This thesis describes the approach to designing a Low Earth Orbit CubeSat constellation capable of nearly constant coverage. The software package Satellite Tool Kit is used to create simulated multi-satellite systems that maintain a communication link between Tenby, Pembrokeshire, Wales and tactically chosen locations in the United States of America. The research will attempt to find the constellation capable of maintaining a set of design parameters (such as signal to noise ratio and altitude), with the minimum possible number of CubeSats. The downlink location, antenna design and the orbital planes are the negotiable parameters in the system, with little to no set constraints, and thus will be altered until the most favorable system is successfully designed.

Artificial neural networks (ANN) have found extensive use in solving real-world problems in recent years, where their exceptional information processing is the main advantage. Facing increasingly complex problems, there is a need to improve their information processing. In this thesis, we explore new ways of synthesizing ANNs by reducing the synthesis problem to the Boolean satisfiability problem (SAT) that is, the problem of determining whether a given Boolean formula is satisfiable. Also known as the SAT problem, it aims to determine if there exists such a combination of Boolean variables in a propositional formula for which the formula evaluates to true. We derived a general formula in conjunctive normal form (CNF) representing the synthesis of a neural network. Given randomly generated datasets, we were able to construct CNF formulas whose satisfying assignments encode neural networks consistent with the datasets. These formulas were run through an off-the-shelf SAT solver, where the outputted models simulated the synthesis of neural networks consistent with the datasets. The experiments conducted in this thesis showed that our method had the ability to produce feed-forward neural networks of varying sizes consistent with randomly generated datasets of binary strings.

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The purpose of this study was to provide insight into the relationship of Advanced Placement (AP) participation on closing the achievement gap between African American students and other ethnic/racial groups (White, Hispanic, and Asian) in a large urban school district in a southern state. Two major issues were considered: (a) the impact of high school student Advanced Placement participation on SAT Reasoning Test scores and (b) the correlation between increased high school student Advanced Placement participation and closing the academic achievement gap between African American and other ethnic/racial groups. A significant difference was found to exist in the mean SAT Reasoning Test scores among different ethnic/racial groups during the 2010-2011 school year. African American student mean scores were significantly lower on the SAT Reasoning Test when compared to all ethnic/racial groups identified in this study, regardless of the independent variable (no AP participation, one AP course, two or more AP courses). However, the results did indicate that African American participation in AP courses was significantly lower than all other ethnic/racial groups in this school district. Additionally, information was provided for school leaders regarding the development of a systematic approach to creating equity and access for African American students to fully engage in a college going culture through participation in Advanced Placement courses.

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Historically, urban high school students encounter socioeconomic, educational, and systematic barriers in pursuit of college acceptance and admissions (VanTassel-Baska and Willis, 1987; Freedle, 2003; Dixon-Roman, Everson, and McArdle, 2013). These same hurdles are ever present for these students in their enrollment in SAT test then the SAT scores. Furthermore, urban students with learning and/or language differences are further disadvantaged by compounding variables of socioeconomics, disability, and access to resources. Given the significance of SAT scores in college admission, it is imperative that disadvantaged students from urban communities are provided proper support, guidance and instruction thought non-profit community organization that serve as college access conduits. This research study examine SAT Verbal prep offered through the Upward Bound program. SAT Verbal was offered through two instructional modes: teacher-led lecture or student-authored multimedia instruction. SAT Verbal instruction type was compared with a small sampling of students enrolled in Dual Enrollment to determine which SAT instruction increased scores beyond exposure to college level coursework. Three different groups were used in this pre-posttest design that utilized a combination of unique randomization and non-randomized group placements (n=101). Pre and posttest were analyzed with ANCOVAs to evaluate mean changes across the groups. Results indicate that students participating in high frequency academic vocabulary CAPs experienced a highly statistically signification casual effect of increasing scores on SAT Composite(p<.00) and SAT Verbal scores (p<.00). These results are even more pronounced in student groups with learning or language differences. Diverse students enrolled in multimedia instruction saw their SAT Composite scores increases (ELL=5.34%, IEP=18.12%) and SAT Verbal scores (ELL-3.67%, IEP 12.88%). These results support use of CAPS to address language, learning, access, and socio-economic issues that hinder urban students from high achievement on SAT, and ultimately college admission. / Special Education