Energy efficient mining on a quantum-enabled blockchain using light

We outline a quantum-enabled blockchain architecture based on a consortium of quantum servers. The network is hybridised, utilising digital systems for sharing and processing classical information combined with a fibre--optic infrastructure and quantum devices for transmitting and processing quantum information. We deliver an energy efficient interactive mining protocol enacted between clients and servers which uses quantum information encoded in light and removes the need for trust in network infrastructure. Instead, clients on the network need only trust the transparent network code, and that their devices adhere to the rules of quantum physics. To demonstrate the energy efficiency of the mining protocol, we elaborate upon the results of two previous experiments (one performed over 1km of optical fibre) as applied to this work. Finally, we address some key vulnerabilities, explore open questions, and observe forward--compatibility with the quantum internet and quantum computing technologies.Comment: 25 pages, 5 figure

Professional Learning on Steroids”: Implications for Teacher Learning Through Spatialised Practice in New Generation Learning Environments.

There is growing interest in innovative educational space design and the relationality of spatialised teaching practices. This paper addresses the characteristics of spatialised professional learning in newly redesigned or purpose built new generation learning environments (NGLE). The case study is situated within Aotearoa/New Zealand context, a country where there has been considerable policy focus and investment in NGLE. Data from principals who have established NGLE in their schooling settings is analysed, with consideration given to the preparation of teachers to take up spatialised practices. The study highlights key characteristics of spatialised PLD practice – fostering spatial literacy; professional cross-pollination; co-teaching and peer coaching; deprivatisation and bespoke professional learning design. The value of this research lies in its contribution to researchers and practitioners in the schooling sector as they consider approaches to professional learning in NGLE

Ethical Leadership: A Phenomenological Study of Administrators\u27 Principles for Ethical Decision-Making

The purpose of this qualitative phenomenology research study was to examine the administrator’s ethical leadership principles and decision-making significance. The desired outcome of the study provided educator leaders in Christian universities and theology seminaries with information to improve their strategies when making ethical decisions and better safeguard their organizations against unethical behavior. The ability of a leader to make sound decision-making is essential to their ability to run any organization. The guiding theory of Kitchener’s five-model ethical leadership paradigm, which served as the basis for this investigation, was relevant based on the four research questions. The study utilized purposeful and random sampling to acquire eight willing participants with at least five years of experience from various Christian institutions. Survey questionnaires, in-depth interviews, observations, audiotape recordings, and note-taking were the critical methods used to gather data. The analysis of the data transcript revealed three emerging themes: a) Ethics and Standards for Decision Making, b) Administrative Roles Experiences, and c) Advancing Ethics and Ethical Decision Making. The study’s observation based on the transcripts, this researcher concluded that theologically and theoretically, additional research is required to analyze other factors that may impact the link between ethical leadership principles and the decision-making performance of Christian educators. Future research may extend its demography to global Christian universities and theology seminaries

Contextual and interdependent causes of climate change adaptation barriers: Insights from water management institutions in Himachal Pradesh, India

Research on adaptation barriers is increasing as the need for climate change adaptation becomes evident. However, empirical studies regarding the emergence, causes and sustenance of adaptation barriers remain limited. This research identifies key contextual causes of adaptation barriers in water institutions in the mountainous Himalayan state of Himachal Pradesh in northern India. Semi-structured interviews were carried out with representatives from twenty-six key governmental, non-governmental, academic and research institutions in the State with responsibilities spanning domestic water supply, irrigation and hydropower generation, environmental monitoring and research. It identified low knowledge capacity and resources, policy implementation gaps, normative attitudes, and unavailability and inaccessibility of data and information compounded with weak interinstitutional networks as key adaptation barriers. Although these barriers are similar to those reported elsewhere, they have important locally-contextual root causes. For instance, inadequate resources result from fragmented resources allocation due to competing developmental priorities and the desire of the political leadership to please diverse electors, rather than climate scepticism. The identified individual barriers are found to be highly inter-dependent and closely intertwined which enables the identification of leverage points for interventions to maximise barrier removal. For instance, breaking down key barriers hindering accessibility to data and information, which are shaped by systemic bureaucracies and cultural attitudes, will involve attitudinal change through sensitisation to the importance of accurate and accessible data and information and the building trust between different actors, in addition to institutional structural changes through legislation and inter-institutional agreements. Approaching barriers as a system of contextually interconnected cultural, systemic, geographical and political underlying factors enriches the understanding of adaptation enablers, thereby contributing to achieving a better adapted society

Perceptions of the Impact of Coaching on Principal Performance

The leadership abilities and competencies of school leaders matter more today than ever with increasing accountability, complex challenges, and dwindling resources. The purpose of this research was to examine the techniques, principles, structures, models, and impact of leadership coaching on principal performance. The overarching research question for this study was: What impact does coaching have on principal performance? Findings represented principals\u27 and Leadership Coaches\u27 perceptions of the impact of coaching and principal performance. The methodology employed to conduct this qualitative study was focus group interviews with five Leadership Coaches and face-to-face semi-structured audio-taped interviews with seven principals in an urban school system located in the southeastern portion of the United States. Leadership Coaches and principals responded to protocol questions during the interviews to determine their perceptions of the impact of coaching on their leadership performance. The researcher also analyzed a secondary data source, monthly Leadership Coaching Reports, to glean potential insights into the coaching experience. Major findings of the study were as follows: (a) principals benefit from guidance, support and reflection of practice with an experienced and trusted Leadership Coach, (b) earlier identification and training of aspiring principals leads to a pool of highly qualified school leaders, and (c) principals learn best in collaboration with peers in settings of trust