With the advent of Internet, the data being added online is increasing at enormous rate. Though search engines are using IR techniques to facilitate the search requests from users, the results are not effective towards the search query of the user. The search engine user has to go through certain webpages before getting at the webpage he/she wanted. This problem of Information Overload can be solved using Automatic Text Summarization. Summarization is a process of obtaining at abridged version of documents so that user can have a quick view to understand what exactly the document is about. Email threads from W3C are used in this system. Apart from common IR features like Term Frequency, Inverse Document Frequency, Term Rank, a variation of page rank based on graph model, which can cluster the words with respective to word ambiguity, is implemented. Term Rank also considers the possibility of co-occurrence of words with the corpus and evaluates the rank of the word accordingly. Sentences of email threads are ranked as per features and summaries are generated. System implemented the concept of pyramid evaluation in content selection. The system can be considered as a framework for Unsupervised Learning in text summarization.

This document outlines the formation and development of Worth the Weight, or WTW, a platform that seeks to sustain the Breaking community in Phoenix, Arizona and connect the generations by bringing them together in a newly and never before seen event in Breaking, an all weight class and division competition. In the last five to ten years there has been a noticeable decline in the local Breaking community, in part due to the introduction of new dance categories, economic and social changes, the cross over of academia and traditional studios in Phoenix; all combining to create a lack of longevity in veterans of the culture to pass on the tools of the trade to the next generation.

WTW is an event that occurs monthly for three consecutive months followed by a month off, totaling nine events and three seasons per calendar year. At each event dancers go head to head in battle in a single elimination style bracket, where they will add a loss or win to their overall season record. The goals of WTW are self-empowerment as well as ownership and investment in the community by those involved through participation in both the event and the planning process; all built on a foundation of trust within the Breaking community. This researcher has thirty years of direct involvement in the Breaking culture with twenty-two of those years as a practitioner in Phoenix, Arizona and co-founder of Furious Styles Crew, Arizona’s longest running Breaking crew. The development of WTW was drawn from this experience along with interviews and observations of Breaking communities worldwide. WTW intends to provide a reliable and consistent outlet during a time of instant gratification, allowing a space for self-discovery and the development of tools to be applied beyond movement. It is hoped that the format of WTW will be a model that can be adapted by other Breaking communities worldwide.

The growing population of American Indian students who attend off-reservation school has been under researched. This absence in American Indian education research, their unique needs, and their growing numbers warrant more attention. To address this absence in education research literature, this study captures the experiences of American Indian students in an off-reservation high school. Through Social Reproduction Theory and Cultural Capital Theory this qualitative study makes known the varying ways that American Indian students in off-reservation high schools comply and resist formal schooling. Through interviews and observations of these students, in addition their teachers and administrators, I document and interpret their experiences. The data suggest that American Indian students strongly connect to and use their tribal identities to negotiate school. By recognizing the rules of the school, these students employ different forms of cultural and social capital, specifically the importance of space and forms of communication. Even though their high school has a high population of American Indian students, they continue to experience challenges in academic success through stereotypical assumptions, expected roles, and structural barriers. Illustrating student identity as effects of the social reproduction process clearly demonstrates resistance, compliance, and agency of these students in their high school.

Robust and stable decoding of neural signals is imperative for implementing a useful neuroprosthesis capable of carrying out dexterous tasks. A nonhuman primate (NHP) was trained to perform combined flexions of the thumb, index and middle fingers in addition to individual flexions and extensions of the same digits. An array of microelectrodes was implanted in the hand area of the motor cortex of the NHP and used to record action potentials during finger movements. A Support Vector Machine (SVM) was used to classify which finger movement the NHP was making based upon action potential firing rates. The effect of four feature selection techniques, Wilcoxon signed-rank test, Relative Importance, Principal Component Analysis, and Mutual Information Maximization was compared based on SVM classification performance. SVM classification was used to examine the functional parameters of (i) efficacy (ii) endurance to simulated failure and (iii) longevity of classification. The effect of using isolated-neuron and multi-unit firing rates was compared as the feature vector supplied to the SVM. The best classification performance was on post-implantation day 36, when using multi-unit firing rates the worst classification accuracy resulted from features selected with Wilcoxon signed-rank test (51.12 ± 0.65%) and the best classification accuracy resulted from Mutual Information Maximization (93.74 ± 0.32%). On this day when using single-unit firing rates, the classification accuracy from the Wilcoxon signed-rank test was 88.85 ± 0.61 % and Mutual Information Maximization was 95.60 ± 0.52% (degrees of freedom =10, level of chance =10%)

Colorectal cancer is the second-highest cause of cancer-related deaths in the United States with approximately 50,000 estimated deaths in 2015. The advanced stages of colorectal cancer has a poor five-year survival rate of 10%, whereas the diagnosis in early stages of development has showed a more favorable five-year survival rate of 90%. Early diagnosis of colorectal cancer is achievable if colorectal polyps, a possible precursor to cancer, are detected and removed before developing into malignancy.

The preferred method for polyp detection and removal is optical colonoscopy. A colonoscopic procedure consists of two phases: (1) insertion phase during which a flexible endoscope (a flexible tube with a tiny video camera at the tip) is advanced via the anus and then gradually to the end of the colon--called the cecum, and (2) withdrawal phase during which the endoscope is gradually withdrawn while colonoscopists examine the colon wall to find and remove polyps. Colonoscopy is an effective procedure and has led to a significant decline in the incidence and mortality of colon cancer. However, despite many screening and therapeutic advantages, 1 out of every 4 polyps and 1 out of 13 colon cancers are missed during colonoscopy.

There are many factors that contribute to missed polyps and cancers including poor colon preparation, inadequate navigational skills, and fatigue. Poor colon preparation results in a substantial portion of colon covered with fecal content, hindering a careful examination of the colon. Inadequate navigational skills can prevent a colonoscopist from examining hard-to-reach regions of the colon that may contain a polyp. Fatigue can manifest itself in the performance of a colonoscopist by decreasing diligence and vigilance during procedures. Lack of vigilance may prevent a colonoscopist from detecting the polyps that briefly appear in the colonoscopy videos. Lack of diligence may result in hasty examination of the colon that is likely to miss polyps and lesions.

To reduce polyp and cancer miss rates, this research presents a quality assurance system with 3 components. The first component is an automatic polyp detection system that highlights the regions with suspected polyps in colonoscopy videos. The goal is to encourage more vigilance during procedures. The suggested polyp detection system consists of several novel modules: (1) a new patch descriptor that characterizes image appearance around boundaries more accurately and more efficiently than widely-used patch descriptors such HoG, LBP, and Daisy; (2) A 2-stage classification framework that is able to enhance low level image features prior to classification. Unlike the traditional way of image classification where a single patch undergoes the processing pipeline, our system fuses the information extracted from a pair of patches for more accurate edge classification; (3) a new vote accumulation scheme that robustly localizes objects with curvy boundaries in fragmented edge maps. Our voting scheme produces a probabilistic output for each polyp candidate but unlike the existing methods (e.g., Hough transform) does not require any predefined parametric model of the object of interest; (4) and a unique three-way image representation coupled with convolutional neural networks (CNNs) for classifying the polyp candidates. Our image representation efficiently captures a variety of features such as color, texture, shape, and temporal information and significantly improves the performance of the subsequent CNNs for candidate classification. This contrasts with the exiting methods that mainly rely on a subset of the above image features for polyp detection. Furthermore, this research is the first to investigate the use of CNNs for polyp detection in colonoscopy videos.

The second component of our quality assurance system is an automatic image quality assessment for colonoscopy. The goal is to encourage more diligence during procedures by warning against hasty and low quality colon examination. We detect a low quality colon examination by identifying a number of consecutive non-informative frames in videos. We base our methodology for detecting non-informative frames on two key observations: (1) non-informative frames

most often show an unrecognizable scene with few details and blurry edges and thus their information can be locally compressed in a few Discrete Cosine Transform (DCT) coefficients; however, informative images include much more details and their information content cannot be summarized by a small subset of DCT coefficients; (2) information content is spread all over the image in the case of informative frames, whereas in non-informative frames, depending on image artifacts and degradation factors, details may appear in only a few regions. We use the former observation in designing our global features and the latter in designing our local image features. We demonstrated that the suggested new features are superior to the existing features based on wavelet and Fourier transforms.

The third component of our quality assurance system is a 3D visualization system. The goal is to provide colonoscopists with feedback about the regions of the colon that have remained unexamined during colonoscopy, thereby helping them improve their navigational skills. The suggested system is based on a new 3D reconstruction algorithm that combines depth and position information for 3D reconstruction. We propose to use a depth camera and a tracking sensor to obtain depth and position information. Our system contrasts with the existing works where the depth and position information are unreliably estimated from the colonoscopy frames. We conducted a use case experiment, demonstrating that the suggested 3D visualization system can determine the unseen regions of the navigated environment. However, due to technology limitations, we were not able to evaluate our 3D visualization system using a phantom model of the colon.

Employing Queer Intersectionality, this study explored how undocuqueer activists made sense of, interacted and worked within the intersection of their LGBTQ and undocumented experience. Participants ascribed three overarching self-meanings: Vulnerability, Complexity, and Resilience. These self-meanings describe the ways participants perceived the interplay of their gender, sexuality and immigration status within the current sociopolitical context of the U.S. Recognizing their vulnerability within a state of illegibility, participants described a sense of exclusion within spaces of belonging, and wariness managing relationships with others; opting for more complex self-definitions, they resisted simplistic conceptions of identity that rendered their social locations invisible (e.g., homonormativity, heteronormativity, DREAMer); and describing themselves as resilient, they described surviving societal as well as familial rejection even when surviving seemed impossible to do so. Interacting and working within the intersection of gender, sexuality and immigration status, participants described identity negotiation and coming out as a form of resistance to institutionalized oppression, and resilience amidst simultaneous anti-immigrant, xenophobic and heterosexist power structures. Participants learned to live in multiple worlds at the same time, and embrace the multiplicity of their undocuqueer identity while seeking to bridge their communities through stories, activism and peer education. This study has implications for further understanding the way that queer politics and identity interact/ relate with various axes of inequality.

Educational Leadership is inherent of many qualities. Individuals who possess leadership stand apart from the mainstream population in general society and in any organization, thus they are change agents who influence others by their uniqueness and dynamism. The art of leadership is challenging, but meaningful, and purposeful as the focus is implementation of consistent affective and effective practices at all levels to assure achievable outcomes no matter the organization type. A leader's calling is rewarding and the journey is that of making and sustaining change through influence. The purpose of this study centered on the relationship factor of educational leadership especially the dynamics between the principal and the teacher and what constructs affect this relationship to affect principal effectiveness. The methodology employed a quantitative format and consisted of a 20 question survey sent to one school district's teachers (N=465) over a 3 month window. The summaries of results were presented in two formats: Raw (exactly how teachers answered) and a Cross-tabulation (Age & Licensure). The findings of the study yielded attitudes and perspectives of teachers regarding valuable information on leadership behaviors, styles, and practices that teachers believe were relevant to principal effectiveness. The most noteworthy aspect gleaned from this study was the people factor wherein relationships are a key factor to a leader's success in any realm that one leads.

Given the surge of immigrant and resettled refugee student enrollment in public schools, a strong understanding of the transition process for these students and their families and facilitating the creation of effective schooling contexts are major educational priorities. It is critical to determine how to best support and assist resettled refugee students in academic and other endeavors. This study seeks to better understand the perspectives of resettled refugee students who are recent high school graduates and their mentors in order to contribute practical insights into resettled refugee education and to give voice to these students. Informed by sociocultural theories as reflected in the works of Daniels, Cole and Wertsch, (2007) and others, twelve resettled refugees from Bhutan, Iraq and Burma (aka Myanmar) and ten mentors participated in individual interview sessions and focus group discussions. The study took place in Arizona. The participants' responses were audio-recorded, transcribed, interpreted, coded, and categorized into themes. Study findings suggested that: resettled refugee students struggled with adjusting to their new school system. They were marginalized and faced discrimination and suffered low teacher expectations. They were placed in English language classes that they felt were not beneficial to them; and almost all attended inner city urban schools in areas with a high poverty concentration characterized by gang and drug activities that further adversely affected their performances. Against the odds, with the help of their mentors, striving for a better life, commitment to family, and resilience, the study participants were able to not only complete their high school education on time but earned impressive grade point averages of between 3.5 to 4.2 that helped five of them win scholarships to four-year colleges.

This work presents two complementary studies that propose heuristic methods to capture characteristics of data using the ensemble learning method of random forest. The first study is motivated by the problem in education of determining teacher effectiveness in student achievement. Value-added models (VAMs), constructed as linear mixed models, use students’ test scores as outcome variables and teachers’ contributions as random effects to ascribe changes in student performance to the teachers who have taught them. The VAMs teacher score is the empirical best linear unbiased predictor (EBLUP). This approach is limited by the adequacy of the assumed model specification with respect to the unknown underlying model. In that regard, this study proposes alternative ways to rank teacher effects that are not dependent on a given model by introducing two variable importance measures (VIMs), the node-proportion and the covariate-proportion. These VIMs are novel because they take into account the final configuration of the terminal nodes in the constitutive trees in a random forest. In a simulation study, under a variety of conditions, true rankings of teacher effects are compared with estimated rankings obtained using three sources: the newly proposed VIMs, existing VIMs, and EBLUPs from the assumed linear model specification. The newly proposed VIMs outperform all others in various scenarios where the model was misspecified. The second study develops two novel interaction measures. These measures could be used within but are not restricted to the VAM framework. The distribution-based measure is constructed to identify interactions in a general setting where a model specification is not assumed in advance. In turn, the mean-based measure is built to estimate interactions when the model specification is assumed to be linear. Both measures are unique in their construction; they take into account not only the outcome values, but also the internal structure of the trees in a random forest. In a separate simulation study, under a variety of conditions, the proposed measures are found to identify and estimate second-order interactions.

ABSTRACT The high percentage and the steady growth of Hispanic/Latino students in Arizona demand that special attention be placed on improving academic achievement and attainment. The need to support Hispanic/Latino parents in becoming meaningful positive contributors to their children's schooling continues to surface as a critical issue in school improvement efforts in many Arizona districts. American Dream Academy, part of the Center for Community Development and Civil Rights at Arizona State University, has aimed to address this critical issue. Their focus has been to change Latino parents' beliefs about, knowledge of, and behaviors related to their children's education from pre-kindergarten to the post-secondary level. The Hoover-Dempsey and Sandler model, Realizing the American Dream, for parental involvement was the basis for the design of the curriculum used by the American Dream Academy. The purpose of this study was to analyze the efficacy of the American Dream Academy in changing the beliefs, knowledge, and behaviors of parents. The data sources were demographic and pre- and post-academy surveys taken by 719 parents representing 42 Title 1 school districts throughout Maricopa County, Arizona during the spring semester of 2012. Two tailed t tests and the significant p values revealed statistically significant changes after participation in the academy for each one of the survey statement constructs, beliefs, knowledge, and behaviors. A computation of the effect sizes using Cohen's d revealed that there were moderate to large effect sizes for each of the constructs. The knowledge construct had the largest effect size. Pearson correlation coefficients revealed that the gains for each construct were positively correlated with each of the other constructs and that the relationships were statistically significant. The significant effects of the American Dream Academy's curriculum were considerable in changing parents' beliefs, knowledge, and behaviors as to pre-kindergarten and post-secondary education. Of special notice is the effect that the academy had on parents' knowledge of how to help their children as they navigate through the United States' educational system. It is recommended that school districts partner with the American Dream Academy in efforts to engage parents in meaningful participation.