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This review paper provides an overview of the development of defining the concept of a Smart City and the similarities and differences in the definitions by various authors of papers. Furthermore, it presents data protection regulations in the European Union, the United States of America, and China. Finally, the review concludes with an overview of data protection in Smart Cities, linking data protection to the development of Smart Cities. Five citation databases were utilized to conduct the literature review: Web of Science, Scopus, ScienceDirect, ResearchGate, and IEEE Xplore. In total, 21 articles were analysed. Furthermore, differences between the General Data Protection Regulation, the California Consumer Privacy Act of 2018 and the Personal Information Protection Law of the People's Republic of China are shown. [ABSTRACT FROM AUTHOR]

This paper highlights findings from two aspects of a case study on the partnership between one mid-size California public school district and a private university sponsored literacy project to cultivate teacher efficacy and reignite early student literacy during and after COVID-19 contexts. Grounded in teacher efficacy in literacy instruction and transformational coaching for equity, a longitudinal pre-mid-post cohort mixed methods self-report survey and an intervention-inactive control single-phase mixed-methods survey were used to understand how supporting teacher-leader coaches could benefit teacher efficacy in foundational reading instruction as well as impact transformational coaching overtime for increased student foundational reading success for school improvement.

Over 17.3 million people are dying because of cardio-vascular disease. In past, predicting heart failure (HF) disease was a challenging task. In the modern era, we have relevant training data for HF prediction. Using state-of-the-art machine learning (ML) models, the HF can be predicted with high precision. In this paper, by employment of different ML algorithms, we predict whether a person has cardio-vascular disease (CVD) or not using relevant symptoms of the person. This research predicts the heart failure chances using discriminative attributes that are collected from the patients. A standard dataset from the university of California at Irvine (UCI) that contains 14 parameters related to heart disease has been examined in this study. Our machine learning models are trained using five different classification techniques. The algorithms are logistic regression, k-nearest neighbours (KNN), support vector machines (SVM), random forest, and gradient boosting. The SVM classifier has shown the highest accuracy of 86.84%. The accuracy of predictions has also been enhanced by suitable data pre-processing and cross validation techniques. [ABSTRACT FROM AUTHOR]

Remaining continually curious about students' mathematical thinking is challenging, yet worthwhile, in teaching practice. This paper describes and analyzes two video-based professional learning (PL) activities designed to help teachers go beyond their initial perceptions of what students understand and to identify what else they might learn about students' thinking. The findings suggest the potential of the activities to evoke different types of curiosity about student-thinking and the conditions that may support such questioning. [For the complete proceedings, see ED630210.]

Historically, learning for young students has occurred in formal, in-person classroom environments, but the distance learning context has opened a myriad of learning modalities. To this end, we aim to better understand how deploying learning experience design (LXD) approach supports or hinders children's engagement while participating in an online, video based math course. This study operationalized LXD through the integration of evidence-based pedagogical instructional design and human-centered user experience (UX) design. Findings suggest that students' situational interest and mind-wandering significantly mediate the relationship between user experiences and online engagement. These results provide practical implications for how researchers, designers, and instructors can intentionally iterate the learning experience to reduce mind-wandering and sustain children's online engagement with learning theories as we consider the future of online teaching and learning modalities. [This paper was published in: "ICLS2022 Proceedings," International Society of the Learning Sciences (ICLS), 2022, pp. 472-479.]

This paper provides the laboratory characterisation of a low-cost stone base material for road construction made from locally available natural aggregate and crushed stone aggregate. To create the stone base material, crushed aggregates and natural aggregate were blended in a 1:1 ratio and then subjected to a series of laboratory tests in accordance with British standard procedure. Grain size analysis, particle density, compaction and California bearing ratio (CBR) tests were performed. The obtained results revealed that the formed stone base materials contain approximately 2% fine particles smaller than 75 µm, and approximately 80% of the materials are between 50 mm and 5 mm. The stone base also has a maximum dry density (MDD) of 2085 kg/m3, an optimum water content (OWC) of 6.2%, a particles density of 2.67, and an 82% CBR value. The material is recommended for use in the construction as road base layer. [ABSTRACT FROM AUTHOR]

Waste materials dumping are one of the major issues nowadays. Dumping waste material in environment causes harmful diseasesand pollutes the surrounding. The paper is an attempt to utilize industrial waste such as waste foundry sand (10%, 20% and 30%) and recron 3S fiber (0.5%, 1.5% and 2.5%) in stabilization of clayey soil. The various geotechnical characteristics such as liquid limit, compaction, and California bearing ratio test have been evaluated for clay and clay in combination with waste foundry sand(WFS) and recron 3S fiber. It was revealed that adding waste foundry sand separately to clayey soil reduces liquid limit. The addition of 20% waste foundry sand along with 1.5% recron 3S fiber provides maximum dry density value. The California bearing ratio value was improved on adding optimum amount of both the materials to clayey soil. This assures that adding WFS and recron 3S fibre to clayey soil to stabilize it is a cost-effective and environmentally beneficial approach of soil stabilization. [ABSTRACT FROM AUTHOR]

Opportunities for students to share their thinking with the class--which I refer to as "work-sharing practices--require a profound shift in who is positioned with intellectual authority in mathematics classrooms. This study explores work-sharing practices in one sixth grade mathematics classroom through an interactional lens. Video analysis revealed three types of work-sharing interactions along a continuum of distributions of intellectual authority, ranging from the presenting student holding authority to the teacher holding authority. Notably, in the center of the continuum were instances in which the student was initially positioned with authority, but that authority shifted to the teacher in the next moment, largely based on correctness of the student's work. Findings suggest the need to deepen our understanding of authority dynamics in work-sharing interactions, as the field works to center students' thinking. [For the complete proceedings, see ED657822.]

In the U.S., state guidance to schools in response to the COVID-19 pandemic was politicized. We used state-level political affiliation to explore whether access to curricular resources differed pre-pandemic or during pandemic remote teaching and teachers' reported control over curricular resources during pandemic teaching. We found that pre-pandemic the percentage of teachers in Republican states reported higher levels of resources overall, and use of core and teacher-created curricular resources in particular. They also reported having greater control over their curricular decision-making during the pandemic. There were no state-level differences in teachers' level of preparation for pandemic teaching, but teachers in Democrat states reported a greater proportion of their students had sufficient resources for online learning. We discuss the implications of these findings in terms of teacher control and state policies. [For the complete proceedings, see ED657822.]

What does it take to develop an asynchronous curriculum for social work students, with attention to precision, policy accuracy, and community accountability? We attempt to answer the question by documenting our process of community collaboration and partnership to develop a gamified case study on the Indian Child Welfare Act. The curriculum was developed in one year and is currently being evaluated for efficacy. Lessons learned in the process are consistent with the literature including honoring community timeframes, responsibility, transparency, and openness to change. Future development of similar curricula that incorporates tribal partnerships requires relational accountability with attention to respect and reciprocity. [For the full proceedings, see ED656038.]

The economic feasibility of soil chemical stabilisation and asphalt crumb rubber (CR) modification in flexible pavement has not been investigated in recent research. It had been accomplished in this paper by comparing a conventional section comprised of unbound sub-base, unbound roadbase and conventional hot-mix asphalt (HMA) wearing course with a non-conventional section comprised of chemically-stabilised sub-base, unbound roadbase and CR-modified (CRM) HMA wearing course. The thickness of each layer in the two sections was determined using California bearing ratio (CBR) design chart and the cost of construction material was determined using the layer thickness and local material unit cost. The investigation concluded that sub-base stabilisation with 3% Portland composite cement (PCC) and wearing course modification with 1% CR resulted in the thinnest and most economical non-conventional section when compared to the conventional section. Sub-base stabilisation with 1% styrene-butadiene latex copolymer (TP) resulted in the thickest and costliest non-conventional pavement section. [ABSTRACT FROM AUTHOR]

There are limited previous investigations on the contributory factors to the relationship between California bearing ratios (CBR) of top and bottom surfaces of chemically stabilised sandstone samples. The aim of this paper is to consider three of these factors: gradation, stabilisation type and soaking condition. Three sandstone gradations of different gravel-to-sand ratios were considered: 2.1, 1.2 and 0.4. Four stabilisation types were inspected: unstabilised, cement-stabilised, polymer-stabilised and polymer-cement stabilised. Two soaking conditions were examined: unsoaked and 4-day soaked. The conclusions from the investigation were: (1) CBR values of samples increased with increasing G:S ratios, (2) cement stabilisation provided the greatest CBR values and this was followed by polymer-cement and lastly, polymer, (3) bottom surfaces of unsoaked samples generally had greater CBR values than those of top surfaces, and the opposite was true for soaked samples and (4) bottom surfaces of the samples were more sensitive to soaking than top surfaces. [ABSTRACT FROM AUTHOR]

Student absenteeism is a persistent concern in K-12 education. Not only are the negative academic and social consequences of excessive absenteeism well documented, but states, districts, and schools are increasingly being held accountable for student attendance. As research indicates that disruptions in students' learning contexts may exacerbate absenteeism, peer consistency shows promise as a force for improving student attendance. This article examines whether having familiar faces, or consistent classmates from one year to the next, influences student attendance. Using four years of administrative data from a small, urban high school district in California, we find that familiar faces are associated with reduced rates of overall absences, chronic absenteeism, and chronic truancy.

This study is part of a series of in situ design-based research investigations within a large public university in California, assessing undergraduate science instruction while distance learning. It has become increasingly important to identify sustainable learning alternatives to support online teaching and learning while integrating educational technologies informed by evidence-based practices of pedagogical learning experience design (LXD). Consequently, this design-based research efficacy study aimed to test the effectiveness of embedded video questions in supporting or hindering students' learning experience. Results showed that learners who experienced the embedded-video questions had significantly higher quiz grades, page views, and course participation as well as increased levels of online engagement and self regulation, while experiencing lower levels of mind-wandering and cognitive load. Implications on how institutions may iteratively design and effectively foster successful science online teaching and learning with the deployment of innovative "edtech" tools grounded in pedagogical learning experience design are discussed. [This paper was published in: "ICLS 2023 Proceedings," International Society of the Learning Sciences (ICLS), 2023, pp. 1861-1862.]

During the COVID-19 pandemic, an adult noncredit program in the California Community College system partnered with Ease Learning to help convert face-to-face courses to an online modality. Subsequent data revealed a misalignment in the courses' Student Learning Outcomes and Instructional Objectives which became a barrier to student success. Wile's External Tangibility (E-T) Model of Human Performance provided the framework for analyzing the quantitative data presented to the program in the Skillways Continuous Improvement Analytics reports and helped identify potential internal and external causes of performance gaps. This process allowed the program to develop best practices and prioritize the remaining gaps in the curriculum development and approval processes as part of continuous improvement efforts to create a studentcentered culture. [For the full proceedings, see ED631897.]

Asynchronous, online mathematics teacher professional development (PD) was designed to align with research on teacher professional learning as well as to support Communities of Inquiry (e.g., Garrison et al., 2000). The intervention included two actively facilitated formats and a structured independent condition, where facilitation was integrated into the design of the intervention. Participants' responses to intervention activities were analyzed using indicators of Garrison et al.'s Community of Inquiry framework, seeking to understand the ways in which the intervention enabled participant learning across facilitation formats. Analysis has implications for building the CoI framework into subsequent online asynchronous mathematics teacher PD as a way to increase teacher learning, build community, and effectively scale interventions. [For the complete proceedings, see ED630210.]

This study examined how the social interactions that mathematics teaching assistants (TAs) have within their institution influenced their professional identity development as early-career undergraduate instructors. We drew on a sociocultural perspective of professional identity development in higher education to examine TAs' interactions with students, faculty, and other TAs. We qualitatively analyzed five mathematics TAs' responses to semi-structured interviews and found that some dimensions of their identities were more frequently situated within specific relationships, while others were evident in multiple relationships. Overall, the social interactions were sites for professional identity development. Identity is a complex construct, and a better understanding of how professional identity is developed can inform higher education institutions on ways to support positive identity development of future mathematics instructors. [For the complete proceedings, see ED630210.]

Research exploring how Hispanic-Serving Institutions (HSIs) serve Latin* STEM students has largely focused on features of organizational structures (e.g., support programs), but minimally examined instruction and classroom experiences. This is an important gap to fill, especially in gateway mathematics courses, where faculty relationships and quality of instruction impact Latin* students' persistence and identities in STEM. To advance such research, this report presents findings from an analysis of how perspectives from HSI mathematics faculty and students about instruction in introductory statistics converged and diverged in terms of serving Latin* populations. We present two illustrative cases of dissonant and resonant perspectives on serving Latin* students through instruction that frames mathematical ability expansively (e.g., not limited to being fast or correct). We conclude with research and practice implications. [For the complete proceedings, see ED630210.]