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Object detection and classification for taco litter dataset using faster R-CNN
No full textNon-biodegradable garbage threatens terrestrial, coastal, and marine ecosystems. Manual labor-based waste detection and management approaches are limited by scalability, cost, and operational feasibility, especially in remote or hazardous environments. Computer vision and deep learning have made automated litter identification possible. Due to class imbalance in litter datasets, object detection systems often struggle with accurate recognition of underrepresented waste types like batteries, shattered glass, and aerosol cans. This points out the need of creating detection systems that stay efficient in several litter types and environmental settings.This work makes use of an open-source, community-curated repository produced for litter detection activities based on Trash annotations in Context (TACO) dataset. Among 1,500 annotated images TACO provides from various real-world sites are urban streets, beaches, forests, and industrial areas. The dataset has more than sixty waste categories, each tagged with bounding boxes. These observations give contextual relevance and spatial accuracy. Over datasets including TrashNet, Open Litter Map, and the Waste Images Dataset TACO offers good environmental diversity and annotation granularity. The long-tailored distribution and imbalance of the dataset capture the actual difficulties of waste management and offer a suitable benchmark for assessing detection models.The research evaluated an object detection system based on Faster R-CNN with ResNet-FPN backbones when applied to the TACO dataset through various experimental conditions. Techniques such as Stratified sampling, targeted data augmentation techniques, and weighted loss functions were used to address the imbalance issues during training. This project also deployed a web-based prototype using a real-world trash image dataset in California, demonstrating basic functionalities of trash recognition, summarization, and visualization
Fire detection through image analysis using AI
No full textThe application of fire detection has gained a lot of attention due to the increasing threats posed by global warming and recent forest fires around the globe. Traditional fire detection systems that rely on sensors and changes in its physical surroundings like temperature and pressure. However, these methods trigger alerts only when the fire has already spread beyond control.This project tries to address this challenge by leveraging modern machine learning and transfer learning methods relying on vision inputs. Furthermore, this project also incorporates an interactive dashboard that provides insights and helps the users understand data and derive patterns for decision making. It also provides active fire locations, alerts and historic fire data.The image dataset that are used in this project to train and test the model are collected from the Roboflow. The datasets to build a dynamic dashboard is from the year 2003-2022 Residential Fires Information Data collected from US Fire Administration (USFA).The final product is an integrated system that provides both real time detection, analysis of data and an alerting system that can be utilized by emergency teams as well as users and can benefit both to respond quickly, stay informed and be safe
Outpatient rehabilitation for a 70-year-old female with a 3-year history of Parkinson's Disease status post total knee arthroplasty
No full textA 70-year-old female patient status post right total knee arthroplasty following medical diagnosis of right knee osteoarthritis was seen for student physical therapy treatment for 16 sessions over 8 weeks in an outpatient orthopedic physical therapy clinic under the supervision of a licensed physical therapist.The patient was examined at the initial encounter with manual muscle testing, goniometry, girth circumference measurements, numeric pain rating scale, 30-second sit-to-stand test, 6-minute walk test, the Western Ontario and McMasters Universities Arthritis Index, the Wells' Criteria, timed up and go test, and patient report of activity and participation restrictions. A plan of care was established to address impairments in range of motion and strength, limitations in activities of daily living, balance, functional mobility, and restrictions with paddleboarding with friends and work-related duties as a dog walker. The main goals for the patient were increased right knee flexion range of motion and strength, improved functional mobility and independence with ambulation, improved dynamic balance and reduction in risk for falls, and return to participation in work-related duties and paddleboarding. The main interventions used were an impairment-based approach using task-specific training along with patient education. The patient achieved the following goals: improvements in knee strength, dynamic balance, independence with gait, functional mobility, and the ability to participate in work-related duties and paddleboarding. The patient was discharged from outpatient physical therapy with an independent home exercise program
Exploring attitudes on therapy after therapeutic tabletop role-playing games interventions
No full textThis study examined the impact of therapeutic tabletop role-playing games (TTRPGs) on mental health stigma and attitudes toward seeking mental health treatment among adults in Sacramento, California. Using a pre-test/post-test design, the study measured participants' willingness to seek professional mental health services before and after engaging in a structured TTRPG intervention incorporating Dialectical Behavior Therapy (DBT) principles. Participants (N=67) were assessed using the Mental Health Seeking Attitudes Scale (MHSAS), which evaluated shifts in perceptions of therapy, self-stigma, and openness to treatment. Results indicated a statistically significant increase (-0.26, p = 0.029) in positive attitudes toward mental health services following the intervention, with notable reductions in self-stigma and increased willingness to discuss mental health concerns. Demographic analysis revealed that male participants and younger adults exhibited the most substantial attitude shifts. Findings suggest that interactive, narrative-based interventions like TTRPGs may serve as an effective tool for reducing mental health stigma and promoting help-seeking behaviors. Implications for social work practice, therapeutic interventions, and mental health policy are discussed
Electrical properties and electrophysiological mechanisms underlying tumor-specific resonance frequencies in advanced carcinoma; Integrating low-level radio frequency therapy for clinical studies
No full textThere are specific frequencies, which are absent in healthy cells, that are present within breast, liver, prostate, and pancreatic cancer cells. These four frequencies 1,873.477 Hz, 2,221.323 Hz, 6,350.333 Hz, and 10,456.383 Hz are utilized in cancer treatment. Recent advancements in cancer treatment have granted FDA approval for low-level RF therapy to modulate these frequencies, for treatment of advanced Carcinoma. This medical treatment utilizes a 27.12 MHz carrier frequency, modulated by unique cancer-specific frequencies, to selectively target cancer cells while avoiding healthy tissues. This research establishes how the membrane potential in cancerous cells is responsible for the origin of these unique tumor- resonance frequencies. By modeling cell membrane behavior in these cancers, additional frequencies are identified in order to enhance therapeutic efficacy. In clinical trials involving terminal patients with metastatic breast cancer that have had infiltration of the liver and other parts of the body, the newly identified frequency for breast cancer, when used in low level RF therapy treatment, has shown promising signs of extended survival time. Positive symptoms and improvements have been noted in patient records and doctors' observations, thus providing validity for potential clinical benefits. This research emphasizes the importance of further exploring the electrical properties of cancer cells and their therapeutic effects
Internship roles affecting stress among Title IV-E MSW students
No full textThis study explores how internship responsibilities influence stress among Title IV-E MSW students. Data was collected through 10 interviews, analyzed using qualitative content analysis. The participants were chosen using convenience and snowball sampling methods. Three primary themes emerged from the data collected: Motivation for Title IV-E, Internship and Personal Life: Task Requirements of Both, and Stress Relief Support & Self-Care. One major finding of this study was that support is crucial to supporting MSW students in alleviating stress. The study also presents recommendations and implications for social work policy and practice
The socioeconomic journey into adulthood among college students
No full textThis study examines how young adults perceive current problematic environments and how they are coping with said events as they transition into adulthood. Twelve interview responses were collected and analyzed using qualitative content analysis. Convenience and snowball sampling were used in selecting participants. Through data analysis, three main themes emerged: Perceptions of Participants, Coping Mechanisms Reported, and the Resilience Shown by Participants. A major finding of this study was the level of resilience displayed and reported by all twelve participants. Participants were eager to contribute to society and build up others within their age group, despite their personal experiences or perceptions. Social work practices and policy are also discussed
Unpacking "little cultural narratives" shifting the dominant narrative in literacy narratives
No full textThis study explores how diverse first-year students conceptualize literacy through personal narratives written in composition classrooms. Using a narrative inquiry approach, I analyzed student literacy narratives alongside dominant cultural narratives found in existing scholarship. Manual coding revealed that students frequently aligned with the "outsider" narrative—a "little cultural narrative" previously underrepresented in contrast to the dominant "success master narrative." This suggests that student-authored narratives provide valuable insight into alternative understandings of literacy, challenging the singular, success-centered story that often shapes composition pedagogy. The findings highlight the potential for literacy narratives to invite broader, more inclusive definitions of literacy in the field
Bilingual intervention protocol
No full textAbstract ofBILINGUAL INTERVENTION PROTOCOLbyPerla Campos and Xana MacíasTwo-Way Immersion language programs are growing nearly as fast as the number of emergent bilingual students in our public schools. The reason for this growth is due tothe abundance of research that shows that Two-Way Immersion programs have the best outcomes for the English Learners (Williams et al., 2023). And yet, this program'spromise is often not the reality for students who enter these programs without a strong foundation in their language. Students who enter first grade without the cognitive, orallanguage, or foundational reading skills necessary to begin formal reading instruction in either Spanish or English begin their literacy journey at a disadvantage. As academicdemands increase these students may be continually caught in intervention cycles. This project recommends a response to this problem through a Bilingual Intervention Protocolwith research-backed interventions in the areas of cognitive development, oral language, and foundational literacy. Within a translanguaging framework, the protocol focuses onearly intervention in kindergarten to prepare students to successfully begin formal reading instruction in first grade.vThe Bilingual Intervention Protocol is based on research that highlights the importance of early intervention and the use of best practices in the areas of cognitive development, orallanguage, and foundational reading skills to help prevent long-term reading difficulties for bilingual students. The value of implementing early interventions during this criticalwindow not only strengthens language and literacy foundations but also boosts students' confidence and motivation as they enter a rigorous dual-language environment. Theresearch underscored the complementary nature of cognitive, oral language and foundational skills interventions best practices. Key patterns emerged from the protocol'sresearch, highlighting the fluidity of bilingualism and the importance of learning through play. The Bilingual Intervention Protocol offers accessible and easy to implementintervention strategies that target kindergarten students' specific cognitive, oral language and foundational skills. This protocol includes resources that guide educators andfamilies to observe their bilingual students' language and literacy needs, develop a goal, implement intervention and monitor progress. Through the Bilingual InterventionProtocol the promise of a Two-Way program can become accessible to all
Bridging Language Departments: A Collaborative Approach to ELA Curriculum in a 50/50 Dual Immersion Model
No full textAs a fourth-grade teacher in a 50/50 dual immersion elementary school, I work in a setting where students receive half of their instruction in English and the other half in Spanish. Grade-level content and standards are delivered equally in English and Spanish—half by one teacher in Spanish and half by another in English. Although this promotes bilingualism and biliteracy, it introduces significant instructional challenges. Chief among these is the issue of time. Teachers in each language department are responsible for delivering a full standards-based curriculum in only half the time allotted in traditional monolingual classrooms. The English department is responsible for teaching English Language Arts (ELA) and mathematics, while the Spanish department teaches Spanish language arts, science, and social studies. Our school creates its own language arts curriculum, which means that collaboration and planning between departments are essential. However, in practice, both English and Spanish teachers often feel pressure to teach every ELA standard independently, leading to overlapping instruction, missed opportunities for cross-linguistic transfer, and instructional burnout. Without a shared framework, each teacher operates in isolation despite teaching the same students. This project was born out of the desire to fix that