Hardware based or binary attestation is based on binaries that have been executed on the execution platform. TPM  is a co-processor designed to protect cryptographic keys and record software state of a computing platform by using a set of special-purpose Platform Configuration Registers (PCRs). Each PCR stores a single cryptographic hash which can be read by external software. The concept of a Dynamic Root of Trust for Measurement (DRTM)  was introduced to address the issue of static PCR read sequence, by allowing the chain of measurements to begin at a user-defined point in the platforms operation. Software Guard Extensions (SGX)  provide a hardware-enforced isolated execution environment (an enclave) for application software. The enclave provides a means of attesting software inside the enclave to other enclaves. Binary attestation is brittle as any configuration changes or upgrades result in different hashes of binaries, even if the platform remains in a trustworthy state, leading to high false positives in flagging threats in a wireless sensor network.
An integral part of the nation’s health system and the overall economic/social development are dependent on the policies that guide essentials for quality healthcare provision that are based on a scientifically sound and socially acceptable methods for high quality healthcare system (Kyounghae, K. et al, 2016). In response to Nightingale’s call for action, the author chose this project as a measure to tackle disparity problems by exploring the possibility of using mobile health clinics as the medium for reducing health disparities in under-served populations. Advancements in nursing science, specifically middle-range nursing theories, expanded the discipline of nursing, and a thorough understanding of nursing theory provides a solid foundation for the advanced nursing scope of practice (AACN, 2015). The doctor of nursing practice (DNP) degree prepares the graduates to integrate nursing science with organization, biophysical, psychological, and analytical sciences (AACN, 2015). Furthermore, this DNP essential underscores the importance of using science-based concepts to evaluate and enhance health care delivery and improve patient outcomes (AACN, 2015). Implementation of these nursing, evidence-based, scientific interventions and concepts proposals can only be possible and attainable when people have unfettered access to the basic healthcare services they need (AHRQ, 2011). Health and wellness, individual development of self-reliance and self- determination are essential needs (Hegge, 2013). However, when people in need of those
“speed dating” style. As each grade level met with the program coordinators separately they were given time to learn about which exhibits at the High had particular connections to STEAM. The TCPS teachers also had time to share what they would be teaching in their classrooms at the time of the field trip. TCPS teachers worked closely with the High program coordinators to make connections relevant to the learning experiences the students would be having. In previous years we met and discussed as a whole staff instead of breaking up into smaller concentrated groups. This year in addition to our “speed dating” meeting style, we also had teachers bring their computers so we could all look at the galleries together during our meetings. We also provided the teachers of TCPS with High Museum brochures. As we engaged in the collaborative process, I made note of how useful it was to create meaningful field trips that reflected the arts integrative practice I believed in so strongly in. Sharing this information as we structured the field trips also helped to prepare the docents so they could better lead a cross curricular discussion on the exhibit tours. An important piece that I observed during the field trips this year was if the students were actually making those connections. I assessed the student learning on the trips through their responses to the docent prompts and also through the Creative Free Share. I evaluated the level of relevant learning comprehension (RLC) by comparing student response topics to the relevant of the exhibit and the relevant lessons provided by the teachers. I
To evaluate the three theoretical types of cognitive load, the eight-item scale from Klepsch, Schmitz, and Seufert (2017) was selected and adapted to the damage assessment task. The naïve methodology was used without briefing respondents on cognitive load theory beyond the wording of the items. A ninth item was developed to balance the number of items for intrinsic cognitive load compared to the other two types, intended to be reflective with the other two: “I had to remember many things to perform the task.” Items were rated on a 7-point Likert- Type scale from “Strongly Disagree” to “Strongly Agree” with only the ends of the scale labeled. Reliability was measured for the three sub-components separately (Intrinsic α = .733, Germane α = .676, Extraneous α = .733). The Paas (1992) single-item total cognitive load measure has been well-validated across many studies (Paas, Tuovinen, Tabbers, & Van Gerven, 2003) and has been shown to correlate with physiological measures (Joseph, 2013). The single item from Paas (1992) was adapted to the study and presented immediately after the completion of the ten scenarios. The item asked participants: “How much mental effort did you invest in making your assessment?” Response was rated on a 9-point scale with ends “Very, Very Low” to “Very, Very High” and intermediate scale points labeled as in the original scale. While both approaches were employed in the instrument, validity could not be assured, and the three-component model was utilized for the structural model.
Despite the prevalence of new technologies and online learning-related research, and, despite substantial interests for using mobile devices to support learning, little is known of English Learners’ (ELs) literacy activities on mobile phones. Social networking and learning in online spaces have been a popular topic among many language and literacy educators and researchers for years (Belcher, 1999; Black, 2009; Nelson & Temple, 2011). Now, technology- mediated learning, which was once reliant on computer-assisted online spaces, is moving towards mobile phones. Language learners now interact in a mobile world by using various applications and nearly unlimited online access. Most of the studies related to mobile learning were done with technological evaluations (Petrova & Li, 2009). However, only limited research has been done on ELs’ actual mobile phone language learning and literacy practices in and out of school. Rather, most of the published studies are reviews of existing tools and how they can help learners, not necessarily English learners. Godwin-Jones (2008) reviewed online writing tools to examine what features they have and how they can assist learners. His research clearly shows that emerging technologies provide an opportunity for ELs’ self-development of writing skills using various tools--including Google. He argued that the new challenge for language teachers is the issue of how they can help students extend their Internet world beyond their first language and provide appropriate instruction and tools for students’ self-development in that environment. Literacy practices include what students do and most importantly how they use their