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What is Real Anymore? A Solution to Detect Hyper Realistic AI-Generated Imagery
No full textBuilding on the WIRA image dataset, this work introduces the Symbiote Particle, an enhanced dual stream CNN model architecture designed to detect AI-generated patterns when used to train on distinct image categories. Additionally, a methodology is proposed to find a single hyperparameter configuration that helps the Symbiote Particle generalize well not only on a single WIRA image category, but on other additional WIRA image categories. The model-configuration combination achieved an overall mean accuracy of 65%, mean precision of 68%, mean recall of 65%, and mean F1 score of 63% for classifying both real and AI images of all 62 WIRA image categories. 35 of WIRA’s 62 total image categories achieved a mean accuracy of 73%, mean precision of 70%, mean recall of 88%, and a mean F1 of 77%. Finally, three WIRA image categories achieved perfect results with 100% accuracy, precision, recall, and F1. These results establish the Symbiote Particle as an effective solution to detect hyper-realistic AI-generated content
Perceptions of Practitioners: An Examination of Practices for Retention and Support of Special Education Teachers
No full textTeacher attrition remains a critical challenge in public education, particularly among special education teachers who face unique legal, instructional, and emotional demands. This phenomenological study explored the lived experiences of current and former K–5 special education teachers to better understand the practices and resources that influence their decision to remain in or leave the profession. The central research question investigated how leadership, professional learning, and working conditions shape teacher sustainability in special education roles. Twelve participants, including six currently employed special education teachers and six who had exited the profession, participated in semi-structured interviews. Data analysis revealed five major themes: (a) supportive and visible leadership, (b) meaningful and relevant professional development, (c) emotional support and affirmation of professional identity, (d) manageable workload and collaborative working conditions, and (e) ineffective practices that contribute to burnout and attrition. Herzberg’s Two-Factor Theory (1966) provided a framework to analyze how intrinsic motivators (e.g., feeling valued, competent, and supported) and extrinsic conditions (e.g., workload, leadership quality, and administrative systems) influence job satisfaction and decisions to stay or leave. Fullan’s (2016) Change Theory further guided interpretation by emphasizing the role of leadership in coherence-making and capacity building. Participants described how school leaders influenced their experience through visibility, empathy, and alignment of systems to support special education. Findings suggest that retention of special education teachers is not simply a function of meeting compliance requirements, but is closely tied to systemic, relational, and leadership-driven supports. Teachers who experienced supportive leadership and targeted professional development reported greater teacher efficacy and commitment to the field. Conversely, participants exposed to inconsistent expectations, overwhelming demands, and emotional isolation expressed greater likelihood of attrition. Findings contribute to the literature on special education teacher retention by centering on the voices of educators and providing actionable insights for school leaders, policymakers, and district leaders. Recommendations highlight the need for differentiated professional learning, leader preparation in special education, supportive leadership practices, and collaborative systems that affirm the complex and essential nature of special education work
Mountain Communities During a Time of War: A Case Study of The Hutsul Region in the Carpathian Mountains of Ukraine
No full textThis thesis investigates the ethno-ecological technologies employed by the Hutsul people within the highland agrarian economy of the Carpathian Mountains. Over centuries, the Hutsuls have developed ethno-ecological technologies that maintain ecological integrity while supporting community livelihoods.
The study addresses three primary research questions: What are the most important ethno-ecological technologies of the Hutsul highland economy? How might these traditional ethno-ecological practices be applied to economic, agricultural, and tourism development in the Hutsul region? How might these traditional ethno-ecological practices be combined with contemporary approaches to encourage sustainable development in the region?
The research explores the devastating impact of the Russian war against Ukraine, which brought many internally displaced persons to the Hutsul region, testing the strength of local communities and traditional support systems. This analysis demonstrates how traditional ethno-ecological knowledge systems could provide a model for sustainable development that preserves environmental resources and cultural heritage while promoting economic viability
Adoptive Parents use of Social Media to Discuss Adoption Communicative Openness
No full textAdoption communicative openness (ACO) involves dialogue between adoptive parents and their adopted children about adoption-related issues. Through this communication, parents share information about birth families and address adoptees questions to support psychological well-being. Although ACO benefits adoptees, research rarely examines how adoptive parents themselves practice and experience openness. This study explores how adoptive parents discuss ACO with one another on the r/AdoptiveParents subreddit. Using qualitative discourse analysis, it examines how parents describe their challenges, and success surrounding communication openness. The analysis highlights parent’s concerns about when and how to disclose adoption information and the uncertainty that shapes their communication choices. Findings reveal that online peer discussions serve as informal learning spaces where parents negotiate meanings of openness and share strategies for navigating it. This research offers insight into how adoptive parents enact ACO, fostering healthier family relationships and supporting adoptees’ social and psychological well-being
Tennessee K-3 Teachers’ Perceptions of Structured Literacy Curriculum Based on the Science of Reading: A Phenomenological Approach
No full textThe focus of this study was to explore the perceptions and knowledge of Tennessee kindergarten, first-grade, second-grade, and third-grade teachers regarding early literacy and science-based curricula that incorporate the science of reading. This study examined the experiences of kindergarten through third-grade teachers in a Tennessee school district as they transitioned to a structured literacy approach grounded in the science of reading. The goal was to understand how teachers adapted to the new methods, what helped them succeed, and what challenges they faced during the change.
Data collection included in-depth, semi-structured interviews. Analysis of data occurred in three phases: (a) categorization of data under the four organizational factors, (b) building the explanation in narrative form, and (c) re-examination of the data. The data analysis in this phenomenological study centered on understanding the lived experiences of K–3 teachers as they implemented a structured literacy curriculum grounded in the science of reading. The goal was to capture and interpret the essence of participants\u27 experiences, rather than test a theoretical proposition or evaluate organizational mechanisms. Analysis followed a systematic process of coding and thematic interpretation to reveal shared meanings and significant patterns across narratives. Credibility was established through triangulation of data sources (e.g., interviews, reflective field notes), member checking to verify participant intent, and the maintenance of a detailed audit trail to ensure transparency and rigor throughout the analytic process.
The results show how literacy instruction based on the science of reading has transformed, and teachers have adapted their instructional practices
Overview of OBBBA Tax Provisions for Individuals and Tax Form Implementation
No full textExcerpt:
Legislation H.R. 1, P.L. 119-21, better known as the One Big Beautiful Bill Act (OBBBA), was signed into law by President Donald Trump on July 4, 2025. In some respects, this bill is a “Tax Cuts and Jobs Act 2.0” since it extends or permanently renews certain provisions from the original Tax Cuts and Jobs Act (TCJA) that were set to expire at the end of 2025. This article will address some highlights of the OBBBA and give a brief overview of the IRS’ first draft of some of the tax forms necessary for the bill’s implementation [...
Administrator Perceptions of Title I Parent and Family Engagement Practices and Policies During Covid-19
No full textThe purpose of this study was to examine Title I administrator perceptions of facilitating parent and family engagement practices and policies prior to, during, and post Covid-19. The literature shows one of the leading factors in a child’s academic learning is family engagement (Henderson & Mapp, 2002). The Dual Capacity-Building Framework for Family-School Partnerships highlights ways in which administrators and school staff can be successful in engaging families and building strong partnerships by meeting four different capacity skills. Data collection strategies included semi-structured, one-on-one interviews, via Zoom video or audio interview, observation, document review, and field notes. Analysis of data occurred in three phases that consisted of transcribing, member checking and inductive coding. The analysis of the phenomenological study data was based on emergent themes, research questions, and the Dual Capacity-Building Framework for Family- School Partnerships as evidenced by administrator perceptions. The credibility of the analysis was protected by triangulation of data through multiple sources of evidence, member checking, coding and re-coding. The results revealed that administrators have a strong perception on the value and importance of parent and family engagement. The results show that communication between families and schools is key to strong partnerships and must be maintained during any type of school shutdown, that a prominent and flexible method for virtual events and engagement with families is critical during prolonged school closures, and basic needs are essential for families during a pandemic or school shutdown. Four themes emerged from the analysis of data: (1) leadership style, (2) definition of family engagement, (3) communication methods, and (4) challenges
Evaluating Online Autism Information: A Content Analysis of Language, Quality, and Interventions
No full textThe internet is a widely used source of autism-related information, yet previous studies demonstrate that the quality, accuracy, and language used in such content remain inconsistent. This study conducted a content analysis of 356 autism-related internet sources obtained from top Google search results, examining their use of neurodiversity-affirming language, the quality of health-related information, and the inclusion of evidence-based interventions. Results showed that medical model language and person-first terminology were more common than neurodiversity-affirming language. Sources targeting caregivers were significantly more likely to use medical model language than those aimed at autistic adults. Only 12.92% of sources included quotes or citations from autistic individuals, yet those that did were significantly more likely to use affirming language preferred by the autistic community. Regarding health information quality, fewer than half of sources referenced peer-reviewed research, and the average reading level of the pages (12th grade) exceeded the recommended public health standard (6th grade). Although sources without author or reviewer credentials did not include a greater number of non-evidence-based interventions overall, they were more likely to explicitly recommend these interventions. DISCERN scores did not significantly differ by intervention type. These findings highlight a persistent gap between online autism content and the language preferences commonly expressed by autistic individuals, emphasizing the need for more inclusive, transparent, and evidence-based public health communication
