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A Comparison of Control Methods for Spacecraft Maneuvering With Run Time Assurance
No full textIn the vast subject of aerospace systems, safety is a critical factor in mission completion within the controls field. Controllers designed using data-based approaches like artificial intelligence must uphold the same levels of safety expected from modern controllers, such as Linear Quadratic Regulators. This is accomplished with the application of Run Time Assurance, which ensures the system states will remain within a predefined safe set of values, no matter the potentially dangerous control actions from the primary controller. This research compares control approaches for a deputy spacecraft conducting proximity operations to safely egress from near a chief spacecraft to a predefined relative parking orbit. This trajectory is described in a linearized relative motion reference frame and is calculated from a variety of modern control methods: Linear Quadratic Regulation, Linear Quadratic Integration, and Linear Quadratic Tracking. The initial conditions are chosen to force an unsafe trajectory to demonstrate how the use of Run Time Assurance ensures the system remains within the set of safe states. The two Run Time Assurance methods utilized are an active set invariance filter and a switching backup controller, both of which use a control barrier function to determine the safe set of values for the affected outputs with differing approaches of implementation. Three different scenarios are investigated to prove the safety bounds are not violated, each with a new situation addressed complete with new specific initial conditions. The results demonstrate that each modern controller is fully capable of implementing Run Time Assurance methods, while displaying varying levels of success based on the calculation-based values of the summation of control output and the rendezvous time
Queering the South Asian Diaspora: A Look Into Finding Love and Community
No full textIn bell hook's "all about love," found families are described as a form of kinship that compliments the nuclear family. The purpose of this research is to apply hooks' text to the relationships that queer South Asians in the diaspora have outside of their nuclear family. While there have been previous discussions of queerness amongst South Asians and diasporic identities, the two of them have not been discussed in conjunction to display the lived experiences of this marginalized group. I interviewed three queer South Asian Americans to analyze the various forms of community present in their lives-specifically, their forms of friendship and their relationships with their families-to present it in an oral history format within the paper. Many of them feel a need to find an additional sense of support due to their multiple identities and are not able to be fully themselves within their South Asian community, but they feel a cultural obligation. In predominantly white queer spaces, there is a lack of cultural awareness, leading queer South Asians to find a found family within other queer people of color, or largely marginalized spaces with experiences similar to them. bell hooks extensively discusses various forms of love one experiences and through this research I seek to apply this concept to this marginalized group.Modern and Classical Languages, Department ofHonors Colleg
Resilience in Transition: Socioeconomic Disparities in the Post-pandemic Recovery of Houston's Community Hubs
No full textThis project examines the impact of the COVID-19 pandemic on the quantity and quality of community hubs-such as parks, libraries, and recreational centers-across Houston's diverse neighborhoods. These spaces are essential for social interaction and community cohesion, yet the pandemic significantly disrupted their development and maintenance. By analyzing pre- and post-pandemic data from the Harris County Appraisal District (HCAD) and the US Census Bureau, this study investigates how the availability and condition of these hubs have changed over time, with a particular focus on socioeconomic disparities across different census tracts. The goal is to understand how these changes correlate with community resilience and adaptation, providing insights into the factors that influence the development and sustainability of community infrastructure in the face of societal challenges.Honors Colleg
Extending the Applicability of a Two-Step Vectorial Method with Accelerators of Order Five for Solving Systems of Equations
No full textThe local convergence analysis of a two-step vectorial method of accelerators with order five has been shown previously. But the convergence order five is obtained using Taylor series and assumptions on the existence of at least the fifth derivative of the mapping involved, which is not present in the method. These assumptions limit the applicability of the method. Moreover, a priori error estimates or the radius of convergence or uniqueness of the solution results have not been given. All these concerns are addressed in this paper. Furthermore, the more challenging semi-local convergence analysis, not previously studied, is presented using majorizing sequences. The convergence for both analyses depends on the generalized continuity of the Jacobian of the mapping involved, which is used to control it and sharpen the error distances. Numerical examples validate the sufficient convergence conditions presented in the theory
The Intricacies of Genre
No full textThis research poster details our understanding of the work we have done so far under the 1771 project. 1771 is a Digital Humanities project which utilizes digital methods to clean, gather and compare texts from the year 1771 from three cities: London, Edinburgh and Philadelphia. Our research poster conveys how the intricacies of the genres of the novels we have studied, can be concluded differently based on our methodology. The poster details that through our different steps of methodology, different ideas of genre can be understood in the texts, which further shows how diverse the social structure of the time was.English, Department ofHonors Colleg
Changing Careers, Changing Classrooms: How CCSTs Are Reshaping Classrooms with teachHOUSTON
No full textIn a world where the future of Houston area public schools is balanced on the brink of disaster, a small group of individuals embarks on a mission to demonstrate strong and ethical teaching practices. Our three adventurers, all professionals changing careers from industry to education, need to gain the skills that school districts desire. The fact is that 50% of new teachers enter the classroom without certification and 30% of those will not see a second year in their schools - daunting statistics that do not deter these career changing student teachers (CCSTs). The road to being a highly qualified 7th-12th math or science teacher is not one paved smoothly. When equipped with a robust initial educator training program like teachHOUSTON, with roots in research-based pedagogical classroom management strategies, it is smooth sailing for these three. We aim to measure their growth, from the boardroom to the classroom, through the lens of culturally relevant teaching (CRP), defined by Gloria Ladson-Billings. Through their weekly journal reflections, they wrestled with CRP strategies, confronting their own biases and uncovering a belief in every student's potential to be successful academically. But will they fully embrace critical consciousness? Will they find cultural competency - Only this case study will tell.Mathematics, Department ofHonors Colleg
Structural Rearrangement in Cyclic Cu(II) Pyridyltriazole Complexes: Oxidation of Dabco to Oxalate and CO2 Conversion to Carbonate
No full textStructural rearrangements in metal&ndash;organic supramolecules constructed from the coordination of Cu(II) with <i>m</i>-xpt (<i>m</i>-xylylenebis(pyridyltriazole)) are investigated upon their interaction with 1,4-diazabicyclo[2.2.2]octane (dabco) and carbon dioxide-enriched air. The binuclear [Cu<sub>2</sub>(<i>m</i>-xpt)<sub>2</sub>]<sup>4+</sup> complexes react with dabco to produce a carbonate-bridged trinuclear complex, [Cu<sub>3</sub>(<i>m</i>-xpt)<sub>3</sub>(&micro;-CO<sub>3</sub>)]<sup>4+</sup>, and an oxalate-bridged binuclear complex, [Cu<sub>2</sub>(<i>m</i>-xpt)<sub>2</sub>(&micro;-C<sub>2</sub>O<sub>4</sub>)]<sup>2+</sup>, where carbonate and oxalate likely originate from CO<sub>2</sub> and dabco, respectively. The trinuclear complex reassembles the original dimer upon the removal of the carbonate ion. Similarly, polymeric [Cu(<i>o</i>-xpt)(PF<sub>6</sub>)]<sub>n</sub>, formed from Cu(I) and <i>o</i>-xpt (<i>o</i>-xylylenebis(pyridyltriazole)) coordination, undergoes oxidation in CO<sub>2</sub>-enriched air to yield a tetranuclear Cu(II) complex, Cu<sub>4</sub>(<i>o</i>-xpt)<sub>3</sub>(&mu;<sub>4</sub>-CO<sub>3</sub>)(&mu;<sub>2</sub>-OH)(&mu;<sub>2</sub>-OCOCH<sub>3</sub>)<sup>4+</sup>. The reaction progress is monitored by UV-Vis spectroscopy, and the major products are characterized by single-crystal X-ray diffraction
Comparing Two Summer Camps with the Four Types of Fun Framework
No full textType 2 fun is a concept familiar to most outdoor educators (Cordes, 2024) but has yet to be rigorously examined by education science. ‚ÄãDr. Bradley Smith has developed a novel conceptual model that provides a theoretical framework for Type 2 fun and predicts four types of fun (Smith, 2024).&nbsp;‚ÄãThe objective of this study is to operationalize and develop measures for the four proposed constructs of the 'Four Types of Fun' (4TF) framework. This study tests the 4TF model by comparing data collected from two summer camps with different intended emphases on types of fun: Teton Science Schools (TSS) designed to promote Type 2 fun and Camp LEAD in Texas designed to promote Type 1 fun .‚ÄãThis research should advance the scientific conceptualization and measurement of 'fun' in the context of child psychology and well-being.Psychological, Health, and Learning Sciences, Department ofHonors CollegePsychology, Department o
Automated Workflow Using AI Methods for Compiling Environmental Legal Documentation
No full textThis project aims to develop an automated workflow system for generating standardized regulatory documentation, specifically SCG (Standards, Criteria, and Guidance) tables, using regulatory data collected by Ph.D. student Pia. The system integrates federal, state, and local regulations relevant to remedial design, reducing time spent on documentation while ensuring accuracy and consistency. Achievements to date include the implementation of a Local Language Model (LLM) using Ollama for SCG table generation and the creation of a user-friendly interface with regulatory search and Excel export features. Additionally, a Python-OpenAI LLM is being developed to further automate the process, improving computational efficiency compared to the Ollama model. The project is based on literature supporting AI in environmental health and safety (EHS) and regulatory compliance automation. Studies highlight the effectiveness of fine-tuning large language models with domain-specific data, demonstrating AI's capacity to process complex regulatory text. Key research emphasizes the importance of data quality, model validation, and updates for maintaining regulatory compliance. Future efforts will focus on improving the LLM's regulatory interpretation, ensuring adherence to EPA guidelines, and comparing the performance of the Ollama and Python-OpenAI models. The ultimate goal is to streamline regulatory documentation generation, enhancing operational efficiency in environmental management.Industrial and Systems Engineering, Department ofHonors Colleg
From Poverty to Purpose: Equalizing Opportunities for Economically Disadvantaged Students
No full textBackground: Owens (2019) argues that “educational achievement and attainment gaps between high and low socioeconomic status youth may lead to greater inequality in future outcomes, like employment, income, neighborhood residence, criminality, and health.” School leaders have implemented various school reform initiatives to close opportunity gaps for low socioeconomic status and at-risk students throughout the history of education. In 2022, poverty rates were higher than the national average (16.3 percent) for the children who were American Indian/Alaska Native (32 percent), Black/African American (31 percent), and Hispanic (23 percent). (National Center for Educational Statistics, 2023). With poverty levels rising in substantial demographics, there is a need for educators to change mindsets and behaviors and enhance skill sets to effectively make a positive difference in educational outcomes for low-SES students. Many educators' lack of knowledge and awareness about diverse groups raises essential questions for educational equity and the hope of ending the opportunity gap (Howard, 2010). Purpose: The purpose of this qualitative study was to examine the engaged beliefs, tools, techniques, and strategies of middle school teachers, instructional coaches, and administrators; to empower students to be successful at Title-1 campuses by closing the opportunity gap between economically vulnerable students and non-economically vulnerable students. This study hoped to identify strategies to change dynamics and improve educational outcomes for economically vulnerable students. To ensure its purpose is comprehensively addressed, the following research question navigates the extent of this study: (1) What do Title I middle school participants identify as successful instructional practices for closing the opportunity gap between economically disadvantaged and non-disadvantaged students? (a) How do participants describe building positive relationships with economically disadvantaged students and their families? (b) How do participants describe using formative and summative assessments to support the academic success of economically disadvantaged students? (c) How do participants describe learning experiences that facilitate the academic success of economically disadvantaged students? (d) How do participants describe creating a positive climate for instruction that supports the success of economically disadvantaged students? Methods: The preferred methodology or research design was determined to be qualitative because of the need to understand the knowledge, skill sets, and attributes identified in teachers who successfully close the opportunity gap of economically vulnerable students, and also the administrators who supervised the teachers. Each participant participated in two semi-structured interviews, totaling approximately 75 minutes. Interviews were audio recorded using Microsoft TEAMS to ensure accuracy, transcribed, and coded following generally accepted research methods (Bhattacharya, 2017; Creswell, 2014). Results: The overall objective of this study aimed to explore what experiences, perceptions, mindsets, and instructional strategies have been positively productive in order to make recommendations to future educators on how to define successful strategies for helping all students living in poverty succeed by implementing processes and procedures and ensuring administrative practices aid in closing the achievement gap. Granting profound efforts were made in attempts to recruit a diverse consortium of teaching professionals who met the parameters of the research study, four commonalities were found. All four teachers' educational experience consisted of all Title-1 campuses, had cultural awareness, focused on frequent assessments, and all have a passion for assisting and building positive relationships with low-SES, economically disadvantaged students. The data from the administrators' observation of these educators produced similar commonalities but also included a planning aspect. Nine themes emerged from the data analysis: 1) building positive relationships, 2) learning partnerships, 3) building connections, 4) learning experiences, 5) awareness, 6) community building, 7) assessment of students’ skills, 8) positive climate, and 9) cultural knowledge. Conclusion: The implications of the study show a myriad of factors that contribute to success, are conducive if the mindset and the perception of teachers who provide instruction to students of poverty focus on the attributes and factors that are beyond what is seen in the natural. The mindset and perception of teachers who provide instruction to students of poverty can also be influencing factors concerning student success. As an administrator who has worked in high-poverty Title-1 campuses, I was initially told that most of the students were expected to be among the district's lowest-performing despite all efforts to increase standardized test results. I found this to be far from the truth and can be contingent upon the learning experiences, connections built, instructional strategies, and awareness of the student's needs. Once determined, the learning partnership involving all stakeholders can lead to endless possibilities for student achievement, as educators differentiate instructional strategies, create positive climates to produce relevant and tangible results that enable the success of all students, and close the opportunity gap of economically disadvantaged students