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We have previously demonstrated the potential of gelatin films as a memory device, offering a novel approach for writing, reading, and erasing through the manipulation of gelatin structure and bound water content. Here, we discovered that incorporating a bacteriorhodopsin (BR)–lipid membrane into the gelatin devices can further increase the electron conductivity of the polypeptide-bound water network and the ON/OFF ratio of the device by two folds. Our photocurrent measurements show that the BR incorporated in the membrane sandwiched in a gelatin device can generate a net proton flow from the counter side to the deposited side of the membrane. This leads to the establishment of non-electroneutrality on the gelatin films adjacent to the BR-incorporated membrane. Our Raman spectroscopy results show that BR proton pumping in the ON state gelatin device increases the bound water presence and promotes polypeptide unwinding compared to devices without BR. These findings suggest that the non-electroneutrality induced by BR proton pumping can increase the extent of polypeptide unwinding within the gelatin matrix, consequently trapping more bound water within the gelatin-bound water network. The resulting rise in hydrogen bonds could expand electron transfer routes, thereby enhancing the electron conductivity of the memory device in the ON state.

Institutions value knowledge about programs and services that are most effective at enhancing the collegiate experience, particularly sense of belonging and mattering for their students. The knowledge has become more pivotal due to the COVID-19 pandemic impact and as a result, the transitioning of most programs and services to a virtual environment. This study employs machine learning methods to analyze Fall Welcome survey data from Fall 2019 and Fall 2020. The purposes are threefold: 1) identify, rank, and contrast the top contributors to sense of belonging and mattering; 2) to understand quantitatively the impact of the pandemic on students’ welcoming experience; 3) to introduce and review an AI leveraged analytical visualization tool for key influencer analysis. Results indicated there has been a sharp decline in students’ connection, belonging, and mattering from fall 2019 to fall 2020 due to the pandemic. The opportunities to build connections, have an overall positive move-in experience and welcome experience are the three most common and significant contributors to students’ high level of belonging and mattering.

School violence research has mainly focused on the impact on students. Very few studies, even fewer from a cross-cultural perspective, have examined the relationships between school violence and teacher professional engagement, and the role played by teacher self-efficacy and school climate related factors. The present study utilizes a SEM research methodology to analyze the 2013 TALIS data. The purpose is to understand and compare the relationships in four different cultural contexts; the U.S., England, South Korea, and Mexico. Results indicate, on average, that the significant and negative impacts of school violence on teacher professional engagement are partly mediated by teacher self-efficacy. The negativity of school violence is significantly alleviated by enhancing participation among school stakeholders and improving teacher–student relationships. The relationships among the factors apply across all four cultural systems, though, the effects of factors and variables vary to a degree. The paper also discusses other relevant issues and differences as well as their implications.