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Comparative analysis of CO2 emissions of electric ride-hailing vehicles over conventional gasoline personal vehicles

Raman et al. | Jan 12, 2024

Comparative analysis of CO<sub>2</sub> emissions of electric ride-hailing vehicles over conventional gasoline personal vehicles
Image credit: Paul Hanaoka

While some believe that ride-hailing services offer reduced CO2 emissions compared to individual driving, studies have found that driving without passengers on ride-hailing trips or "deadheading" prevents this. Here, with a mathematical model, the authors investigated if the use of electric vehicles as ride-hailing vehicles could offer reduced CO2 emissions. They found that the improved vehicle efficiency and cleaner generation could in fact lower emissions compared to the use of personal gas vehicles.

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Collaboration beats heterogeneity: Improving federated learning-based waste classification

Chong et al. | Jul 18, 2023

Collaboration beats heterogeneity: Improving federated learning-based waste classification

Based on the success of deep learning, recent works have attempted to develop a waste classification model using deep neural networks. This work presents federated learning (FL) for a solution, as it allows participants to aid in training the model using their own data. Results showed that with less clients, having a higher participation ratio resulted in less accuracy degradation by the data heterogeneity.

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The Effect of School Climate and Parenting Style on Academic Achievement

Myers et al. | Dec 16, 2020

The Effect of School Climate and Parenting Style on Academic Achievement

Research suggests that less effective styles of parenting tend to negatively affect grades, and more effective styles tend to produce higher grades. In this study, the authors verify previous research and confirm such relationships in a sample of African American students in a college preparatory program. By obtaining students’ perception of their school’s climate and parent’s parenting styles by various methods, the authors determined correlated these perceptions to student grades. They found no significant relationship between school climate and academic achievement.

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