Buckingham Browne & Nichols

In emerging networked systems, mobile edge devices such as ground vehicles and unmanned aerial system (UAS) swarms collectively aggregate vast amounts of data to make machine learning decisions such as threat detection in remote, dynamic, and infrastructure-constrained environments where power and bandwidth are scarce. Federated learning (FL) addresses these constraints and privacy concerns by enabling nodes to share local model weights for deep neural networks instead of raw data, facilitating more reliable decision-making than individual learning. However, conventional FL relies on a central server to coordinate model updates in each learning round, which imposes significant computational burdens on the central node and may not be feasible due to the connectivity constraints. By eliminating dependence on a central server, distributed federated learning (DFL) offers scalability, resilience to node failures, learning robustness, and more effective defense strategies. Despite these advantages, DFL remains vulnerable to increasingly advanced and stealthy cyberattacks. In this paper, we design sophisticated targeted training data poisoning and backdoor (Trojan) attacks, and characterize the emerging vulnerabilities in a vehicular network. We analyze how DFL provides resilience against such attacks compared to individual learning and present effective defense mechanisms to further strengthen DFL against the emerging cyber threats.

Simple SummaryAge-related cardiovascular disease is the foremost cause of death globally. Despite medical advances, we have been unable to stop or reverse the underlying pathology. We offer a model that is consistent with all clinical and laboratory data, can explain the clinical heterogeneity of age-related disease both within (e.g., human patients) and between species, and is predictively valid for interventional clinical trials. Cell aging is not only the central mechanism of such disease, but studies of human cells, of human tissues, and in animals demonstrate that we can effectively reverse cell aging at the cellular, genetic, and epigenetic levels. Given current biotechnology techniques, the reversal of cell aging is now technically feasible in human trials. The implications for our ability to cure and prevent cardiovascular disease are without historical precedent. This approach may not only allow us to intervene effectively in age-related cardiovascular disease but will likely lower (rather than raise) the costs of global medicine.Despite progress in biomedical technologies, cardiovascular disease remains the main cause of mortality. This is at least in part because current clinical interventions do not adequately take into account aging as a driver and are hence aimed at suboptimal targets. To achieve progress, consideration needs to be given to the role of cell aging in disease pathogenesis. We propose a model unifying the fundamental processes underlying most age-associated cardiovascular pathologies. According to this model, cell aging, leading to cell senescence, is responsible for tissue changes leading to age-related cardiovascular disease. This process, occurring due to telomerase inactivation and telomere attrition, affects all components of the cardiovascular system, including cardiomyocytes, vascular endothelial cells, smooth muscle cells, cardiac fibroblasts, and immune cells. The unified model offers insights into the relationship between upstream risk factors and downstream clinical outcomes and explains why interventions aimed at either of these components have limited success. Potential therapeutic approaches are considered based on this model. Because telomerase activity can prevent and reverse cell senescence, telomerase gene therapy is discussed as a promising intervention. Telomerase gene therapy and similar systems interventions based on the unified model are expected to be transformational in cardiovascular medicine.

What does it mean to be an early childhood teacher in a time of pandemic? Which stories remain constant in our profession and which are lost to the hand of physical distance? This narrative inquiry explores the persistent role of story in the creation of the body of the classroom community, and the sustaining of a practice of an early childhood teacher. Through narratives, one teacher explores the stories emerging in her classroom in the fall of 2020, and how, through narrative, community both evolves and retains the pervasive stories of early childhood.

The impact of the 2020 PAS meeting cancellation due to COVID-19 on subsequent publication of abstracts compared to historical data is yet unknown. Abstracts selected for platform presentations are more likely to be published and to be published in higher impact journals than abstracts selected for poster presentations. Multi-institutional collaborations were published in higher impact journals.

The city theatre in Pressburg in the context of the development of city

The concept of social justice and critical thinking are prevalent topics in conversations about early childhood education. Usually, critical conversations around these practices tend to involve academics in discussion rather than include practitioners. In today’s world, young children are frequently confronted with the realities of violence and tragedy. It is through critical pedagogy in critical-thinking classroom communities that children are able to develop empowered, thoughtful, agentive perspectives on these experiences that shape their lives. This article addresses an important intersection in social justice in early childhood: a critical perspective from the stance of a practitioner. As a preschool teacher, the author situates herself as a critical participant in the practice of social justice and critical awareness in her classroom as she and her students work to make sense of the Boston Marathon bombings. The author examines the dimensions of this practice, addressing not just what to teach, but how critical awareness might evolve in a classroom community. The interweaving of theory and practice, of research and daily reality, offers an essential perspective on the evolution of critical perspectives that support and empower the voices of young children.

Trained immunity reflects the ability of the innate immune system to adapt via epigenetic changes in monocytes, enhancing responses to a range of microbes, thereby potentially reducing infection in high-risk populations. Examples of trained immunity at birth include enhanced resistance to infection in TLR-simulated newborn mice, reduced risk of late onset sepsis with histologic chorioamnionitis and beneficial heterologous effects of neonatal bacille Calmette-Guérin administration in reducing diverse infections during infancy. Future efforts will assess leveraging trained immunity in early life by administering 'stand-alone' innate immune stimuli or (self-)adjuvanted vaccines to protect against a broad range of infections.

This article examines the idea of loss in relation to elementary education. The goal is to show the importance of teachers attending to their students’ individual experience and, in particular, to the ways schools can make children feel lost or found. The article relies primarily on classroom narratives, focusing heavily on stories about one student with a diagnosed learning disability. The author invokes psychoanalytic theory to help explain the connection between mourning and the ways children behave in school and argues for the significance of teachers examining their own relationships with students and learning. The article also aims to critique the role of audit culture in education by showing how it simplifies the way students and teachers experience each other.