University of Colorado Colorado Springs

About: University of Colorado Colorado Springs is a education organization based out in Colorado Springs, Colorado, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 6664 authors who have published 10872 publications receiving 323416 citations. The organization is also known as: UCCS & University of Colorado at Colorado Springs.

Federated Learning in the Sky: Joint Power Allocation and Scheduling with UAV Swarms

Abstract: Unmanned aerial vehicle (UAV) swarms must exploit machine learning (ML) in order to execute various tasks ranging from coordinated trajectory planning to cooperative target recognition. However, due to the lack of continuous connections between the UAV swarm and ground base stations (BSs), using centralized ML will be challenging, particularly when dealing with a large volume of data. In this paper, a novel framework is proposed to implement distributed federated learning (FL) algorithms within a UAV swarm that consists of a leading UAV and several following UAVs. Each following UAV trains a local FL model based on its collected data and then sends this trained local model to the leading UAV who will aggregate the received models, generate a global FL model, and transmit it to followers over the intra-swarm network. To identify how wireless factors, like fading, transmission delay, and UAV antenna angle deviations resulting from wind and mechanical vibrations, impact the performance of FL, a rigorous convergence analysis for FL is performed. Then, a joint power allocation and scheduling design is proposed to optimize the convergence rate of FL while taking into account the energy consumption during convergence and the delay requirement imposed by the swarm's control system. Simulation results validate the effectiveness of the FL convergence analysis and show that the joint design strategy can reduce the number of communication rounds needed for convergence by as much as 35% compared with the baseline design.

The Prevalence of ADHD: Its Diagnosis and Treatment in Four School Districts Across Two States

Abstract: Objective: To describe the epidemiology of ADHD in communities using a DSM-IVTR case definition. Method: This community-based study used multiple informants to develop and apply a DSM -IVTR-based case definition of ADHD to screening and diagnostic interview data collected for children 5-13 years of age. Teachers screened 10,427 children (66.4%) in four school districts across two states (SC and OK). ADHD ratings by teachers and parent reports of diagnosis and medication treatment were used to stratify children into high and low risk for ADHD. Parents (n = 855) of high risk and gender frequency-matched low risk children completed structured diagnostic interviews. The case definition was applied to generate community prevalence estimates, weighted to reflect the complex sampling design. Results: ADHD prevalence was 8.7% in SC and 10.6% in OK. The prevalence of ADHD medication use was 10.1% (SC) and 7.4% (OK). Of those medicated, 39.5% (SC) and 28.3% (OK) met the case definition. Comparison children taking m...

Behaviors of Teachers in Co-taught Classes in a Secondary School

Abstract: Researchers examined roles and actions of members of “co-teaching” teams including a special educator and a regular educator in a public high school. Observational data were collected using momentary time sampling procedures. Results indicated that regular educators presented material to students in 29.93% of observed intervals; special educators presented material in less than 1% of observed intervals. Researchers observed regular educators conducting non-interaction instructional tasks (e.g., preparing for instruction) in 28.33% of the intervals; special educators conducted these tasks in 3.96% of intervals. Special educators observed or drifted in 45.24% of the intervals and responded to students more often (i.e., 29.86% observation intervals) than regular educators. Results are discussed in terms of needed study related to roles of general and special educators as increasing numbers of students with disabilities are expected to master the general curriculum.