Attainable Values Research Articles

Trajectories of math expectancies for success and values in Latinx and Asian students.

The heterogeneity in the developmental trajectories of math motivational beliefs (i.e., expectancies for success and subjective task value beliefs) was examined among Asian and Latinx male and female students from Southern California across Grades 8 through 10 (n = 2,710; 50% female; 85% Latinx; 15% Asian; Mage = 13.77). By conducting growth mixture modeling, we identified two classes of stable trajectories for expectancies for success; five classes of stable, decreasing, or increasing trajectories for interest and utility value; and three classes of stable, decreasing, or increasing trajectories for attainment value. The group comparisons demonstrated that variability exists in adolescents' motivational belief development at the intersection of their race/ethnicity and gender for some trajectories. For example, Latina adolescents were more likely to maintain moderate expectancies for success than high expectancies for success compared to Latino and Asian male adolescents, but Asian female adolescents did not differ in their level of expectancies for success from the two male groups. Also, we found Latina adolescents displayed smaller decreases in interest compared to Asian female adolescents and in utility value compared to Latino adolescents. The findings from the present study challenge traditional stereotypes in math and highlight positive motivational belief development in students who are marginalized in math (e.g., Latina adolescents). (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Implementation of Work Immersion in the New Normal: Basis for Students’ Quality Performance and Satisfaction

This study evaluated the implementation of work immersion in the new normal, students' quality performance, and work immersion satisfaction. The relationship between variables and the mediating effect of students' quality performance between work immersion implementation and student satisfaction was also investigated. Adherence, exposure, quality of delivery in terms of work immersion curriculum, work immersion processes, and work immersion assessment, as well as participant responsiveness, were used to assess the extent of work immersion implementation. In addition, the level of satisfaction among students was evaluated using Task values (attainment value, intrinsic value, utility value, and cost); Motivation factors (work itself, achievement, and responsibility); and Hygiene factors (administrative policies, supervision, interpersonal, and working conditions). On the other hand, students’ quality performance was gauged base on teamwork, communication, attendance/punctuality, productivity/resilience, initiative/proactivity, judgement/decision-making, and dependability. Respondents are Grade 12 students from public secondary schools in the SDO Tayabas who have participated in actual work immersion activities in an authentic workplace. The structured questionnaire was created and validated to collect data from respondents via Google Forms to determine the extent of the research variables and their association. These data were analyzed to obtain reliable and valid study results. The study's findings revealed that work immersion program implementation is significantly related to student satisfaction. Work immersion program implementation is significant to student quality performance; student satisfaction creates a relationship with work immersion program implementation. The mediation analysis results indicate that the overall student’s quality performance can transmit the effect of influenced implementation of work immersion, which increases student Satisfaction. Also, partial mediation exists considering the extent of the mediating effect of students' quality performance between the work immersion implementation and the students' satisfaction with work immersion. This is due to the analysis that the work immersion implementation as the independent variable significantly affects a mediating variable, which is the students' quality performance. The students' quality performance as the mediating variable has a direct impact on the students' satisfaction with work immersion as the independent variable.

Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students

AbstractMigrant students tend to underperform in Science, Technology, Engineering, and Mathematics (STEM) subjects and are less likely to pursue higher education in STEM when compared with their nonmigrant peers. Given the substantial increase in migration, this disparity has been a central concern in science education in many European countries. The purpose of this study was to investigate the effectiveness of an innovative science outreach program that brings together migrant students and STEM professionals with the same linguistic and cultural backgrounds. The program consists of one‐off workshops that follow an inquiry‐based approach and include hands‐on activities and science communication in the students' heritage language. Using surveys with adapted scales and open‐ended questions, we applied a randomized block design with waitlist control groups and repeated measures. Eighty‐three Portuguese‐speaking migrant students aged 6–17 years participated in the workshops in Germany and the United Kingdom. Results indicate that both the students and STEM professionals evaluated the program positively and that students who participated in the workshops tended to demonstrate an increase in their attainment value for science and an increase in their self‐concept of ability for the heritage language 4 weeks after the intervention when compared with students in the control condition. These effects were particularly pronounced for students with low prior motivation to study science or speak the heritage language. Our results thus show that it is possible to foster migrant students' attainment value for science and increase their self‐concept of ability regarding the heritage language through a brief science outreach intervention.

Exploring the motivation of health professionals to engage with research at various career stages

BackgroundResearch is crucial for improved healthcare and better patient outcomes, but there is a current shortage of clinician-researchers who can connect research and practice in the health professions field. This study aimed to investigate the effect of career stage, previous training and involvement in research on health professionals' (HPs) motivations to engage in research while in public hospital clinical roles. HPs' perceived motivation concerning the importance, value, and barriers attributed to research during different career stages were examined.MethodsA mixed methods study design was adopted for this research. An online survey developed based on the Expectancy-Value-Cost (EVC) theory was distributed to HPs (doctors, nurses, midwives, and allied health professionals) in three North Queensland Public Hospitals. Data analysis included descriptive and inferential statistics for the quantitative data and content analysis for the qualitative text responses.ResultsThree hundred and fifty-five responses were received. Prior research training and involvement in research influenced respondents' perceptions about the importance, attitude, motivators, and barriers to research. Attainment value was the overarching motivation for involvement in research and research training for all career stages and all professional HP groups. Positive attitude to research was significantly higher (P = 0.003) for the allied health group (27.45 ± 4.05), followed by the medical (26.30 ± 4.12) and then the nursing and midwifery group (25.62 ± 4.21). Perceived importance and attitude attributed to research were significantly higher (P < 0.05) for those who had research training (26.66 ± 3.26 and 28.21 ± 3.73) compared to those who did not have research training (25.77 ± 3.77 and 23.97 ± 3.53). Significantly higher (P < 0.05) perceptions of organisational and individual barriers were reported among early career (50.52 ± 7.30) respondents compared to their mid-career (48.49 ± 8.14) and late career (47.71 ± 8.36) counterparts.ConclusionThe findings from this study provide valuable insights into the factors that influence HPs' motivation for research. The results underscore the importance of professional group, involvement in research, exposure to research training, career stage, gender, and organisational support in shaping HPs' attitudes, values, and perceived barriers to research. Understanding these factors can inform the development of targeted strategies to enhance research engagement among HPs and promote evidence-based practice in healthcare.

Black adolescents’ motivation to resist the false dichotomy between mathematics achievement and racial identity

This study investigates the racial-mathematical identity profiles of Black American adolescents. Survey data were collected in five schools across one U.S. urban school district at two time points (spring 2018 [n = 197] and spring 2019 [n = 210]). Based on extant research regarding psychological response patterns to racialized school stress, we investigated the existence of an identity negotiation pattern in which students were motivated to resist negative stereotypes about Black people by achieving well in mathematics. We conducted a latent profile analysis combining students’ self-beliefs across five indicators: racial centrality, racial public regard, mathematics attainment value, mathematics mastery experiences, and resistance motivation. Three distinct racial-mathematical identity profiles emerged: (1) Mathematics Devalued/Ambivalent, (2) Moderately Math Attained, and (3) Resistors. We found associations between profile membership and students’ gender, negative math emotions, and their receipt of cultural and critical mathematics instruction. We also found an association between the identity profiles and school type (academically selective “magnet” schools vs. open-enrollment neighborhood schools), but not in the direction that might be assumed. Moreover, we found that certain school environment factors (i.e., racial stereotyping and cultural and critical mathematics instruction) were significantly different in racially diverse magnet schools than in the neighborhood schools. Overall, our data reveal the existence of a highly motivated Resistor profile among Black students, that is predicted by cultural and critical mathematics instruction but underrepresented within this district’s selective magnet schools.

Am I a math person? Linking math identity with students’ motivation for mathematics and achievement

Based on the expectancy-value perspective on identity and identity formation, this paper explores the relationship between math identity (MI) and the dimensions of motivation (i.e. intrinsic value, attainment value, utility value and perceived competence) and math achievement in primary school. An additional aim of our research was to explore these relationships in different cultural contexts and investigate potential gender and grade differences concerning MI. The participants were 11,782 primary school students from Norway, Sweden, Estonia, Finland, Portugal and Serbia. All predictors from the motivation spectrum were significant for students’ MI across the examined countries and had a stronger association with MI than math achievement. Among the motivational dimensions, intrinsic value had the strongest association with students’ MI. Boys had significantly more positive math identities than girls in Estonia, Finland, Norway and Portugal. The results showed that the grade 4 students perceived themselves less as “math persons” than their grade 3 peers in all countries.

Extending the lower bound of attainable load-independent voltage gain values range in contactless, feedbackless and sensorless power delivery links

It is well-known that series(capacitive)-series(capacitive) compensated inductive wireless power transfer links (SS(CC)-IWPTL) operating at fixed frequency with constant coupling coefficient may be designed to attain arbitrary load independent voltage gain (LIVG) value, residing within a region defined only by loosely coupled transformer (LCT) parameters. Such a characteristic allows designing the system to be sensorless and operate without feedback, which is an extremely useful feature in hostile environment applications. Unfortunately, LCT parameters are not selected arbitrarily in practice; hence, the desired LIVG value may reside outside the attainable region, calling for an additional power conversion stage. In particular, region of attainable LIVG values is especially narrow when LCT inductances ratio is imposed by the application and thus cannot be freely selected. One of existing challenges is regulating the system output to low DC voltage while it is being fed from a much higher valued voltage source, i.e. calling for an extremely low LIVG value. The paper demonstrates that adopting an inductor rather than a capacitor as primary series compensation element allows to extend the lower bound of attainable LIVG values region for given LCT and operating frequency, potentially eliminating the need for an additional step-down power converter. Resulting coil-to-coil efficiency is quantified and guidelines for sizing corresponding compensation elements pair are established as well. Simulations and experiments accurately verify the proposed methodology.

Within- and out-of-school FL exposure and learning: An expectancy-value theory perspective on FL listening motivation

Listening is a largely neglected area in L2/FL research and teaching even though it is one of the two only channels to receive linguistic input for language learning. Drawing on expectancy-value theory, a theory of motivation, the study set out to examine, quantitatively, FL listening motivation in relation to within- and out-of-school FL exposure and learning. Qualitative data were also collated to explain the quantitative findings. Analysing the e-survey data from 275 Grade-10-to-12 English-as-a-foreign-language learners in Hong Kong, we found that medium of instruction, spoken English exposure at school, and informal English exposure outside school were associated positively with expectancy. Out-of-school informal exposure was not only the strongest predictor of expectancy, but also the only variable positively related to interest (intrinsic value). Almost all the participants agreed with the importance of performing well on FL listening (attainment value). Open-ended responses elaborated on some of these relationships.

Protein-Functionalized Gold Nanospheres with Tunable Photothermal Efficiency for the Near-Infrared Photothermal Ablation of Biofilms.

Temperature-responsive nanostructures with high antimicrobial efficacy are attractive for therapeutic applications against multidrug-resistant bacteria. Here, we report temperature-responsive nanospheres (TRNs) engineered to undergo self-association and agglomeration above a tunable transition temperature (Tt). The temperature-responsive behavior of the nanoparticles is obtained by functionalizing citrate-capped spherical gold nanoparticles (AuNPs) with elastin-like polypeptides (ELPs). Using protein design principles, we achieve a broad range of attainable Tt values and photothermal conversion efficiencies (η). Two approaches were used to adjust this range: First, by altering the position of the cysteine residue used to attach ELP to the AuNP, we attained a Tt range from 34 to 42 °C. Then, by functionalizing the AuNP with an additional small globular protein, we could extend this range to 34-50 °C. Under near-infrared (NIR) light exposure, all TRNs exhibited reversible agglomeration. Moreover, they showed an enhanced photothermal conversion efficiency in their agglomerated state relative to the dispersed state. Despite their spherical shape, TRNs have a photothermal conversion efficiency approaching that of gold nanorods (η = 68 ± 6%), yet unlike nanorods, the synthesis of TRNs requires no cytotoxic compounds. Finally, we tested TRNs for the photothermal ablation of biofilms. Above Tt, NIR irradiation of TRNs resulted in a 10,000-fold improvement in killing efficiency compared to untreated controls (p < 0.0001). Below Tt, no enhanced antibiofilm effect was observed. In conclusion, engineering the interactions between proteins and nanoparticles enables the tunable control of TRNs, resulting in a novel antibiofilm nanomaterial with low cytotoxicity.

Computer Software Maintenance and Optimization Based on Improved Genetic Algorithm

Optimizing computer software maintenance is the key goal, which also ensures dependable and consistent network performance. In order to increase genetic operations and evaluate the satisfaction and fitness index functions, this article employs an improved genetic algorithm. Utilizing the network's performance and controlling restrictions through controlled data iterations, the architecture is refined. The study also finds a link between the number of iterations and the rate of network optimization, supporting the results of the genetic algorithm. The results show that the reliability of the network system decreases as the number of genetic operation repeats increases. If a critical point is reached, the enhancement in network reliability tends to level off due to hardware constraints or other relevant factors. Notably, the study identifies the maximum attainable value of network reliability at 0.894, precisely at 100 iterations. These conclusions offer an essential framework for optimizing the design of computer network reliability, emphasizing the necessity of a well-balanced approach to genetic algorithm-based optimization.

Course Attainment and Program Attainment in Education Systems with the Average and Threshold Aspect.

Abstract— This article offers a comprehensive exploration of Outcome-Based Education (OBE) with a specific focus on assessing course attainment and program attainment through average-based and threshold-based methods. Utilizing a sample dataset, the study showcases the practical application of these methods to evaluate student achievements. The findings presented as average and threshold course outcome (CO) attainment calculation with sample data for a course, provide insights into student performance for course outcomes, elucidating the strengths and limitations of each approach. The study extends its analysis to program attainment, emphasizing the crucial link between CO and PO through mapping. Attainment calculation of a course with threshold and average CO attainment values displays program outcome (PO) attainment values calculated using both average and threshold methods, offering nuanced insights into student achievements within an academic program. An essential takeaway is the significance of interpreting attainment values. Establishing correlations between these values and course content equips educators to enhance cognitive, psychomotor, and affective development through targeted course delivery improvements. In conclusion, this study underscores the synergy between course and program attainment, offering informed insights to educators and institutions. It recognizes the strengths and weaknesses of average and threshold methods and emphasizes the importance of selecting the appropriate method based on specific learning objectives and educational contexts. This research informs assessment strategies for optimizing educational experiences in attainment methods. Keywords — Course Outcome (CO); Program Outcome (PO); Average Attainment; Threshold Attainment; Course Attainment; Program Attainment.

A59: The Influence of Chinese Junior Middle School Students' Expectancy-Value on Their Attitude Towards Physical Education Class

Purpose: Physical education is an important way to improve the sports skills and physical health level of Chinese junior middle school students, help students master sports health knowledge, and cultivate students' sports behavior. It is of great significance to improve the teaching quality of physical education class and solve the practical problem that students like physical education but don't enjoy having physical education class by improving students' expectancy-value of physical education class and correcting students' attitude toward PE (physical education) class. Therefore, to explore the differences between the expectancy-value and attitude of different types of students participating in physical education class, and to clarify the impact of the expectancy-value of different types of students on their attitude toward PE class, can provide a reference for the classified optimization of the expectancy-value and attitude of junior high school students in physical education. Methods: A questionnaire was collected from 2809 Chinese junior middle school students, with an average age of 13.37 years. Among them, 1397 boys and 1412 girls; There are 1010 students in urban schools and 1799 students in rural schools. The contents of the survey include students' age, gender, grade, school type (urban or rural) and other demographic variables, as well as students' expectancy-value and attitude towards PE. The expected value was measured by the Expectancy Value Questionnaire, which includes two dimensions: expectancy beliefs for success and perceived task values (attainment value, intrinsic/interest value, utility value). The construct validity of the questionnaire exceeds 0.90. The attitude toward PE class was measured by the Attitude toward Physical Education Questionnaire for Middle School Students, which includes two dimensions: affective component (α=. 89) and cognitive component (α= .86). Using SPSS 25.0 software, using ANOVA, correlation analysis and regression analysis and other statistical analysis methods, this paper analyzes the differences and effects of different types of junior high school students' expectancy-value on their attitude towards PE class, as well as the moderating effects of demographic variables. Results: (1) The total score of expectancy-value (F=82.45, p &lt; 0.001), total score of attitude toward PE class (F=93.43, p &lt; 0.001) and scores of each dimension of junior middle school boys were significantly higher than those of girls; (2) The scores of rural students' expectancy beliefs for success (F=4.84, p &lt; 0.05), perceived task values (F=7.01, p &lt; 0.01), and affective component of attitude toward PE class (F=5.05, p &lt; 0.05) were significantly higher than those of urban students; (3) There are significant differences in the total score of the expectancy-value (F=8.24, p &lt; 0.001), the score of the expectancy beliefs for success (F=13.74, p &lt; 0.001), the score of the perceived task values (F=8.35, p &lt; 0.001), the total score of the attitude towards PE class (F=5.64, p &lt; 0.01), and the score of the affective component (F=8.04, p &lt;0.001) of the students in Grade one, Grade two, and Grade three. (4) The expectancy-value of physical education of junior high school students can significantly predict their attitudes towards PE class, which is mainly reflected in the predictive effect of perceived task values on the affective component and cognitive component of attitude toward PE class and are moderated by school type (B=0.11, p &lt; 0.01) and grade (B=0.09, p &lt; 0.05). Conclusion: (1) The expectancy-value and attitude toward PE class of junior middle school boys are better than that of girls, the expectancy-value and attitude toward PE class of rural school students are better than those of urban school students, and the expectancy-value and attitude toward PE class of students in grade three are better than those in grade one and grade two; (2) The perceived task values of junior high school students has a predictive effect on the affective and cognitive component of the attitude towards PE class, and are positively moderated by the school type and grade.

ВПЛИВ СОЦІАЛЬНО-ЕКОНОМІЧНИХ ЧИННИКІВ НА ФОРМУВАННЯ БІЗНЕС-СЕРЕДОВИЩА ПІДПРИЄМСТВА

Socio-economic factors play a key role in shaping the business environment of an enterprise, influencing its stability, development and competitiveness. These factors can be conditionally divided into macro- and micro-levels, where each of them has its own specificity and power of influence. Macroeconomic factors include the inflation rate, the state of economic growth, the exchange rate, the unemployment rate, and government policy. Economic growth contributes to an increase in the incomes of the population and investments, which has a positive effect on business. Social factors include demographic changes, educational attainment, cultural characteristics, and social values. Demographic changes, such as population aging or migration processes, affect the size and structure of the labor market and the consumer market. Cultural characteristics and social values shape consumer behavior and preferences, which is important to consider when developing marketing strategies. Political stability and the legal framework also have a significant impact on the business environment. Political instability can create risks for investors and lead to unpredictable changes in regulatory policy. Instead, a stable political environment promotes predictability and long-term planning. The development of technologies and their implementation in business processes is another important factor. Innovative technologies can significantly increase production efficiency, reduce costs and open new sales markets. Enterprises that actively implement the latest technologies have a competitive advantage and can quickly adapt to changes in the business environment. Thus, socio-economic factors have a complex impact on the formation of the enterprise’s business environment. For successful functioning and development, enterprises need to constantly analyze and adapt to changes in the external environment, taking into account both macroeconomic and microeconomic aspects. This will allow not only to maintain a position in the market, but also to find new opportunities for growth and development.

Spintronic performance of bent zigzag phosphorene nanoribbons: effects of mechanical deformation and gate voltage.

This study explores the spintronic properties of an innovative device incorporating in-plane bent zigzag phosphorene nanoribbons (ZPNRs). The device features ZPNRs with a channel length of 23.4 nm, bent into circular arcs with varying curvatures. We investigate the impact of mechanical deformation and gate voltage on the spin-dependent properties, including the density of states, transmission coefficients, and spin Seebeck coefficient (SSC). Our results demonstrate that the device exhibits a spin-semiconducting phase with tunable spin-splitting characteristics and spin-dependent transport properties, both of which are influenced by the curvature. An increase in the bending parameter markedly enhances spin splitting, leading to the SSC attaining values as high as 1.35 mV K-1. Moreover, the application of gate voltage further enhances both spin polarization and spin current. The significant impact of mechanical deformation and gate voltage on spintronic performance showcases the potential of bent ZPNRs for advanced applications.

Deadlines make you productive, but what do they do to your motivation? Trajectories in quantity and quality of motivation and study activities among university students as exams approach.

Recent research has emphasized that achievement motivation is context-sensitive and varies within individual students. Ubiquitous temporal landmarks such as exams or deadlines are evident contextual factors that could systematically explain variation in motivation. Indeed, research has consistently found that university students increase their study efforts as exams come closer in time, indicating increasing study motivation. However, changes in study motivation for a specific exam as it comes closer have rarely been investigated. Instead, research on developmental changes in expectancy and value beliefs has consistently founds that achievement motivation declines over a semester. Surprisingly, declining motivation thus apparently coincides with increasing study efforts for end-of-semester exams. The present research investigates this apparent contradiction by assessing how exam-specific motivation and study behavior change under equal methodological conditions as an exam draws closer. Using parallel growth curve models, we examine changes in expectancy-value beliefs, performance approach and avoidance motivation and study behavior as well as motivational want- and should-conflicts among 96 students over eight weekly measurement points. Results show that students study more for their exam as it comes closer and increase their use of surface learning strategies more rapidly than their use of deep learning strategies. However, even exam-specific expectancy and attainment value beliefs decline while performance-avoidance motivation increases over time, indicating that students increasingly study out of fear to fail as exams come closer. Consistent with these findings, students' experience of should conflicts decreases while their want conflicts increase over time. We discuss several possible mechanisms underlying our findings in addition to potential theoretical consequences and suggest future research opportunities to better understand students' changes in situative motivation and study behavior in the context of temporal landmarks.

Control–Value Appraisals and Achievement Emotions: A Moderation Analysis

Emotions in second language acquisition have started to gain attention in the past few years. One of the main theories that has been used to investigate students’ achievement emotions is Pekrun’s control–value theory of achievement emotions. This research aims to use the control–value theory to investigate the relationship between control and value appraisals, their interaction, and the effect they have on anxiety, boredom, and enjoyment in the context of SLA. Data were collected from 515 university students enrolled in an English language course whose first language was Arabic. The results of analyzing the data indicated that students’ perceived intrinsic, attainment, and utility value interacted differently with students’ perceived control to affect anxiety, boredom, and enjoyment. The results highlight the role played by intrinsic value in the relationship between control and anxiety and control and enjoyment.

Crafting a Real-World Problem Project-Based Learning Based on Gantry Crane System

This paper presents the design and implementation of project-based learning for the System Modeling and Analysis course using a real-world gantry crane system problem in the first control engineering course for electrical engineering students. This project-based approach covers several topics including modeling, simulation, control and analysis. Several activities were conducted as part of the implementation of this project-based learning to achieve the intended learning outcomes of the course and the students’ expectancies values such as attainment, intrinsic, and utility values. Both individual and group assessments were performed to evaluate the abilities and knowledge, as well as to observe and provide feedback on the development of the required skills. The impact of this project-based learning implementation is evaluated by analyzing students’ feedback comments and suggestions. The findings indicate that students’ can develop their ability to solve a practical problem systematically as well as enhance their understanding and motivation towards learning. Hence, this indicates that all expectancy values considered are achieved.

Genetic atom search-optimized in vivo bioelectricity harnessing from live dragon fruit plant based on intercellular two-electrode placement

Bioelectricity is a promising alternative renewable energy source that can be produced from live plants and trees. However, previous experimental studies mostly applied non-sustainable bioelectricity extraction techniques from cut-off stem or leaves and neglected the optimum placement of electrodes for maximizing energy extraction without impeding plant growth. Electrode placement and penetration are crucial in energy extraction since they greatly influence electrical generated output enhancement. Relatively, along with the common plants used for bioelectricity extraction, the dragon fruit tree has the potential to be explored as an alternative bioelectricity source since it is widely abundant in many regions. With that, this work introduced a novel integrated genetic-population metaheuristic-based optimization model that was developed centered on in vivo stem bioelectricity extraction from dragon fruit tree to determine the exact optimum distance of silver-coated copper pin-type anodes and cathodes for maximum bioelectricity extraction through intercellular across vascular bundle (icVB) and inter-parenchymal cells (iPC) electrode penetration techniques, and incorporated the cradle-to-gate Life Cycle Assessment methodology to properly account the environmental impacts of the two intercellular penetration approaches. Multigene genetic programming was performed to formulate the fitness function followed by a comparative atom search (ASO), shuffle frog-leaping, and elephant herding-based bioelectricity harnessing optimization. Thus, ASO demonstrated the highest attainable fitness value and conformed well with both electrode placement treatments. This subsequently verified that ASO-based iPC penetration, yielding 58.923 J, surpasses icVB, which only yielded 13.909 J in terms of the total harnessed energy stored throughout the 30-day experiment. Overall, the genetic ASO-iPC with an electrode distance of 4.488 inches produced a higher yield of harnessed bioelectricity while incurring no significant damage and causing fewer environmental impacts compared to the ASO-icVB treatment. This developed technique can minimize greenhouse gas emissions while also expanding the application of evolutionary computing in agriculture and alternative energy domains.

Engineering DyCrO3 ceramics toward room-temperature high-κ dielectric applications

The search for a high-κ dielectric material that combines a high dielectric constant (ϵ′) and low dielectric loss is very crucial because of its widespread use in gate dielectrics to avoid the leakage current that arises due to continued miniaturization of present SiO2-based metal-oxide semiconductor field-effect transistor devices. RCrO3 (R is a rare-earth ion) materials have been at the center of interest because of their intriguing ferroelectric and magnetic properties, as well as their room-temperature colossal dielectric constant (CDC) values. Although CDC (ϵ′∼104) in RCrO3 materials is quite common, it is unsuitable for device applications since it is associated with a larger dielectric loss value (tan δ∼7 at 11 kHz). Here we have focused on polycrystalline DyCrO3, prepared using multiple synthesis techniques, and thoroughly investigated the origin and tuning of the various dielectric relaxations that give rise to CDC and large dielectric loss values. A clear understanding of the origin of dielectric relaxations enables us to design a specially synthesized DyCrO3 (SPS-DCO) in which the extrinsic dielectric relaxations driven large dielectric loss values can be completely suppressed and which is found to be associated with optimized high-κ dielectric properties [ϵ′∼130, tan δ∼0.06, and temperature coefficient of dielectric constant (TCϵ) ∼ 2280 ppm/K at 11 kHz, 300 K]. The only remaining intrinsic Debye-type dielectric relaxation in SPS-DCO arises due to electric-field-assisted charge hopping among various valences of Cr (investigated using x-ray photoelectron spectroscopy) that presently limits the lowest attainable loss value.

A perceptible stacking ensemble model for air temperature prediction in a tropical climate zone

Bangladesh is one of the world’s most susceptible countries to climate change. Global warming has significantly increased surface temperatures worldwide, including in Bangladesh. According to meteorological observations, the average temperature of the world has risen approximately 1.2 °C to 1.3 °C over the last century. Researchers and decision-makers have recently paid attention into the climate change studies. Climate models are used extensively throughout the nation in studies on global climate change to determine future estimates and uncertainties. This paper outlines a perceptible stacking ensemble learning model to estimate the temperature of a tropical region—Cox’s Bazar, Bangladesh. The next day’s temperature, maximum temperature, and minimum temperature are estimated based on the daily weather database collected from the weather station of Cox’s Bazar for a period of 20 years between 2001 and 2021. Five machine learning (ML) models, namely linear regression (LR), ridge, support vector regression (SVR), random forest (RF), and light gradient boosting machine (LGBM) are selected out of twelve ML models and combined to integrate the outputs of each model to attain the desired predictive performance. Different statistical schemes based on time-lag values play a significant role in the feature engineering stage. Evaluation metrics like mean absolute error (MAE), mean squared error (MSE), mean absolute percentage error (MAPE), and coefficient of determination (R2) are determined to compare the predictive performance of the models. The findings imply that the stacking approach presented in this paper prevails over the standalone models. Specifically, the study reached the highest attainable R2 values (0.925, 0.736, and 0.965) for forecasting temperature, maximum temperature, and minimum temperature. The statistical test and trend analysis provide additional evidence of the excellent performance of the suggested model.