Dominion University College

Incomplete multi-view clustering (IMVC) aims to discover shared cluster structures from multi-view data with partial observations. The core challenges lie in accurately imputing missing views without introducing bias, while maintaining semantic consistency across views and compactness within clusters. To address these challenges, we propose DIMVC-HIA, a novel deep IMVC framework that integrates hierarchical imputation and alignment with four key components: (1) view-specific autoencoders for latent feature extraction, coupled with a view-shared clustering predictor to produce soft cluster assignments; (2) a hierarchical imputation module that first estimates missing cluster assignments based on cross-view contrastive similarity, and then reconstructs missing features using intra-view, intra-cluster statistics; (3) an energy-based semantic alignment module, which promotes intra-cluster compactness by minimizing energy variance around low-energy cluster anchors; and (4) a contrastive assignment alignment module, which enhances cross-view consistency and encourages confident, well-separated cluster predictions. Experiments on benchmarks demonstrate that our framework achieves superior performance under varying levels of missingness.

In this paper, we investigate the small- x behavior of the flavor-singlet, leading-twist quark transverse-momentum-dependent parton distribution functions (TMDs) using the light-cone operator treatment. This formalism allows us to express TMD operators at small x in terms of polarized dipole amplitudes, enabling a systematic approach to their small- x evolution. We derive the evolution equations for these TMDs and solve them within the large- N c approximation under the linearized, double-logarithmic approximation, where N c represents the number of quark colors. Expanding on previous work on unpolarized and helicity TMDs, we present the small- x asymptotics for a comprehensive set of TMDs, including the Sivers function, helicity worm-gear, transversity, pretzelosity, Boer-Mulders, and transversity worm-gear distributions. Our results provide a complete picture of the small- x asymptotic behavior for all leading-twist flavor-singlet quark TMDs. We also discuss the implications of our findings for phenomenological applications and outline potential avenues for further research, particularly in understanding nonlinear effects and extending beyond the double-logarithmic approximation and large- N c approximations.

This work details measurements of the electrical field for a nanosecond-pulsed plasma and a radio-frequency (RF) -powered plasma using the electric field-induced second harmonic generation (EFISH) technique. The plasma is generated by flowing helium through a high voltage, hollow, tubular electrode onto saltwater which is contained within a copper-tape lined Petri dish placed on top of a ground plate. The electrical field is measured by a femtosecond laser pulse polarized in the axial direction, the direction pointing from the HV electrode to liquid surface. The calibrations of EFISH was performed with a known plate-to-plate electric field and needle-to-plate configuration with the same flow rate. The measured electrical fields, both spatially and temporally resolved, of the two plasmas are then compared to determine the impact of power schemes on the field distribution and development. Understanding this power dependence of the electric field is important to determine the plasma physics and chemistry for a variety of applications.

Abstract This article is an edited transcription of the 2022 PAMLA Forum “City of Refuge: Exile, Dispossession, and Cultural Renaissance.” PAMLA Officers Yolanda Daub, Jeremiah Axelrod, and Peter Schulman discuss racial identity, exile, belonging, gentrification, and cultural resistance with scholars Alison Rose Jefferson, Benno Herz, and Jan Lin.

The racial realities of Black parental engagement are often rendered invisible, or the engagement itself is framed as deficit or is devalued altogether. This article challenges these orientations by introducing engaging while Black (EWB), a framework rooted in parenting while Black (PWB), to illustrate how endemic racism necessitates not just engagement, but a distinct form of parental agency and resistance. We find that Black parents develop strategic, sophisticated, and selective approaches to mitigate racial harm for their children and themselves. Thus, EWB represents a higher-order form of agency, as it is shaped by civilizational-level experiences with white supremacy and leverages dominant school engagement scripts to navigate and contest systemic racism. Black parents not only engage for their children’s benefit but also negotiate survival within an education system designed to support white supremacy. In doing so, they constantly determine which battles to fight to avoid racial battle fatigue while ensuring their children’s well-being in white supremacist educational structures. Ultimately, this paper calls for a critical shift in conceptualizing Black parental engagement—one that acknowledges white supremacy as an omnipresent force and recognizes EWB as a vital framework for understanding Black parental agency and resistance in schools.

The research examined the factors accounting for senior high school students’ learning of the English language in the Techiman Metropolis. Theoretically, the study was guided by the theory of behaviorism, while methodologically, it employed a cross-sectional design. Purposive and simple random sampling techniques were used to select respondents, while a questionnaire and key informant interview guide were used to collect the empirical data from the sampled population consisting of 20 students from each of the three schools, making a total of 60 students. Ten teachers of English language and heads of departments were selected from each of the three senior high schools in the Techiman Metropolis, for a total of 30. In all, 90 respondents took part in the study. The quantitative data was coded, counted, grouped into tables, and processed to provide frequency tables and charts, using SPSS version 16.0. The qualitative data depended on descriptions and explanations. The qualitative analysis involved putting the data (the views of the teachers and heads of departments) under thematic areas followed by descriptions and explanations. The research revealed that the factors accounting for SHS students’ learning of the English language included motivation, the quality of teachers of the English language, the availability of teaching and learning materials (TLMs), teachers of the English language’s continuous professional development, students’ engagement in classroom activities, and the timely assessment of students. Despite these, the study discovered that there are no adequate textbooks in the schools, and there is also the notion among the students that the English language is not their mother tongue, which impeded progress toward helping them to learn the language. The conclusion is that there are some students who see the need to learn the language; hence, they need to be given attention to excel. The implication is that the government will need to provide adequate/more textbooks to senior high schools in the metropolis. Also, sensitization among parents and students about the importance of learning the English language in a technologized 21st century will craft ways for progress in learning the language.

Abstract Description We hypothesize clinical HIV vaccine efficacy testing is confounded by infections with neglected tropical diseases (NTD), such as chronic infection with the helminth parasite Schistosoma mansoni. Effective HIV vaccines likely require Tc1/Th1 immunity, which is impaired during chronic schistosomiasis. In fact, the only HIV vaccine showing even modest efficacy (RV144) was tested in Thailand, which is not endemic for schistosomiasis, whereas similar strategies (HVTN 097, 100, 702, 705) tested in South Africa, where schistosomiasis is highly prevalent, failed to show efficacy. Here, we are evaluating HVTN 705 participants for helminth infection through indirect ELISA of sera against S. mansoni antigens. This assay will cross-react with other helminths; this non-specific test will determine if a participant has at least one worm infection without needing to screen for multiple species separately. We will stratify participants based on ELISA results and evaluate correlations with immunogenicity and efficacy data. We expect helminth-infected groups will have lower Tc1/Th1 immunogenicity, leading to lower HIV vaccine efficacy. We have spent too long testing vaccines in areas with high incidence of HIV infection, which are also co-endemic for helminths, without consideration for the confounding aspects of these NTDs. We suggest all future Phase 3 HIV vaccine trials conducted in helminth-endemic areas should incorporate standard diagnostic assays for helminth infections. Topic Categories Vaccines and Immunotherapy (VAC)

The purpose of this study was to investigate the widely held belief that motor skill competence positively affects physical activity behavior (PA), considering the task-specific nature of motor skill competence and the context-specific nature of PA. Specifically, we examined the effects of students’ jump rope (JR) and basketball (BB) competence on their PA in six contexts. A total of 134 sixth grade students participated in this study. All variables were assessed using appropriate tools. A series of hierarchical regression analyses were conducted to address the research questions. Students’ JR competence did not significantly influence their PA in either JR-related or JR-unrelated contexts. Students’ BB competence (dribbling skill and perceived competence) significantly influenced their BB playing behavior during free time. The findings challenge the general assertion that motor skill competence positively influences PA and imply two possible boundaries of this theoretical proposition.

El marco de Integración Socioecológica de la Tecnología (SETI, por sus siglas en inglés) ofrece una perspectiva sistémica de la integración eficaz de la tecnología en educación. A diferencia de otros modelos anteriores que se centran en la práctica docente —como TPACK y SAMR—, el marco SETI sitúa al educador en un conjunto complejo de sistemas socioecológicos, incluido el microsistema de los entornos escolares, el exosistema de las estructuras de apoyo a nivel de distrito y el macrosistema de las políticas nacionales y las normas culturales. Este artículo parte de conceptualizaciones previas de SETI y desarrolla el marco para mostrar cómo pueden utilizarlo tanto los educadores como los responsables educativos, además de presentar una serie de recursos prácticos de reciente desarrollo que respaldan la implementación. Estos recursos incluyen herramientas de reflexión, listas de control de la integración y guías de planificación estratégica que ayudan a los educadores y los responsables educativos a examinar los múltiples factores interdependientes necesarios para la integración exitosa de la tecnología. El marco SETI contribuye a la literatura sobre tecnología educativa al reposicionar la integración eficaz como una responsabilidad sistémica, en lugar de una tarea individual. De este modo, permite a educadores y responsables identificar posibles obstáculos, coordinar respuestas estratégicas y promover un uso sostenible y equitativo de la tecnología en sintonía con los contextos institucionales y políticos.