Human factors issues in the use of artificial intelligence in air traffic control. October 1990 Workshop

The objective of the workshop was to explore the role of human factors in facilitating the introduction of artificial intelligence (AI) to advanced air traffic control (ATC) automation concepts. AI is an umbrella term which is continually expanding to cover a variety of techniques where machines are performing actions taken based upon dynamic, external stimuli. AI methods can be implemented using more traditional programming languages such as LISP or PROLOG, or they can be implemented using state-of-the-art techniques such as object-oriented programming, neural nets (hardware or software), and knowledge based expert systems. As this technology advances and as increasingly powerful computing platforms become available, the use of AI to enhance ATC systems can be realized. Substantial efforts along these lines are already being undertaken at the FAA Technical Center, NASA Ames Research Center, academic institutions, industry, and elsewhere. Although it is clear that the technology is ripe for bringing computer automation to ATC systems, the proper scope and role of automation are not at all apparent. The major concern is how to combine human controllers with computer technology. A wide spectrum of options exists, ranging from using automation only to provide extra tools to augment decision making by human controllers to turning over moment-by-moment control to automated systems and using humans as supervisors and system managers. Across this spectrum, it is now obvious that the difficulties that occur when tying human and automated systems together must be resolved so that automation can be introduced safely and effectively. The focus of the workshop was to further explore the role of injecting AI into ATC systems and to identify the human factors that need to be considered for successful application of the technology to present and future ATC systems

Administering an Educational Program: Implementing Culturally Responsive Curriculum and Instruction in Elementary Schools to Increase Student Achievement

The demographics in America’s K-12 classrooms will continue to shift throughout the 21st century as students become more diverse. However, educators remain predominantly White, presenting issues of cultural disequilibrium. Cultural disequilibrium may result in frustration and a breakdown in the classroom, leading to a lack of achievement amongst culturally diverse students. Further, educators and educational leaders often lack the skills to work with diverse populations due to inadequate pre-service programs. Thus, it is critical that educational leaders become aware of and understand various culturally responsive curricula and instructional practices. Elementary school educational leaders can develop and administer effective culturally responsive programs to reach the youngest generation and improve achievement in an effort to correct the underperformance of culturally diverse students

Optimizing the integration of advanced practitioners in a department of surgery: An operational improvement model

Physician assistants (PAs) and nurse practitioners (NPs) have established themselves as key members of the healthcare team to supplement practicing physicians in patient care. PAs and NPs are collectively referred to as “advanced providers” (APs) and work not only in primary care but in general surgery and surgical subspecialties. Studies have addressed AP integration into the profession of medicine and have examined cost and efficacy of APs, attitudes about APs among residents, and educational impact of APs, but very little literature exists that describes a formalized approach to AP integration into a department of surgery, specifically with AP/resident integration. The purpose of this paper is to describe an initiative for developing an operational improvement model for APs working with residents on surgical inpatient services in a large academic health center. The model consists of four components and each component is described in detail from discovery state towards continuous improvement. Formal professional development opportunities for APs as well as appointing a Clinical Director for Surgical APs have positively impacted AP integration into the department of surgery

Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis

While K-12 schools have been making efforts to integrate culturally responsive curriculum and instruction, the voice and representation of Black female students has been largely ignored. Overdisciplinary practices, high dropout rates, a likelihood to be incarcerated, exposure to sexual violence, and familial obligations have negatively impacted the academic achievement of some Black female students. Thus, educational leaders can try to find ways to acknowledge the unique needs of Black female students through reconceptualizing curriculum. The purpose of this study was to examine current curricula within a particular school district for strategies and practices that may be responsive to the needs of Black female students, as well as to include the voices of Black female students who attended schools in the same district to examine their perspectives. The reconceptualist theoretical framework, as well as existing literature on Black female students’ needs, and culturally responsive curriculum methodology was used to create a coding framework. A qualitative content analysis (QCA) was conducted with the collected data (i.e., existing curricula and interviews from Black female students) using the coding framework. Four categories emerged and maintained throughout the QCA for reconceptualizing the curriculum in response to the needs of Black female students: student ownership, collaborative and authentic experiences, critical pedagogy, and cultural responsiveness and cultural competence. Educational leaders can integrate strategies, such as goal-setting, cooperative learning, including diverse perspectives in materials, and assessing students’ prior knowledge, into the formal curriculum to respond to Black female students’ academic needs

The Role of Pyrethroids on Cell Cycle Regulation and Craniofacial Development in Xenopus laevis

The Role of Pyrethroids on Cell Cycle Regulation and Craniofacial Development in Xenopus laevis Kylee Hockaday, Depts. of Biology and Chemistry, with Dr. Amanda Dickinson, Dept. of Biology Pyrethroids are synthetic insecticides that are found in many household items such as pet flea medication. Pyrethroids are used more so than organophosphate pesticides due to increasing concerns about non-target effects. However, there is some concern with pyrethroid exposure resulting in teratogenic effects including craniofacial defects. Using a Xenopus model, three pesticides (AMDRO Quick Kill, Pyrethrum, and Cypermethrin) were tested for their effect on craniofacial development. Following AMDRO treatment, embryos developed edemas, abnormal gut development, and shorter distances between eyes. Cypermethrin exposure caused a decrease in face width of embryos. Immunohistochemistry colorimetric staining in AMDRO treated embryos resulted in a significant decrease (p-value = 3.644 x 10-6) in mitotic cells of the face. Preliminary data from acridine orange treatment of embryos exposed to pesticide suggests a link to cell death programs. Delta-delta Ct analysis of p53 expression in embryos treated with AMDRO yielded values of 0.371130893, 0.143587294, and 12.46663327. Expression fold analysis of p53 expression in pyrethrum treated embryos yielded values of 1.310393, 1.347234, 8.282119, and 1.681793. Expression fold analysis of p53 expression in Cypermethrin treated embryos yielded a value of 1.26575659. All treatments yielded an average increase in p53 expression compared to expression levels in control embryos. This indicates that the mechanism through which pyrethroid insecticides work may involve apoptosis and the transcription of the p53 gene.https://scholarscompass.vcu.edu/uresposters/1370/thumbnail.jp