5026 research outputs found
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Blockchain for Computational Integrity and Privacy
Get PDFThis study proposes a blockchain based system that utilizes fully homomorphic encryption to provide security of data in use as well as computational integrity. This is achieved by leveraging the attributes of blockchain which provides availability and data integrity combined with homomorphic encryption that provides confidentiality. The proposed system is designed to perform statistical operations, including mean, median and variance, on encrypted data, thus providing confidentiality of data while in use. The computations are performed on the smart contract, residing on the blockchain which provides computational integrity. The results indicate that it is possible to perform fully homomorphic computations on the blockchain. However, there is a need for more resources and enhancement in technology for such a system to be implemented as a real-world application
An Investigation Into Splicing Variation and Expression Patterns of Insulin-Like Peptide 4 (ILP4) Within the Drosophila Genus
Get PDFThe insulin-signaling pathway plays a crucial role in regulating metabolic homeostasis in both humans and insects. Dysregulation or mutation within this pathway can lead to various diseases, such as diabetes mellitus and insulin resistance. The insulin-like peptide 4 (ILP4) in Drosophila is an interesting subject for study due to its similarity to mammalian insulin and its role in regulating sugar metabolism. In this study, we investigate a novel splicing variation within the Drosophila takahashii Insulin-Like Peptide 4 (ILP4) gene. Our investigation identified a splicing variation found in four Drosophila species that introduces an additional codon in one isoform, resulting in an extra glutamic acid residue in the final protein structure. Initial analysis suggests that this variation may not significantly impact ILP4 functionality, but additional studies, such as protein structure modeling and function analysis, are necessary. Further identified is significant variation in sex specific ILP4 expression patterns across the Drosophila genus. Future research is called for to explore tissue-specific expression and the observed functional consequences of sequence variations. By investigating this splicing variation and sex-specific expression, this research provides a foundation for future understanding of how ILP4 functions and how the observed splicing variation might influence gene expression
Educator Preparation Assessment: An Alignment of the GaPSC Standards and InTASC Standards
No full textTo create the crosswalk between the InTASC and Georgia performance standards, each faculty member used a spreadsheet with rows containing 174 InTASC indicators and columns containing all 75 CAPS indicators. Faculty members worked independently without consulting each other to consider the 15,640 points of alignment between both sets of standards and their indicators. After a complete review, the group met as a whole to discuss the alignment, eventually agreeing on 674 points of alignment between the two sets of standards and their indicator. Additionally, the team found 10,455 points of alignment with the MAP assessment and 3,145 points of alignment with the Dispositions assessment. Findings indicate that more work should be done to align the GaPSC standards with the InTASC standards to ensure a smoother transition from educator preparation to the workforce. In the future, we suggest other institutions use our crosswalk to assess their assessment instruments
The Effect of Transformational Leadership on Teacher Burnout: A Sequential Explanatory Mixed Methods Study
Get PDFThe teaching field is a depleting workforce and more teachers are experiencing burnout, which is causing them to leave the profession (Marken & Agrawal, 2022; Nguyen et al., 2022). However, transformational leadership can improve job satisfaction, which can potentially reduce teacher burnout (Barnett et al., 2001; Erkutlu, 2008; Tian et al., 2021). The purpose of this study, grounded in Bass’ (1985) transformational leadership framework, was to examine the effect of transformational leadership on teacher burnout and to analyze the teachers’ perceptions of transformational leadership support. The study answered the following research questions: What is the relationship between transformational leadership and emotional exhaustion, depersonalization, and personal accomplishment? What are the PreK-12 teachers’ perceptions of transformational leadership characteristics and transformational leadership support that can reduce teacher burnout? The research questions were answered using the sequential explanatory mixed methods paradigm (Terrell, 2016). During the quantitative phase, 85 PreK-12 teachers were surveyed using a digital survey that consisted of questions from the Maslach Burnout Inventory (Maslach et al., 2018), Multifactor Leadership Questionnaire (Avolio & Bass, 2004), and a demographic survey. A bivariate Pearson correlation test was conducted and determined that there is a statically significant relationship between transformational leadership and each of the components of burnout—emotional exhaustion, depersonalization, and personal accomplishment (Maslach & Jackson, 1981). Semi-structured interviews were administered to six teachers. Inductive and deductive coding analyses were used to develop themes of effective ways administrators can implement to support teachers and alleviate burnout. The findings from this study can be used as a guideline for administrators to use in order to help reduce burnout throughout schools in the United States in order to address the teacher burnout epidemic
Review of Rethinking Institutional Repositories: Innovations in Management, Collections, and Inclusion
Get PDFA review of Cromwell, J., ed., Rethinking institutional repositories: Innovations in management, collections, and inclusion. Chicago, Illinois: Association of College and Research Libraries, 2023
Educator Preparation Assessment: An Alignment of the GaPSC Standards and InTASC Standards
Get PDFTo create the crosswalk between the InTASC and Georgia performance standards, each faculty member used a spreadsheet with rows containing 174 InTASC indicators and columns containing all 75 CAPS indicators. Faculty members worked independently without consulting each other to consider the 15,640 points of alignment between both sets of standards and their indicators. After a complete review, the group met as a whole to discuss the alignment, eventually agreeing on 674 points of alignment between the two sets of standards and their indicator. Additionally, the team found 10,455 points of alignment with the MAP assessment and 3,145 points of alignment with the Dispositions assessment. Findings indicate that more work should be done to align the GaPSC standards with the InTASC standards to ensure a smoother transition from educator preparation to the workforce. In the future, we suggest other institutions use our crosswalk to assess their assessment instruments
Investigating Ammonium Toxicity In The Performance Of Recirculating Periphytic Algal Wastewater Treatment Systems
Get PDFFreshwater nutrient enrichment from wastewater facilities and other sources can lead to freshwater eutrophication, a threat to global aquatic ecosystems. Mechanical and chemical ways to curb this threat are either too expensive or not sustainable, and thus, not feasible. Compared to mechanical and other methods, sustainable, inexpensive biological methods (for example, algal treatment systems) have therefore been developed for the removal of excess nutrients from wastewater. By design, secondary waste treatment facilities (WWTF) remove organics and solids and lower oxygen demanding substances; however, they may not remove enough nutrients to protect freshwater ecosystems in all cases. While algae-based biological methods have proven successful in treating primary and secondary wastewater, less is known about the use of algae in treating biodigester filtrate. Since biodigester filtrate is characterized by elevated concentration of ammonia and high pH, it may inhibit algae in algal treatment systems. An experiment was conducted to test the hypothesis that diluting biodigester filtrate concentration improves algal biomass production and nutrient removal in recirculating algal treatment systems. Three concentrations of biodigester filtrate were created with different volumes of secondary wastewater (1:7, 1:14, and 1:28 for high, medium, and low concentrations respectively). The results showed algae were inhibited by high concentrations of biodigester filtrate. One possible explanation for the result is ammonia/ammonium toxicity. To test this hypothesis, a second experiment that added ammonium chloride to diluted biodigester filtrate (target concentrations of 20mg/L, 40mg/L, and 80mg/L NH3-N for control, low and high treatments respectively) was conducted. Eight replicates recirculating floways of each treatment were operated for 21days. Total algal biomass production and nutrient removal were higher in control than in the elevated ammonium chloride treatments. Results from this study clearly demonstrate that ammonium toxicity is an inhibitory factor in algal productivity. This study shows the feasibility of using algal wastewater treatment systems to treat highly concentrated biodigester filtrate if the filtrate is diluted prior to treatment
Episode 7 - Lafayette\u27s Legacy in Two Worlds
Get PDFMain Question(s):
What is Lafayette\u27s legacy in France vs U.S.?
Episode Description: In the final episode of Who Cares About the Marquis de Lafayette?, we wrap up our journey by exploring Lafayette’s legacy on both sides of the Atlantic. While America idolizes him—naming cities, colleges, and monuments in his honor—France takes a more muted approach. Why is that?
We examine how Lafayette’s moderate stance in the French Revolution led to his historical sidelining, compare his legacies in pop culture (from Hamilton to Assassin’s Creed), and discuss why Americans continue to celebrate him while France remains indifferent.
As we close out this student-led series, we reflect on the central question: Why should we care about Lafayette? Tune in for our final thoughts, historical deep dives, and a few laughs along the way
Physics-Informed Neural Networks (PINNS) and Inverse PINNS for the Modeling and Parameter Estimation of Electric Pumps in Liquid-Propellant Rocket Engines
Get PDFThis thesis presents a machine learning (ML) based approach to both model and estimate the parameters of an electric pump system that is used in liquid-propellent rocket engines. This is accomplished by utilizing Physics-Informed Neural Networks (PINNs) and inverse Physics-Informed Neural Networks (iPINNs). In an extreme system such as a liquidpropellent rocket engine, accurate control and efciency is imperative for successful performance. The electric pump system is inherently nonlinear and its dynamics are governed by ordinary diferential equations (ODEs). While entirely approachable, these nonlinear dynamics create a challenge in achieving precise control and accurate parameter estimations. Utilization of a PINN and iPINN is highly efective for complex/nonlinear systems such as this as they allow the combination of data-driven learning with physics-based constraints. PINNs and iPINNs are used to help with complex issues that stem from traditional numerical methods, such as computational cost and limited accuracy when data is limited. This study is divided into 2 main stages, the frst being the PINN and the second being the iPINN. To start, a PINN is trained to predict the system’s behavior based on established known parameters. That trained system is then used in the iPINN to estimate the system’s parameters. During the iPINNs training, the parameters are constantly adjusted ensuring that they respect the constraints set by the systems ODE. The thesis concludes with a comparative analysis of the fnal parameters learned by the iPINN and the established known/target values. The iPINN ended up achieving parameter estimates that are within a 1% margin of error when compared to the known values. This ultimately confrms that the created iPINN is capable of learning and subsequently predicting the system’s dynamics. The obtained results demonstrate the power and dependency of PINNs and iPINNs for system modeling and parameter estimation while also laying the foundation for further application in control systems
Elementary Teachers’ Perceptions of the Impact of Poverty on Instruction and Support with Elementary Students Experiencing Rural Poverty in a Rural Title I Elementary School
Get PDFNearly 30 million people in the United States live in households with an annual income of less than @25,962 for a family of four. To the United States Census Bureau, this income threshold constitutes a family (or individuals in a family) as being in poverty. Poverty is not solely about income thresholds; rather, how much income levels impact learning, education, and teachers is a greater area of concern. The purpose of this study was to explore how teachers’ perceptions of poverty impact how they instruct and support elementary students experiencing rural poverty, what differences exist in instruction and support between elementary teachers with high and low poverty awareness in a rural elementary school, and to what extent does the teachers’ perception of poverty influence instruction and support for elementary students experiencing rural poverty. This study provided a better understanding of how elementary teachers, with more than five years of experience in a rural community, perceive poverty’s impact on instruction and support for elementary students experiencing rural poverty. I conducted a qualitative generic study that seeks to understand how teachers’ perceptions of poverty impact how they instruct and support between elementary students experiencing rural poverty, the differences that exist in instruction and support between elementary teachers with high and low poverty awareness, and the extent to which teachers’ perceptions of poverty influence instruction and support for elementary students experiencing rural poverty. From six participants, I was able to conduct a Poverty Attribution Survey, six classroom observations, two non-classroom observations, and six one-on-one interviews. All participants were teachers were Caucasian females with an average age of 41who taught a core academic course(s) in grades Kindergarten through 5th grade. I began the analysis by coding and using a xi thematic map from the interviews, classroom and non-classroom observations. Thematic mapping was used to identify themes such as:
1. Teachers’ perceived family structure has a greater impact on students’ achievement for students experiencing poverty.
2. Teachers describe poverty as a “challenging situation” that students face.
3. Poverty is a difficult lifestyle to live so teachers must instruct and support with this in mind.
4. Teachers expressed how they show and their care for the students’ different manners.
5. Teachers attribute poverty’s impact on learning and support based upon their personal viewpoints, character traits, and family backgrounds