaches Apparel
No full textBased on primary challenges identified with equity gaps among Under-Represented Minority (URM) students who are Hispanic, Black, and/or Indigenous, this pilot study was developed to learn more about Apparel URM students and support their success. We took practitioner-scholar approaches to apply Culturally Relevant Pedagogy (CRP) with students and faculty. The objectives were: (1) to identify Culturally Relevant (CR) perspectives of Apparel students, including their motivations, barriers, and recommendations; (2) to intentionally engage with students and faculty to improve a sense of achievement, excellence, and student-teacher relationships; and (3) to strategically implement CR approaches with undergraduates in the Apparel major. Research methods included student focus group interviews, and surveys based on project activities that included hosting a faculty workshop and supplemental instruction. This study conveys the feasibility of integrating CR approaches in Apparel practice-based approaches to support students and begin to address equity gap issues
Counter-storytelling Archetypes: A School Counseling Intervention for Chicana Girls
Full text linkThrough the lens of Critical Race Theory (CRT) composite counter-storytelling, this manuscript explores the academic, social, and mental health issues faced by adolescent Chicanas, and the impact of internalized and institutionalized racism and sexism on their development. Four Mexican archetypal female characters—La Llorona, La Virgen, La Malinche, and La Adelita—representing the majoritarian narrative inform a school counseling intervention grounded in literature on anti-racist and emancipatory school counseling, narrative therapy, and cuento therapy. The counterstory focuses on the transformative impact of the group counseling experience and the potential for increased self-awareness and capacity for meaningful connection, resistance, and self-determination for Chicana adolescents
Academic Ghost Models Under AI Scrutiny: Outdated Syllabi and Credential Misalignment in Modern Institutions
Full text linkAcross higher education, institutions face mounting pressure to demonstrate accountability, ensure regulatory compliance, and protect students from systemic harm. Beneath these demands, “academic ghost models” persist: outdated syllabi, obsolete instructional materials, and misaligned credential frameworks that remain for decades without scrutiny. This article explains how ghost models undermine institutional credibility, erode student trust, and jeopardize accreditation. Recurring patterns in credential programs include reliance on obsolete textbooks and citation standards, misrepresentation of course content and rigor, and retaliatory responses to faculty or student calls for reform. Persistence is not a minor inconvenience; it reflects organizational misconduct. Students may pay graduate-level tuition while receiving undergraduate-level instruction, and institutions risk regulatory sanctions and reputational damage. Administrative inertia, hierarchical protectionism, and suppression of dissent allow outdated structures to endure. Accountability requires proactive curriculum audits, transparent governance, and protections for those who surface deficiencies. Higher education must replace ghost models with rigorous, current, and verifiable academic frameworks. This study synthesizes governance theory and AI policy scholarship to argue that generative artificial intelligence, when responsibly deployed, functions as a structural alignment mechanism that constrains credential conflation and enhances accreditation transparency
AI as an Academic Accommodation for Students with Disabilities
Full text linkMany universities are integrating mainstream AI tools, such as ChatGPT, into formal and pilot disability accommodations. Officially documented policies and informal programs aim to address writing, reading comprehension, note-taking, and organizational constraints faced by students with disabilities. These initiatives align with existing legal mandates for equitable access, including the Americans with Disabilities Act and analogous frameworks worldwide. Faculty remain concerned about academic integrity, data protection, AI reliability, and potential overreliance on technology. Nonetheless, institutions are developing guidelines to preserve learning outcomes while ensuring fairness. The emerging landscape indicates a cautious yet expanding trend toward institutional endorsement of AI-based accessibility solutions
