Potential Calculations Research Articles

Cloud Computing's Potential in Streamlining Laboratory Research and Data Analysis

Cloud Computing's Potential in Streamlining Laboratory Research and Data Analysis

Investigating SHA and Proposing SPHINCS+ as a Post Quantum Algorithm (PQC)

Abstract: In the swiftly evolving landscape of cryptography, the advent of quantum computing poses unprecedented challenges to the established security paradigms. This research embarks on an extensive exploration into the resilience of the SHA-256 hashing algorithm, a linchpin of contemporary cryptographic infrastructure, against the looming threat posed by quantum computers. Our principal aim is to comprehensively assess the susceptibility of SHA-256, especially within the context of its critical role in ensuring the security and immutability of the Bitcoin blockchain. As quantum computing's potential to break classical cryptographic systems becomes a tangible concern, this research proposes SPHINCS+ as a potent post-quantum alternative, capable of safeguarding digital transactions and communications in the quantum era. By delving deep into the inner workings of both SHA-256 and SPHINCS+, this research contributes significantly to the expanding knowledge base surrounding post-quantum cryptography and its implications for securing the digital landscape

Implementation of MEC-Assisted Collective Perception in an Integrated Artery/Simu5G Simulation Framework.

Advanced vehicle-to-everything (V2X) safety applications must operate with ultra-low latency and be highly reliable. Therefore, they require sophisticated supporting technologies. This is especially true for cooperative applications, such as Collective Perception (CP), where a large amount of data constantly flows among vehicles and between vehicles and a network intelligence server. Both low and high-level support is needed for such an operation, meaning that various access technologies and other architectural elements also need to incorporate features enabling the effective use of V2X applications with strict requirements. The new 5G core architecture promises even more supporting technologies, like Multi-access Edge Computing (MEC). To test the performance of these technologies, an integrated framework for V2X simulations with 5G network elements is proposed in the form of combining Simu5G, a standalone 5G implementation, with the go-to V2X-simulator, Artery. As a first step toward a fully functional MEC-assisted CP Service, an extension to Simu5G's edge implementation is introduced. The edge application is responsible for dispatching the Collective Perception Messages generated by the vehicles via the 5G connectivity so that a MEC server provided by the network can process incoming data. Simulation results prove the operability of the proposed integrated system and edge computing's potential in assisting V2X scenarios.

The Explosion of Medical Videos on the Internet

The Explosion of Medical Videos on the Internet

Quantitative Description of Potential of Mean Force BetweenMacroparticles in Fluid with Attactive Forces

A statistical mechanics method is proposed for calculation ofpotential of mean force (PMF). In the case of solvophobic or solvophilicmacroparticles immersed in solvent bath of soft sphere or Lennard-Jonesparticles, prediction accuracy for the PMF and MF from the simplestimplementation of the proposed method, where hypernetted chain approximationis adopted for correlation of the macroparticle-macroparticle at infinitelydilute limit, is comparable to that of a recent more sophisticated approachbased on mixture Ornstein–Zernike integral equation / bridge function fromfundamental measure functional. Adaptation of the present method for generalcomplex fluids is discussed, and method for improving the accuracy issuggested. Differences and relative merits of the present recipe comparedwith that based on potential distribution theory is discussed.

“Crafting” Computer Graphics—A Convergence of Traditional and “New” Media

The digital imaging revolution established one of the most recent “new” media fields in art and design and ultimately permeated related sectors with beguiling two-dimensional (2D), three-dimensional (3D), and interactive visual and experiential prospects. After much frenzied development and hype during the mid to late 1990s, it would seem that digital tooling has reached its market peak, and may now have reached a plateau. The speed of this revolution was manifest in our perception of the computer's potential and evolving capability as well as its actual development in both technical and commercial terms. The current climate proffers time for review of this revolution. Before the kids on the next “new” media block appear, such as those that may evolve through the bio- and genetic engineering industries.The presence of the computer in its variable form has changed art and design education, superseding skills, processes, and thinking that are currently proving interesting informants in the development of digital languages that function beyond the boundaries of established software (SW) use. Some of the most challenging “digitally” made, developed, produced, or presented works have come via languages of fundamental material origin, e. g., textiles, metal, painting, sculpture, architecture, broadening the perceived parameters of “digital use.” It is arguable that “makers” who work with knowledge of traditional media are perhaps more wary and questioning of the potential of digital media, than users beguiled by gimmickry. In this context the notion of “crafting” emerges as Press and Cusworth (1996: 18) imply:The craft method has found a new relevance. As a means of obtaining knowledge about materials and processes, discovering how to find the quality within any matter, craft finds us diamonds in the landfill…The application of such practice to digital media is relatively rare in comparison to use of computer tooling within the commercial sectors. As the education of traditional material skills are currently in demise, 1 this would seem an appropriate time to revaluate such knowledge in the context of digital tooling. In this respect, the author's work provides a focus for this article, as material knowledge has enabled navigation through a myriad of digital SW and hardware products during their much hyped evolution, leading to her current practice using predominantly 3D computer graphic animation tools.2

Changing minds: computers, learning, and literacy

Andrea diSessa's career as a scholar, technologist, and teacher has been driven by one important question: can education—in particular, science education—be transformed by the computer so that children can learn more, learn more easily at an earlier age, and learn with pleasure and commitment? This book is diSessa's informed and passionate affirmative answer to that question. While written at a level that anyone with a good acquaintance with high school science can understand, the book reflects the depth and breadth of the issues surrounding technology in education. Rejecting the simplistic notion that the computer is merely a tool for more efficient instruction, diSessa shows how computers can be the basis for a new literacy that will change how people think and learn. He discusses the learning theory that explains why computers can be such powerful catalysts for change in education, in particular, how intuitive knowledge is the platform on which students build scientific understanding. He also discusses the material and social reasons for the computer's potential and argues for two-way literacies, where everyone is a creator as well as consumer of dynamic and interactive expressive forms. DiSessa gives many examples from his work using the Boxer computer environment, an integrated software system designed to investigate computational literacies. (http://www.soe.berkeley.edu/boxer/Chapter1.pdf)

Commentary on “Contrasting Case Studies of Frequent Internet Use:”

Leon and Rotunda are right to call attention to the problems associated with excessive computer and Internet use and to the computer's potential for both adaptive and maladaptive consequences. To decide when computer use is a problem, it makes sense to adapt criteria used for pathological gambling and substance abuse. Although excessive computer use is a new problem on the college psychotherapy scene, the psychological issues underlying this problem are familiar ones: the struggles for intimacy, self-understanding, identity and self-worth.

Computers in classroom research

There is at least one computer application related to research in the social sciences in general and in second language acquisition (SLA) and classroom research in particular and that is the use of computers in the statistical analysis of the raw data elicited in experiments or through observation. This computer application has facilitated experimental research considerably in recent years, particularly in evaluating the reliability of the data elicited. However, there are at least six areas in classroom research in which the computer is—or can become—a valuable help facility and an interesting research instrument. Even if the definition of classroom research is restricted to its most common usage, i.e. research done by learning of a second language (L2) researchers who are particularly interested in language learning and language teaching in the classroom, there is at least one other application which has attracted attention, and that is the use of computers in data elicitation. A number of L2 researchers have already made use of this application. Classroom research in the broader sense of the term, however, is not only research carried out by L2 researchers, it is also the research which the individual language teachers should be undertaking in their own classrooms in order to understand what is going on there and to evaluate their own teaching. This kind of classroom research, which has also been called action research by some authors, has to my knowledge not yet been related to the computer and its help facilities. I try to show that the computer's potential should not be underestimated in this context. A third type of classroom research is the research undertaken by the learner in the language classroom. This clearly has a different focus: it is carried out by the learner to understand better the structure and the functions of the language to be learned. Learner research is discovery learning, it is an awareness- and consciousness-raising activity which cannot be underestimated in its importance for the language learning process. I will show that in learner research the computer can also be a valuable help facility both in data elicitation and data analysis.

Left ventricular energy in mitral regurgitation: a preliminary report.

Energy exchange based on Newtonian principles is the most appropriate way to express the function of any pump--including the heart. Using information obtained at cardiac catheterisation, we have measured the total work energy (ET) of the left ventricle (LV) (mean 1.63 F) in patients with severe mitral regurgitation (mean regurgitant fraction 0.66). ET was approximately 84% above normal. Of the regurgitant energy (RE) (mean 0.95 F), on average , 3/4 (73.6%) was kinetic (KE) and 1/4 (23.4%) potential (PE). Both components represent wasted LV energy: the kinetic energy associated with turbulence lost as heat, the potential energy responsible for a rise in Left Atrial (LA) pressure. The amount of PE as a percentage of total regurgitant energy (RE) varied considerably from one patient to another (10.5% to 54.4%). Hence, colour flow mapping which detects only KE of turbulent jet flow must underestimate LV energy loss and, because of patient to patient variation, cannot consistently reflect severity of regurgitation. Measurements of PE correlate well with wedge P-wave height. Corresponding non-invasive estimates were made using sphygmodynamometer-calibrated indirect carotid pulse tracings and echocardiographic measurements. These were not significantly different from the invasive measurements. Unfortunately, the calculation of PE is indirect and involves subtraction, so that measurements for individual patients were not accurate enough for clinical use. Part of the non-invasive calculation involved an estimate of left atrial pressure based on the blood pressure measurement and Doppler velocity of regurgitation; this should be a useful measurement in itself.(ABSTRACT TRUNCATED AT 250 WORDS)

Animated Maps of Aggregate Data: Conceptual and Practical Problems

Predictions of the 1960s about the computer's potential to change cartography are finally being fulfilled. Dynamic maps for vehicle navigation, interactive cartographic/statistical tools, and map animation are being investigated actively. As these new environments for mapping become available, we must reevaluate past questions about transformations from reality to data and data to map. In this paper, we consider these transformation questions in the context of statistical map animation. The issues discussed were raised in producing a “map movie” depicting the spread of acquired immune deficiency syndrome (AIDS) over time. Jenks' data model concept is used as the basis for a typology of data models representing phenomena typically depicted by enumeration unit data. The typology is then used to evaluate symbolization decisions for AIDS incidence maps. Implications for symbol selection imposed by dynamic rather than static maps are considered, as are technical issues involved in producing the animation on a ...

Project Comptown: educational intervention and action research

AbstractThe introduction of computers into education raises questions such as: are computers in education effective? If they are, in what sense? What are the most effective strategies for using computers in education? How should teachers be encouraged to use them?To answer these questions a large‐scale experiment (Project Comptown) was carried out in Israel, to test ways and means under real rather than laboratory conditions. This project is a research‐oriented educational intervention, applying massive computerisation of schools and their ‘close environment’ to two localities in Israel (Arad and Ashkelon). Our starting point was the premise that computerisation of education is an inevitable process. Consequently, turning the computer into a ‘cultural tool’ in schools becomes a major challenge, aiming to narrow the gap between ‘school culture’ and ‘real‐world culture’. The main objectives for Project Comptown are: [1] To create a computer culture in schools; [2] To use the computer's potential for innovative teaching and learning, both inside and outside schools. To achieve these, we identified a number of principles which we considered pre‐conditions for an ‘appropriate’ computer strategy in schools.

Acquiring and Analyzing Enzyme Kinetics Data Using Apple Microcomputers

The evolutionarv process, which has placed microcomputers in the science classrooms and laboratories of secondary schools, is elaborate enough to mystify even Charles Darwin. From their early appearances as administrative tools, computers soon migrated down the hallways to the math classrooms. In many instances they still reside in these hallowed bastions. Enterprising science teachers eventually began to encroach with sheets of numbers from lab experiments and, with bright-eyed students in tow, sought the answers that only the computer could provide. Our early science programs were comparatively crude. Many were simulations, and there was a paucity of interactive laboratory experiences which were capable of demonstrating the true versatility of the devices. Furthermore, because of the fear of placing the computer in the laboratory and having something spilled on it, it often functioned as the end-product of a lab experience. We failed to recognize and develop the computer's potential as a laboratory instrument, instead concentrating solely on its ability to crunch numbers from laboratory data. Fortunately, hardware and software developers and administrators began to realize the wide range of computerized instructional applications, and programs were developed in all disciplines to involve the computer in every stage of data acquisition and analysis. In recent years, and with an increasing frequency, science departments have obtained their own machines, not only for tutorials and simulations, but for laboratory-oriented exercises. Physicists and chemists led the way. Only in the last few years have we begun to see a wider variety of such applications adapted to the biology lab. The applications described in the following pages illustrate how to use a microcomputer in acquiring data in a lab exercise, as well as with the subsequent analysis of experimental data. In these experiments, the computer is used first as a colorimeter to monitor an enzyme-mediated reaction under varied laboratory conditions and finally as a tool for data analysis and presentation. Since the machine is in the lab, it tends to be viewed as just another instrument, and its readouts are as useful (but not necessarily more meaningful than) as a pH meter or a laboratory balance. It also permits you to accomplish teaching objectives that are more related to enzymology and physiology than computer science without sacrificing the advantage of the computer's capabilities.

The Computer: A Tool for Thought-Experiments

The Computer: A Tool for Thought-Experiments

The Role of Graduate Teaching Assistants in CAI: Perspective on a Pilot Program

It is the purpose of this article report on the role of graduate teaching assistants in CAI and suggest a type of pilot program which is readily achievable in most departments. In 1982, foreign language educators were challenged to consider on an basis the computer's potential in (their) field. They were warned, (u)nless we keep up with developments, we may find ourselves, through our own ignorance, assenting the implementation of ill-considered and harmful programsor, we may reject new instructional aids and resources which could markedly improve our effectiveness in the teaching of foreign languages. We cannot afford act out of such ignorance.' Four years later, it is clear CAI is beginning assume its role in foreign language education. Growing numbers of foreign language teachers are taking advantage of computer training sessions offered by our professional organizations and by various universities throughout the country. June 1983 marked the appearance of the CALICO Journal, whose primary objective is disseminate information on the application of high technology towards the more effective teaching and learning of languages. Our professional journals and newsletters are increasing the number of articles on CAI they publish and are even devoting whole issues this rapidly expanding field.2 The Modern Language Journal and Foreign Language Annals now include computer columns as permanent features.3 Last but not least, publishing houses have begun develop computer programs accompany their foreign language textbooks. Clearly, we are at the threshold of some very exciting developments and sooner or later, the burgeoning field of computer-based education is going affect us all. Pusack predicts that computers will play an increasing role in our efforts deliver high-quality instruction and structure a rich environment for our students' acquisition of a second language.4 The developments outlined above present a special challenge all TA trainers and supervisors since they will have assume a key role in rendering future members of our profession 'computer-literate.' Even if computer-literacy is defined in the most basic terms, i.e., excluding actual programming, the task may seem formidable because, in order be effective, actual hands-on experience should accompany the general discussion of CAI in the methods course. Our goal should be help our TAs become an informed constituency of language professionals5 who are in a good position explore the potential of the computer, expose the pitfalls and take part in determining the future role of the computer in foreign language teaching. How can this goal be achieved? In the following I will describe a pilot program as implemented at the University of California, Davis, in 1985. It

A system for interactive encoding of music scores under computer control

The high-speed digital computer has provided the musician with a powerful tool for music research. In information retrieval, analysis, digital sound synthesis, and music printing, studies have clearly demonstrated the computer's potential for assisting the musician.' At the same time, however, the difficulty of preparing music data for computer processing has been, and continues to be, a major deterrent to large-scale computer-aided music studies. At present, notwithstanding several experiments in which special optical devices have been used in the encoding process,2 the only generally available device for converting music scores to computer-usable code is the keypunch machine. But the keypunch is an awkward device for encoding music: its character set is not compatible with music symbols; it is tedious to use; and proofreading of encoded materials is cumbersome and timeconsuming, even for those whose computer installations provide on-line text editing. As an alternative to both optical encoding, which is highly desirable but developed for only the simplest encoding tasks, and the keypunch machine, which is available but generally unappealing to the musician, we are developing an encoding system at Indiana University that consists of two independent but related encoding devices: a sonic digitizer and an organ keyboard, both attached to the computer, which permit the operator to enter data directly from the score for automatic conversion into computer-usable code without initmate knowledge of the code itself or the cumbersome proofreading normally associated with keypunching. Once data are encoded, the programs output the code into standard card-image format for storage on magnetic tape. This feature allows a tape to be processed at any computer installation capable of handling magnetic tape. For portability, all programs are written in ANSI standard FORTRAN to allow operation on any computer with a FORTRAN compiler and appropriate encoding devices and display equipment. The encoding language, the MUSTRAN code originated by Jerome Wenker,3 was chosen for several reasons. First, MUSTRAN is a largely mnemonic code and is relatively complete. Second, it has an operational translator and syntax analyzer that we have running on our CDC 6600 computer on campus. (Versions are also available for IBM and UNIVAC machines.) Third, Wenker having recently updated his language and its associated translator and syntax analyzer (called MUSTRAN II), the language is maintained and current. And fourth, our Computer Music System (discussed briefly below) uses MUSTRAN for encoding, music printing, and analysis. At the same time, however, we realize that the DARMS (Ford-Columbia) language is also carefully designed. It recently has been written in canonical form4 and will no doubt eventually have its own translator and syntax analyzer. Since DARMS is a complete language, and in view of the current efforts being made in its behalf, we are now developing DARMS-toMUSTRAN and MUSTRAN-to-DARMS conve sion packages that will eventually allow us to encode in one language and conveniently convert

Computer assisted learning

Though the voices are much less strident than in the 1960s, we still hear some very bold assertions of the computer's potential as a training aid. These often come from computer enthusiasts, psychologists speculating on the practical value of their research and, particularly more recently, from computer manufacturers looking for new markets. Fortunately for the training manager, there is now more experience of computers in action as aids to teaching and learning, evidence to help him judge these claims and decide on the computer's relevance to his own situation. However, he will frequently have to extrapolate from educational or military training applications, because there are relatively few examples of industrial or commercial uses. Even in the USA, which has led the development and use of this particular instructional technology, the bulk of the work has an educational purpose.

Computers, Local Governments, and the Litany to EDP

The demands and problems facing local governments in metropolitan areas have increased so dramatically since 1960 that the notion of an is commonplace. In most urban and suburban jurisdictions, the scope and cost of goods and services provided by local governments have risen enormously while there has been no corresponding increase in fiscal capacity. And the greater complexity and interdependence of problems has vastly increased the decision makers' cognitive costs in gathering information, searching for solutions, and implementing and monitoring policies. Under these crisis conditions, the longing for some deus ex machina is strong. To this point, the prime candidate for this role is the computer and the use of electronic data processing (EDP). City and county governments are currently spending more than $1 billion per year on EDP. With the broad capabilities of third generation hardware and with the development of sophisticated software, the computer's potential for aiding local government seems great. Moreover, the success or at least the promised success of the use of EDP for particular activities in particular city or county governments has been well publicized. A body of largely promotional information has been transmitted by the literature in the computer field and in the fields of local government professionals. As a result, the perceptions and expectations about the benefits of EDP are generally high among local government officials. This article will suggest that a to EDP has developed. The article is meant to stimulate critical thinking and research about the by presenting controversial observations which merit systematic analysis. Only recently has empirical * Given the serious problems facing urban/suburban local governments, the search for a deus ex machina solution has centered upon the extensive use of computers and electronic data processing (EDP). For a variety of information-processing tasks, the contributions of EDP have been substantial. However, there has developed among many local government actors a litany to EDP. This consists of certain canons about the beneficial impacts of computers on local government operations. This article on the basis of case study analysis in 12 cities and counties, identifies major components of the to EDP. These include the beliefs that EDP is staff-reducing and cost-reducing, that EDP provides better information for decision makers, that EDP increases the superordinate's ability to monitor subordinates, and so on. The evidence suggests that the is often misleading and occasionally incorrect. The article presents generalized findings meant to temper the uncritical acceptance of the to EDP.

Project LOCAL

Project LOCAL, a not-for-profit regional consortium, offers a broad spectrum of in-service training courses tailored to meet the needs of educators in various disciplines and levels of experience. The purpose of these offerings is to bridge the communication gap between innovative centers in computer-oriented education and staff members in Boston area schools.The number of schools trying to use the computer in instruction is increasing but the computer's potential is not being fully realized. This is largely the result of a scarcity of adequate information and training to prepare school staff members who want to use computers in instruction.In LOCAL's curriculum, teachers and administrators can obtain an introduction to computer-oriented techniques in a variety of areas.

An approach to the use of computers in actuarial work

Electronic computers have been available commercially for about 20 years. Actuarial interest was soon shown, but although a number of papers have appeared over the years there has been little recent discussion of how computers can best serve the profession.Many actuaries have little computing experience. To them it may appear a daunting task to learn to use a computer, because many instruction manuals seem, at first sight, extensive and complex. Our principal aim is to demonstrate to them that given suitable permanent facilities it is quite easy to use a computer for actuarial calculations, however complex these may be. We suggest that the complexity of most existing actuarial programming systems is unnecessary, and may have impeded the understanding of the computer's potential by actuaries.