Citadel

Abstract In Chapter 2, Professor Westberry focuses on creating a singular school culture of continuous growth at the high school level. She posits that change is never easy, and cultural change can be the hardest to create. High school content area teachers often cluster together and isolate themselves from others in the building. Thus, the challenge of creating cohesion and a growth mindset among all faculty requires a transformational leader. The chapter presents an actual attempt to alter the culture of a large high school, from maintaining the status quo to developing a growth mindset among all faculty. This change was aimed to increase improvements in student achievement and increase collective self-efficacy among staff members. Challenges faced, mistakes, and lessons learned are shared in this chapter. Specific examples are given in the areas of creating a shared vision, building a culture of collaboration, and empowering teachers to lead—all tenets of transformational leadership.

The interplay between emotion regulation and optimal athletic performance is a key area of investigation in sport psychology. This chapter explores how emotion regulation contributes to peak performance states in athletics drawing on perspectives from cognitive psychology, neuroscience, social psychology, and sport psychology. Athletes' ability to perform at their best, often described as being “in the zone,” involves complex psychological and physiological processes where emotions are crucial. These states are characterized by enhanced decision-making, focused attention, and optimal arousal levels. Understanding how athletes regulate their emotions during training and competition is vital for researchers and practitioners. This chapter synthesizes theoretical frameworks and empirical evidence on the relationship between emotion regulation and performance, discusses the neurobiological and neurocognitive basis of emotion regulation, and offers strategies for emotion regulation in competitive contexts, identifying gaps in knowledge and suggesting future research directions.

<p>In this work, we seek conditions for the existence or nonexistence of solutions for nonlinear Riemann-Liouville fractional boundary value problems of order <span class="math inline">\(\alpha + 2n\)</span>, where <span class="math inline">\(\alpha \in (m-1, m]\)</span> with <span class="math inline">\(m \geq 3\)</span> and <span class="math inline">\(m, n \in \mathbb{N}\)</span>. The problem’s nonlinearity is continuous and also depends on a positive parameter upon which our constraints are established. Our approach involves constructing a Green’s function by combining the Green’s functions of a lower-order fractional boundary value problem and a right-focal boundary value problem <span class="math inline">\(n\)</span> times. Leveraging the properties of this Green’s function, we apply Krasnosel’skii’s Fixed Point Theorem to establish our results. Several examples are presented to illustrate the existence and nonexistence regions.</p>

<div>We consider a higher-order Riemann-Liouville fractional boundary value problem with two-point boundary conditions. The higher-order fractional conditions are left-focal inspired. Using fixed point results, the existence and nonexistence of positive solutions are conditioned upon the size of the parameter <i>λ</i> in the differential equation. Our approach involves constructing a Green function by combining the Green’s functions of a fractional problem of lower order and a left focal boundary value problem. We then use induction to increase the order. An example is provided to illustrate the existence and nonexistence regions.</div>

This study examines the capability of detecting neurological changes caused by subconcussive head impacts by analyzing the blink reflex of an individual when they encounter puffs of air as a stimulus. Following attrition and technical issues, 26 participants (15 females, 11 males: age ± SD; 21.3 ± 2.11 years) with at least 5 years of soccer heading experience were included in the final analysis. Participants performed 10 soccer headers with soccer balls projected at a speed of 30 mph. Parameters related to blink reflex, including blink latency, differential latency, number of oscillations, delta 30, and excursions, were assessed by the EyeStat device at pre-heading baseline, and 2-h and 24-h post-heading. Significant declines in blink reflex parameters were observed at specific post-heading timepoints compared to baseline. At 24-h post-heading, significant reductions were detected in the overall blink latency (p = 0.0255), the blink latencies of the right eye (p = 0.0411), ipsilateral latency (p = 0.0314) and contralateral latency (p = 0.0434). At 2-h post-heading, significant declines were observed in the overall delta 30 value (p = 0.0053) and delta 30 of the right eye (p = 0.0260). Both delta 30 values returned to baseline by the 24-h post-heading timepoint. No significant changes in the differential latency, number of oscillations, and excursion of the eye were found. These findings suggest changes in the latency and delta 30 of a blink reflex is a viable measure of detection for neurological changes when monitoring subconcussive head impacts.

A longitudinal randomized design was used with a sample of 57 third-grade students to evaluate and compare the effectiveness of three variations of cover, copy, and compare (CCC; traditional CCC, CCC-answer only, and CCC-paired responding) on multiplication fluency in third-grade students. Traditional CCC requires students to write the problem and answer as a response, CCC-answer only requires students only to write the answer, and CCC-paired responding requires students to write the answer only, then verbally state the problem and answer twice. The interventions occurred for 4 min per day, 5 days per week, across 11 calendar weeks (minus 1 week during a school break). Digits correct per minute (DCPM) level and trend data were significantly higher for each of the CCC variations when compared to control probes, with a posttest unstandardized effect of 7.22 [5.39, 9.10] DCPM. However, there were no significant differences in learning across the three CCC variations. Overall, these results provide additional evidence that all three forms of CCC can enhance math fact fluency and suggest that educators could choose which version to apply based on idiosyncratic or contextual factors. The discussion focuses on future theoretical research designed to investigate these findings and the advantages of studies that evaluate multiple interventions and compare their effectiveness. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Program assessment practices not designed to account for student use of generative AI have the potential to mislead as to the perceived degree of student outcome attainment in all STEM fields. Understanding how AI tools like Chat-GPT and GitHub Copilot have impacted student approaches to problem-solving will allow us to design and deploy more effective assessment instruments and collect more meaningful data. An assessment plan structured according to ABET accreditation criteria has opportunities at several levels to make meaningful adjustments. This work summarizes recent literature and best practices in program assessment. Next, it offers suggestions for adaptations from the assessment perspective, along with the course-level perspective. Finally, a brief experience report is provided that describes efforts to account for student use of generative AI, along with example assignments, which are described from the perspective of the instructor and student. The experience is then generalized for ETC education with recommendations for other programs to follow.

The growing complexity of computational workloads has amplified the need for efficient and specialized hardware accelerators. Field Programmable Gate Arrays (FPGAs) and Graphics Processing Units (GPUs) have emerged as prominent solutions, each excelling in specific domains. Although there is substantial research comparing FPGAs and GPUs, most of the work focuses primarily on performance metrics, offering limited insight into the specific types of applications that each accelerator benefits the most. This paper aims to bridge this gap by synthesizing insights from various research articles to guide users in selecting the appropriate accelerator for domain-specific applications. By categorizing the reviewed studies and analyzing key performance metrics, this work highlights the strengths, limitations, and ideal use cases for FPGAs and GPUs. The findings offer actionable recommendations, helping researchers and practitioners navigate trade-offs in performance, energy efficiency, and programmability.