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An Examination of Interventions for Secondary Students At-Risk of Dropping Out of an Urban-Suburban High School
No full textBackground: School success is measured by student achievement on state standardized tests. Each student group has achievement measures set by state and federal governments. Both levels of government expect all student groups, such as students at-risk of dropping out of school, to meet their respective level of achievement. Students at risk of dropping out of school before graduation threaten their quality of life, school achievement, and economic development of society. Each school dropout costs taxpayers an estimated $300,000 over their lifespan. Purpose: This study examined whether secondary intervention programs impacted the Reading and Math achievement of students at-risk of dropping out of high school. Method: This quantitative descriptive analysis examined the number and percentage of at-risk students, their engagement in the available academic interventions for Reading and Math, and the impact of those interventions on their Reading and Math state assessments. Additionally, a comparison was conducted between at-risk student performance and students not identified as at-risk of dropping out of school prior to graduation. Results: The results from this study revealed that students who were not at-risk of dropping out of the three high school that participated in the study out-performed at-risk students on every Reading and Math STAAR EOC assessment taken over the time of the study in the four categories of school accountability (Did Not Meet, Approaches, Meets, Masters). The analysis revealed a large decrease in the percentage of students who participated in the House Bill 4545 (HB4545) tutorial interventions at each of the three high school from 2022 to 2023, but an increase in the number of students who qualified for Individual Graduation Committee (IGC) at each of the high schools from 2022 to 2023. Conclusion: Interventions geared towards serving at-risk students at the campus of study suggest the need for a higher level of fidelity and teacher training in providing interventions to at-risk students. The drastic drop in students receiving tutorial intervention from 2022 to 2023 suggest a breakdown in HB4545 funding and administration’s priority level given to the intervention. However, more at-risk students were eligible to receive the IGC intervention in 2023 than in 2022. While the interventions may benefit the students, lack of implementation fidelity makes that difficult to access. The need for supports is growing. Identifying and implementing evidence-based supports are imperative next steps
Deciphering Hand Movement Patterns During Driving Using Smartwatch Signals Without Ground Truth
No full textWe developed a method to identify atypical hand movements in driving, some of which are associated with detachment from the steering wheel and thus physical distraction. We performed our data analysis on NUBI – a naturalistic dataset collected form a week-long observation of n=57 Texas drivers. NUBI features data from over 900 trips with total duration of over 300 hours. Due to lack of visual ground-truth, we employed unsupervised learning methods. Thanks to the GPS data to our avail, we used information about the type of road (highway or city street) and the type of segment (straight or turn) to narrow our search space. In more detail, we extracted features from the drivers’ smartwatch motion signals using Temporal Convolutional Autoencoder (TCN-AE). Then, we fed these encoded features into a Density-Based Spatial Clustering of Applications with Noise (DBSCAN) algorithm. DBSCAN produced a main cluster and the remainder. The remainder consistently associated with behaviors in turns and other atypical scenarios, such as queuing to pick-up orders from fast-food dispensing windows. The characteristics of these atypical patterns are so distinct from the typical driving patterns (main cluster), that a random forest classification algorithm attained 99% area under the curve (AUC) performance in a five-fold cross-validation test. Based on the kinematic constraints of the driver’s hands, we developed a physics-based formula that associates elbow angles with gravitational acceleration values. We estimated the gravitational acceleration values that correspond to hand detachment from the steering wheel (i.e., extreme elbow angles). Applying these thresholds to the NUBI dataset, we found that such steering wheel detachment values arise just outside the dispensing windows of fast-food chains, where the drivers must pick up their order. This finding validates our estimation method. In all, our approach not only finds atypical hand-motion patterns in driving but also pinpoints among these atypical patterns the patterns that involve hand detachment form the steering wheel. The latter are associated with physical distractions and crash risk under certain conditions. Notably, our approach achieves all these from smartwatch signals alone without any need to resort to visual ground-truth from camera feeds. Given the ubiquity of smartwatches and the unavailability of cameras in car interiors, the practical implications of this development cannot be overestimated
Chloride Selective Gold Coated Fiber Bragg Grating Sensor
No full textOur research aims at a chloride-sensitive gold-plated Fiber Bragg Grating (FBG) sensor that can detect chloride with good resolution. This sensor is designed for applications in water treatment plants and swimming pools where safety and quality matter. And for better results, we use Atomic Layer Deposition (ALD), which carefully places a gold layer on the FBG to ensure it is sensitive, selective and stable. Manufacturing has a lot of vital phases. First the FBG is scratched to expose the surface and then a layer of gold is applied by ALD. It is a process that allows us to control the characteristics of the sensor and assure it is optimized for the detection of chloride with accuracy. This is then extensively tested to ensure the reliability and efficiency of the sensor under extreme conditions. This ALD-coated gold surface is the key to the performance of the sensor that allows it to measure accurately. What makes this research so valuable is what it can be used for. It is important to monitor chloride for public health and safety purposes — particularly in drinking water and dialysis fluid. It could also be applied to water quality monitoring and industrial process optimization. It is research not only that introduces a new sensor but also solves some practical problems in chloride detection. This construction improves water quality and protection at many sites by providing a reliable and accurate measurement instrument. It sets a framework for future advances in environmental and industrial sensor technology
Teacher Perceptions of Mastery Learning Following Professional Development
No full textBackground: According to the National Assessment of Educational Progress (2023), students who are proficient (or have reached mastery) should be able to perform such skills as determining word meaning, describing the impact of characters and making inferences about the characters, recognizing text structure and organization, and drawing conclusions, among other skills. Research has indicated that students reaching a proficient literacy level often continue to experience literacy challenges. Purpose: This study sought to understand teacher perceptions of student mastery and how that translates to the classroom learning over time. Research Question: What are the perceptions of Tier 1 At Risk teachers in upper elementary grades 3-6, regarding student mastery of one reading language arts standard following an intensive one-hour professional development session? Method: This study used a basic qualitative method with a narrative inquiry lens to determine the perceptions of four teachers, including the researcher, regarding their perceptions of mastery learning in regard to one standard. A convenience sampling was used to identify the participants from the participant/researcher’s professional network. Data collection included a series of two individual semi-structured interviews per participant that were conducted via Microsoft Teams. The initial interview took place prior to a professional development explaining and demonstrating the Mastery Learning Theory. The second interview was conducted six weeks following the professional development session. The interview questions were developed and checked by a critical friend with knowledge of the Mastery Learning Theory. Member-checking with each participant occurred after each round of interviews to ensure validity. Finally, hand coding was used to identify and synthesize themes from the collected data. Findings: The following three themes were identified during data analysis to answer the research question: (1) learning centers are integral to the success of students in mastering skills, (2) time is essential in mastery learning, and (3) formative assessment is necessary throughout the mastery learning process. Conclusion: The perspectives of upper elementary 3-6 grade Tier 1 At Risk teachers has shown that when considering mastery learning as a system for student instruction, attention should be paid to learning centers, sustained instructional time, pacing needed in the mastery learning classroom, and formative assessment crucial to the mastery learning process
Preparing Teachers of the Deaf: An Analysis of Preparation Program Content and the Requisite Skills Identified by RDSPD Supervisors
No full textBackground: The preparation of Teachers of the Deaf (TODs) is typically more complex than that of regular classroom teachers, as TODs must not only learn about instruction, assessment, and classroom management, but also specialized forms of language development, hearing loss and amplification, sign language, advanced differentiation techniques, and other skills unique to their work. Purpose: The study’s goal was to identify what Regional Day School Programs for the Deaf (RDSPDs) administrators report as the skills required for novice TOD success, and examine the extent to which they align with the content of TOD preparation programs (TODPPs) in Texas. Methods: RDSPD administrators responded to a multi-part questionnaire composed of Likert-type and rank response items. These data formulated the basis of the requisite skills and knowledge of novice TODs. A review of curricula (i.e. course titles, course descriptions, and syllabi) established the knowledge and skills prioritized by Texas TODPPs. The study offers a variety of descriptive statistics to detail and compare the two inventories of skills and knowledge. Results: A total of 24 RDSPD administrators completed the questionnaire, indicating that language development was their clear priority. The curricula review entailed all eight TODPPs in Texas, determining that teaching skills and sign language are the major foci. While there is some symmetry further down, the knowledge and skills that each group prioritized were substantially misaligned. Conclusion: The findings raise questions about the degree to which novice TODs are being positioned for early career success. Accordingly, several implications arise. Firstly, TODPP and RDSPD representatives may wish to collaborate on a refresh of TOD preparatory curriculum and experiences. Secondly, RDSPD supervisors could focus novice TODs skills development in the area of language development. Finally, RDSPDs, regional education service centers, the Statewide Outreach Center, and the Statewide Conference for Educators of the Deaf could align existing professional development offerings so that novice TODs can bridge gaps between their preparation and their professional demands
Defining the Role of Adjuvant Radiotherapy for Biliary Tract Cancers: A Site-Specific Propensity-Matched Analysis
No full textBackground: Biliary tract cancers (BTCs) have distinct tumor biology but share a poor prognosis, with a 5-year-survival-rate of 5–19%. Surgical resection is the only potential cure, but recurrences are common. The role of adjuvant radiotherapy (XRT) remains unclear. Methods: Using the National Cancer Database (2006–2018), we analyzed resected non-metastatic BTCs. Patients who survived beyond 90 days post-surgery were included, while those with R2 resections or neoadjuvant therapy were excluded. Propensity matching was performed based on predictors of adjuvant radiation, age, and sex. Survival outcomes were compared between no adjuvant therapy, chemotherapy alone, and XRT ± chemotherapy. Results: Among 21,275 patients, including 5308 intrahepatic cholangiocarcinoma (IHC), 2689 perihilar cholangiocarcinoma (PHC), 3092 distal cholangiocarcinoma (DCC), and 10,186 gallbladder cancer (GBC) cases, adjuvant XRT did not improve survival for IHC. For PHC and DCC, XRT improved survival over no adjuvant therapy (PHC: 31.2 vs. 26.3 months, p = 0.004; DCC: 33.7 vs. 27.0 months, p = 0.015) but not over chemotherapy alone. For GBC, XRT significantly improved survival compared to both no adjuvant therapy and chemotherapy (30.2 vs. 26.6 and 24.6 months; p = 0.05 and p = 0.001). Conclusions: XRT provides a survival benefit for GBC, especially in node-positive and R1-resected patients. For PHC and DCC, XRT improves outcomes compared to no therapy, but its benefit over chemotherapy is uncertain. No benefit was observed for IHC
Multi-agent Optimization Modeling for Sharing Economy Operation
No full textThis dissertation investigates two interrelated challenges in complex, dynamic environments: optimizing resource allocation under information asymmetry and designing mechanisms to achieve desirable Nash Equilibrium solutions in the sharing economy. These challenges are particularly critical in disaster relief operations and sharing economy platforms, where efficient and equitable resource distribution is paramount. This thesis introduces the Multi-Agency Collaborative Prepositioning Method, a two-stage stochastic programming model that applies the principles of the sharing economy to disaster preparedness and response. This method fosters horizontal collaboration among agencies, emphasizing shared resource utilization and recognizing diverse roles beyond emergency response. By addressing total-cost differences between consumable and non-consumable relief supplies across varying disaster impact levels, the model aligns with the sharing economy’s goal of efficient resource allocation. Incorporating key cost components such as procurement, transportation, holding, penalty, and return costs, the method analyzes three capacity allocation strategies. A case study based on FEMA and partner agencies demonstrates how resource-sharing frameworks enhance disaster relief operations, minimizing redundancies and improving efficiency. The findings highlight the transformative potential of the sharing economy in optimizing resource distribution, offering practical insights for coordinated disaster response while illustrating the broader applicability of collaborative, shared-resource systems. Expanding this foundation, I introduce the concept of "mechanism optimization," a novel game-theoretic approach specifically designed for the sharing economy. While traditional mechanism design ensures Nash Equilibrium states where agents truthfully reveal their preferences, it often overlooks alignment with platform-specific objectives such as maximizing social welfare, revenue, or environmental sustainability. Mechanism optimization bridges this gap by creating adaptable game rules that not only maintain equilibrium but also achieve the market designer’s goals. By addressing pervasive information asymmetry, this framework enables more efficient resource allocation, improves decision-making among agents, and fosters trust in peer-to-peer interactions, ultimately enhancing platform effectiveness. By integrating insights from disaster relief and the sharing economy, this research provides interdisciplinary solutions to resource management under uncertainty. The combined use of stochastic optimization and mechanism optimization advances both theoretical understanding and practical applications. The findings enhance collaborative decision-making, optimize resource allocation, and improve operational effectiveness across industries shaped by shared resources and dynamic interactions
Framework Analysis for Enablement of the Continuous Scientific Exploration of Mars: The Martian “Caravan”
No full textAs an increase in scientific missions to Mars in the near future becomes a reality, the evidence for an established yet adaptable Mars framework is apparent. Indications of the desire for a continuous Mars program due to ever changing economic, scientific, technological and other influential factors have been identified as high level influencing factors for Mars mission development in recent years. Governmental space agencies, commercial space companies, and private startups continuously shape the methods and technologies which we use to plan for space exploration and planetary missions. This has led to the emergence of recent frameworks and drafts or roadmaps for an updated approach for Mars, however a common theme between these new approaches is the overall vagueness in their principles. These frameworks, drafts or roadmaps tend to emulate similar goals and objectives which to enable, while simultaneously avoiding the statement of principles available to enable them. Key factors have been identified as crucial for sustained scientific exploration on Mars, yet a lack of focus in the technologies and methodologies to enable these will continue to stall the inevitable next step of humanity towards Mars. In order to prevent this trend, a framework which can address these negative aspects and prioritize sustained scientific missions to Mars is needed. The Martian “Caravan” Framework intends to propose an efficient approach to Mars with the goal of enabling continuous scientific exploration and utilization of the Red Planet. A framework constructed around the three core principles of Adaptation, Mobility, and Re-use, will help solidify humanity’s future and the role Mars will play in solving some of our greatest scientific questions
Effect of Relocation, Social Housing Changes, and Diarrhea Status on Microbiome Composition of Juvenile Cynomolgus Macaques (Macaca fascicularis)
No full textSocial housing changes are likely stressful and can be associated with diarrhea, the most common health problem noted in captive macaque populations. Diarrhea may reflect a negative shift in the gut flora (“gut dysbiosis”). This study reported on changes in the gut microbiome composition of juvenile primates (Macaca fascicularis) that experienced a change in social housing and exhibited diarrhea. A matched-case–control design was utilized to compare fecal samples from gut-unhealthy animals to healthy counterparts (n = 61). Baseline samples from recently imported animals were collected during routine sedation events. When an animal experienced a housing change, the entire cohort was monitored for diarrhea. Post-relocation samples were collected from animals that exhibited diarrhea and from their matched controls. Samples were assessed via 16S rRNA next-generation sequencing for a microbiome analysis and by ELISA for cortisol levels. Fecal cortisol levels did not differ between groups or across time points. Alpha diversity increased after relocation and differed by sex with males demonstrating a greater change in alpha diversity (p < 0.01). Although exhibiting diarrhea did not affect alpha diversity levels, it was associated with increased beta diversity (p < 0.05). Understanding how the microbiome may be affected by relocation will help guide prevention strategies such as the use of specific probiotics to reduce the incidence of diarrhea
Perceptions of Secondary Teachers on the Implementation of Dialogic Instruction to Enhance Students’ Academic Performance and Engagement
No full textBackground: Topics surrounding students’ performance, engagement, and language development often remain at the forefront of educational curriculum and planning. Educators are frequently concerned about the capacity in which students learn information and the instructional methods that will be used to deliver this instruction. Instructional delivery of content before, during, and after the COVID-19 pandemic has shown that teachers have incorporated various dialogic instructional methods to enhance their students' engagement, performance, and language development in classrooms. Purpose: This qualitative study explored the narratives and experiences of secondary educators in urban area schools and the effects of dialogic instruction on students’ performance and engagement in the classroom. This study also addressed the following question: How does implementing dialogic instruction enhance students' academic performance and engagement? Method: A qualitative study using narrative inquiry was selected to explore and examine the individual narratives, experiences, and perceptions of five secondary urban area teachers serving in the southwestern region of the United States. Each participant completed a survey to capture demographic data. After collecting and disaggregating the survey data, the participants' narratives, perceptions, and experiences were collected using semi-structured interviews. The contents of the independent surveys and interviews were reviewed by an expert familiar with the design and framework of the study. After the interviews were transcribed, coded, and analyzed using a thematic and phenomenological approach, individual member checking was conducted to validate content accuracy. Results: This study revealed five key themes that address how dialogic instruction impacts students' academic performance, engagement, and language development in secondary urban classrooms. Research Participants reported that dialogic instructional methods fostered collaborative ownership of learning, encouraged reflective dialogue, and supported student engagement by utilizing culturally relevant content. These results also echoed the role of technology in enhancing or limiting student engagement, highlighting digital inequities faced by students from lower-income backgrounds. Research participants also emphasized that student-centered, dialogic classrooms supported active participation, promoted critical thinking, and helped students connect to the existing curriculums, thus enhancing academic and language skills. However, participants also noted challenges such as the need for consistent professional development and equitable access to digital resources, potentially impacting the successful implementation of dialogic practices. Conclusion: The findings from this qualitative study highlight the potential of dialogic instruction to impact student learning by creating inclusive student-centered instructional spaces that promote academic achievement, engagement, and language development. Dialogic instruction aligns with Vygotsky's sociocultural theory by actively involving students in meaningful discussions. It provides a structured environment where students can collaboratively explore content while developing critical thinking skills