District Liaison Involvement in Partnership Academies

The greatest legacy a leader can leave is having developed other leaders…if you want to leave a legacy, invest in people, and encourage those you develop to pass on everything they learn from you to others who will do the same

Programmable hash functions and their applications

We introduce a new combinatorial primitive called *programmable hash functions* (PHFs). PHFs can be used to *program* the output of a hash function such that it contains solved or unsolved discrete logarithm instances with a certain probability. This is a technique originally used for security proofs in the random oracle model. We give a variety of *standard model* realizations of PHFs (with different parameters). The programmability makes PHFs a suitable tool to obtain black-box proofs of cryptographic protocols when considering adaptive attacks. We propose generic digital signature schemes from the strong RSA problem and from some hardness assumption on bilinear maps that can be instantiated with any PHF. Our schemes offer various improvements over known constructions. In particular, for a reasonable choice of parameters, we obtain short standard model digital signatures over bilinear maps

State of Utah v. Johnson : Unknown

status: publishe

A Theory-Based Approach for a Modular System of Interactive Decision Aids

In web stores, a large amount of product information is easily available for consumers. This often leads to information overload on the consumer-side which decreases user-satisfaction and can cause purchase deferral. Therefore, our goal is to prevent consumers from information overload by supporting the cumbersome process of comparing and evaluating products. We propose easy to understand, interactive decision aids, called interactive information management tools such as filtering, sorting and scoring. The contribution of this paper is to (1) retrieve guidelines for designing such tools from both literature on decision behavior research and information systems, and (2) build a prototype following these guidelines. The prototype is evaluated in two usability studies

Investigating how students’ learning environment, social and physical well-being influence their resilience and feelings of depression and loneliness during the COVID-19 pandemic in the Netherlands

In response to COVID-19 pandemic-related social restrictions, university students have reported being more depressed, lonelier, and less resilient, potentially affected by changes within the academic system. The present study investigates how students’ social and physical well-being affect their psychological well-being and additionally explores the role of the learning environment. To this end, we analyzed secondary data collected during the first wave of the COVID-19 pandemic with multiple regression and explorative analysis. Results indicate that social resources–in particular, the quality rather than the quantity–positively influenced students’ psychological well-being. Engaging in physical exercise appeared beneficial, whereas consuming drugs remained a contradictory predictor. Emergency remote teaching appeared a main factor that predicted students’ well-being. This powerful effect masked the positive influence the teachers could have had. Given the profound changes in the academic system due to persistent social distancing requirements, these insights could provide valuable input when designing a healthy post-pandemic learning environment.</p

Investigating how students’ learning environment, social and physical well-being influence their resilience and feelings of depression and loneliness during the COVID-19 pandemic in the Netherlands

In response to COVID-19 pandemic-related social restrictions, university students have reported being more depressed, lonelier, and less resilient, potentially affected by changes within the academic system. The present study investigates how students’ social and physical well-being affect their psychological well-being and additionally explores the role of the learning environment. To this end, we analyzed secondary data collected during the first wave of the COVID-19 pandemic with multiple regression and explorative analysis. Results indicate that social resources–in particular, the quality rather than the quantity–positively influenced students’ psychological well-being. Engaging in physical exercise appeared beneficial, whereas consuming drugs remained a contradictory predictor. Emergency remote teaching appeared a main factor that predicted students’ well-being. This powerful effect masked the positive influence the teachers could have had. Given the profound changes in the academic system due to persistent social distancing requirements, these insights could provide valuable input when designing a healthy post-pandemic learning environment.</p