Effect of active warm-up duration on morning short-term maximal performance during Ramadan.

Science.gov (United States)

Baklouti, Hana; Chtourou, Hamdi; Aloui, Asma; Chaouachi, Anis; Souissi, Nizar

2015-01-01

To examine the effect of active warm-up duration on short-term maximal performance assessed during Ramadan in the morning. Twelve healthy active men performed four Wingate tests for measurement of peak power and mean power before and during Ramadan at 09:00 a.m. The tests were performed on separate days, after either a 5-min or a 15-min warm-up. The warm-up consisted in pedaling at 50% of the power output obtained at the last stage of a submaximal multistage cycling test. Oral temperature was measured at rest and after warming-up. Furthermore, ratings of perceived exertion were obtained immediately after the Wingate test. Oral temperature was higher after the 15-min warm-up than the 5-min warm-up throughout the study. Moreover, peak power and mean power were higher after the 15-min warm-up than the 5-min warm-up before Ramadan. However, during Ramadan, there was no significant difference between the two warm-up durations. In addition, ratings of perceived exertion were higher after the 15-min warm-up than the 5-min warm-up only during Ramadan. There is no need to prolong the warm-up period before short-term maximal exercise performed during Ramadan in the morning.

Modeling Resources Allocation in Attacker-Defender Games with "Warm Up" CSF.

Science.gov (United States)

Guan, Peiqiu; Zhuang, Jun

2016-04-01

Like many other engineering investments, the attacker's and defender's investments may have limited impact without initial capital to "warm up" the systems. This article studies such "warm up" effects on both the attack and defense equilibrium strategies in a sequential-move game model by developing a class of novel and more realistic contest success functions. We first solve a single-target attacker-defender game analytically and provide numerical solutions to a multiple-target case. We compare the results of the models with and without consideration of the investment "warm up" effects, and find that the defender would suffer higher expected damage, and either underestimate the attacker effort or waste defense investment if the defender falsely believes that no investment "warm up" effects exist. We illustrate the model results with real data, and compare the results of the models with and without consideration of the correlation between the "warm up" threshold and the investment effectiveness. Interestingly, we find that the defender is suggested to give up defending all the targets when the attack or the defense "warm up" thresholds are sufficiently high. This article provides new insights and suggestions on policy implications for homeland security resource allocation. © 2015 Society for Risk Analysis.

Does increasing active warm-up duration affect afternoon short-term maximal performance during Ramadan?

Science.gov (United States)

Baklouti, Hana; Aloui, Asma; Chtourou, Hamdi; Briki, Walid; Chaouachi, Anis; Souissi, Nizar

2015-01-01

The purpose of this study was to examine the effect of active warm-up duration on short-term maximal performance assessed during Ramadan in the afternoon. Twelve healthy active men took part in the study. The experimental design consisted of four test sessions conducted at 5 p.m., before and during Ramadan, either with a 5-minute or a 15-minute warm-up. The warm-up consisted in pedaling at 50% of the power output obtained at the last stage of a submaximal multistage cycling test. During each session, the subjects performed two vertical jump tests (squat jump and counter movement jump) for measurement of vertical jump height followed by a 30-second Wingate test for measurement of peak and mean power. Oral temperature was recorded at rest and after warming-up. Moreover, ratings of perceived exertion were obtained immediately after the Wingate test. Oral temperature was higher before Ramadan than during Ramadan at rest, and was higher after the 15-minute warm-up than the 5-minute warm-up both before and during Ramadan. In addition, vertical jump heights were not significantly different between the two warm-up conditions before and during Ramadan, and were lower during Ramadan than before Ramadan after both warm-up conditions. Peak and mean power were not significantly different between the two warm-up durations before Ramadan, but were significantly higher after the 5-minute warm-up than the 15-minute warm-up during Ramadan. Moreover, peak and mean power were lower during Ramadan than before Ramadan after both warm-up conditions. Furthermore, ratings of perceived exertion were higher after the 15-minute warm-up than the 5-minute warm-up only during Ramadan. The prolonged active warm-up has no effect on vertical jump height but impairs anaerobic power assessed during Ramadan in the afternoon.

Warm-Up Effect in Panelist-Articulated-2-Alternative Forced Choice Test.

Science.gov (United States)

Bloom, David J; Baik, Hwa-Young; Lee, Soo-Yeun

2018-01-01

Panelist performance in discrimination tests has been shown to increase when warm-up samples are provided prior to the actual test. Samples are used prior to the actual test for the attribute articulation process of a panelist-articulated-2-alternative forced choice (PA-2-AFC) procedure; however, it is yet unknown if the pretest articulation phase adds to the power of this testing method as with the warm-up. The goal of the study was to determine if a "warm-up" effect was displayed in the PA-2-AFC test resulting in greater power compared to the researcher-designated-2-AFC (RD-2-AFC) test. A RD-2-AFC test, with and without warm-up samples, and a PA-2-AFC test were performed by 61 panelists. A reduced calorie, citrus-flavored, and carbonated beverage was used in the tests. During RD-2-AFC testing, panelists were asked to identify which sample was more sour. For PA-2-AFC testing, panelists individually articulated the nature and direction of the difference between the 2 samples through a pretesting articulation procedure. The articulated difference was, then, used in standard 2-AFC test procedure. A warm-up effect was observed when comparing the standard RD-2-AFC with and without warm-up samples. The addition of warm up samples significantly increased the power of the test, in addition, the PA-2-AFC method had lower power than the RD-2-AFC method. The increase in power with the addition of warm-up samples for the RD-2-AFC procedure supports literature findings on the benefit of providing warm-up samples. No warm-up effect can be attributed to the PA-2-AFC method evidenced by the overall low power observed, which may be attributed to sample complexity. Selecting a specified discrimination testing method is advantageous and can reduce costs of sensory testing, but has been considered unpractical when samples may differ in unknown ways. This research explores the use of panelist derived terms to circumvent the need for researchers to identify these differences and

Warm-up Optimizes Postural Control but Requires Some Minutes of Recovery.

Science.gov (United States)

Paillard, Thierry; Kadri, Mohamed Abdelhafid; Nouar, Merbouha Boulahbel; Noé, Frederic

2018-05-02

Paillard, T, Kadri, MA, Nouar, MB, and Noé, F. Warm-up optimizes postural control but requires some minutes of recovery. J Strength Cond Res XX(X): 000-000, 2018-The aim was to compare monopedal postural control between the dominant leg (D-Leg) and the nondominant leg (ND-Leg) in pre- and post-warm-up conditions. Thirty healthy male sports science students were evaluated before and after a warm-up exercise (12 minutes of pedaling with an incremental effort on a cycle ergometer with a controlled workload). Monopodal postural control was assessed for the D- and ND-Legs before and immediately, 2, 5, 10, and 15 minutes after the warm-up exercise, using a force platform and calculating the displacement velocity of the center of foot pressure on the mediolateral (COPML velocity) and anteroposterior (COPAP velocity) axes. No significant difference was observed between the D-Leg and ND-Leg for both COPML and COPAP velocity in all the periods. In comparison with pre-warm-up, COPML decreased after 15-minute and 10-minute recovery periods for the D-Leg and the ND-Leg, respectively (p warm-up optimized monopedal postural control but did not make it possible to distinguish a difference between the D-Leg and the ND-Leg. Some minutes of recovery are required between the end of the whole-body warm-up exercise and the beginning of the postural test to optimize postural control. The optimal duration of recovery turns out to be about 10-15 minutes.

Comparison of isokinetic muscle strength and muscle power by types of warm-up.

Science.gov (United States)

Sim, Young-Je; Byun, Yong-Hyun; Yoo, Jaehyun

2015-05-01

[Purpose] The purpose of this study was to clarify the influence of static stretching at warm-up on the isokinetic muscle torque (at 60°/sec) and muscle power (at 180°/sec) of the flexor muscle and extensor muscle of the knee joint. [Subjects and Methods] The subjects of this study were 10 healthy students with no medically specific findings. The warm-up group and warm-up with stretching group performed their respective warm-up prior to the isokinetic muscle torque evaluation of the knee joint. One-way ANOVA was performed by randomized block design for each variable. [Results] The results were as follows: First, the flexor peak torque and extensor peak torque of the knee joint tended to decrease at 60°/sec in the warm-up with stretching group compared with the control group and warm-up group, but without statistical significance. Second, extensor power at 180°/sec was also not statistically significant. However, it was found that flexor power increased significantly in the warm-up with stretching group at 180°/sec compared with the control group and warm-up group in which stretching was not performed. [Conclusion] Therefore, it is considered that in healthy adults, warm-up including two sets of stretching for 20 seconds per muscle group does not decrease muscle strength and muscle power.

Five strands of math drills big book : grades 6-8

CERN Document Server

Reed, Nat; Forest, Chris

2011-01-01

For grades 6-8, our Common Core State Standards-based resource meets the five strands of math concepts addressed by the NCTM standards and encourages the students to review the concepts in unique ways. Included are warm-up and timed drill activities which will push the boundaries of critical thought and demonstrate to students the importance of mathematical problems in Number & Operations, Geometry, Measurement, Data Analysis & Probability and Algebra using real world situations.

Five strands of math drills big book : grades 3-5

CERN Document Server

Reed, Nat; Forest, Chris

2011-01-01

For grades 3-5, our Common Core State Standards-based resource meets the five strands of math concepts addressed by the NCTM standards and encourages the students to review the concepts in unique ways. Included are warm-up and timed drill activities which will push the boundaries of critical thought and demonstrate to students the importance of mathematical problems in Number & Operations, Geometry, Measurement, Data Analysis & Probability and Algebra using real world situations.

Five strands of math drills big book : grades PK-2

CERN Document Server

Reed, Nat; Forest, Chris

2011-01-01

For grades PK-2, our Common Core State Standards-based resource meets the five strands of math concepts addressed by the NCTM standards and encourages the students to review the concepts in unique ways. Included are warm-up and timed drill activities which will push the boundaries of critical thought and demonstrate to students the importance of mathematical problems in Number & Operations, Geometry, Measurement, Data Analysis & Probability and Algebra using real world situations.

Warm-up for Sprint Swimming: Race-Pace or Aerobic Stimulation? A Randomized Study.

Science.gov (United States)

Neiva, Henrique P; Marques, Mário C; Barbosa, Tiago M; Izquierdo, Mikel; Viana, João L; Teixeira, Ana M; Marinho, Daniel A

2017-09-01

Neiva, HP, Marques, MC, Barbosa, TM, Izquierdo, M, Viana, JL, Teixeira, AM, and Marinho, DA. Warm-up for sprint swimming: race-pace or aerobic stimulation? A randomized study. J Strength Cond Res 31(9): 2423-2431, 2017-The aim of this study was to compare the effects of 2 different warm-up intensities on 100-m swimming performance in a randomized controlled trial. Thirteen competitive swimmers performed two 100-m freestyle time-trials on separate days after either control or experimental warm-up in a randomized design. The control warm-up included a typical race-pace set (4 × 25 m), whereas the experimental warm-up included an aerobic set (8 × 50 m at 98-102% of critical velocity). Cortisol, testosterone, blood lactate ([La]), oxygen uptake (V[Combining Dot Above]O2), heart rate, core (Tcore and Tcorenet) and tympanic temperatures, and rating of perceived exertion (RPE) were monitored. Stroke length (SL), stroke frequency (SF), stroke index (SI), and propelling efficiency (ηp) were assessed for each 50-m lap. We found that V[Combining Dot Above]O2, heart rate, and Tcorenet were higher after experimental warm-up (d > 0.73), but only the positive effect for Tcorenet was maintained until the trial. Performance was not different between conditions (d = 0.07). Experimental warm-up was found to slow SF (mean change ±90% CL = 2.06 ± 1.48%) and increase SL (1.65 ± 1.40%) and ηp (1.87 ± 1.33%) in the first lap. After the time-trials, this warm-up had a positive effect on Tcorenet (d = 0.69) and a negative effect on [La] (d = 0.56). Although the warm-ups had similar outcomes in the 100-m freestyle, performance was achieved through different biomechanical strategies. Stroke length and efficiency were higher in the first lap after the experimental warm-up, whereas SF was higher after control warm-up. Physiological adaptations were observed mainly through an increased Tcore after experimental warm-up. In this condition, the lower [La] after the trial suggests lower

Consequences of warm-up of a sector above 80K

CERN Document Server

Strubin, P

2009-01-01

There may be circumstances when a sector has to be partially or totally warmed-up to temperatures above 80 K, that is when thermal dilatation starts to play a role. Some equipment have been identify as presenting a risk, like the non-conform "plug-in" modules in the arcs. Because of motion induced by thermal dilatation, the electrical (ElQA) quality control may also have to be done again after cool-down. The main reason identified so far for partial warm-up is the required maintenance of the cooling towers and the cryogenics plants. There is also the request from the vacuum group to periodically warm-up the beam screen to temperatures in the 100 K region to release and pump-out the gas crysorbed on the surface of the beam screen. Observed and expected temperature conditions and statistics on failures of PIMs in sectors which have been warmed-up will be presented in this contribution. Methods to detect buckled PIMs will be described, as well as a recommended strategy for consolidation. Finally, the required el...

EFFECTS OF DYNAMIC AND STATIC STRETCHING WITHIN GENERAL AND ACTIVITY SPECIFIC WARM-UP PROTOCOLS

Directory of Open Access Journals (Sweden)

Michael Samson

2012-06-01

Full Text Available The purpose of the study was to determine the effects of static and dynamic stretching protocols within general and activity specific warm-ups. Nine male and ten female subjects were tested under four warm-up conditions including a 1 general aerobic warm-up with static stretching, 2 general aerobic warm-up with dynamic stretching, 3 general and specific warm-up with static stretching and 4 general and specific warm-up with dynamic stretching. Following all conditions, subjects were tested for movement time (kicking movement of leg over 0.5 m distance, countermovement jump height, sit and reach flexibility and 6 repetitions of 20 metre sprints. Results indicated that when a sport specific warm-up was included, there was an 0.94% improvement (p = 0.0013 in 20 meter sprint time with both the dynamic and static stretch groups. No such difference in sprint performance between dynamic and static stretch groups existed in the absence of the sport specific warm-up. The static stretch condition increased sit and reach range of motion (ROM by 2.8% more (p = 0.0083 than the dynamic condition. These results would support the use of static stretching within an activity specific warm-up to ensure maximal ROM along with an enhancement in sprint performance

Water types and their relaxation behavior in partially rehydrated CaFe-mixed binary oxide obtained from CaFe-layered double hydroxide in the 155-298 K temperature range.

Science.gov (United States)

Bugris, Valéria; Haspel, Henrik; Kukovecz, Ákos; Kónya, Zoltán; Sipiczki, Mónika; Sipos, Pál; Pálinkó, István

2013-10-29

Heat-treated CaFe-layered double hydroxide samples were equilibrated under conditions of various relative humidities (11%, 43% and 75%). Measurements by FT-IR and dielectric relaxation spectroscopies revealed that partial to full reconstruction of the layered structure took place. Water types taking part in the reconstruction process were identified via dielectric relaxation measurements either at 298 K or on the flash-cooled (to 155 K) samples. The dynamics of water molecules at the various positions was also studied by this method, allowing the flash-cooled samples to warm up to 298 K.

Influence of warm-up duration on physical performance and psychological perceptions in handball players.

Science.gov (United States)

Romaratezabala, Estibaliz; Nakamura, Fábio Yuzo; Castillo, Daniel; Gorostegi-Anduaga, Ilargi; Yanci, Javier

2018-01-01

The purpose of the study was to analyse the effect of two warm-up protocols of different duration on physical performance, perceived load and perception of being ready for a match in handball players. Eighteen handball players were randomly divided into two groups (Wup 34min , warm-up protocol of 34 min, Wup 17min , warm-up protocol of 17 min). Before and after the warm-up protocols, they performed a battery of physical tests and recorded their perception of feeling ready for a match. At the end of the warm-up protocols, all the players evaluated their differentiated perceived effort (dRPE). The results showed that neither of the protocols significantly modified (p > 0.05) the players' physical performance. However, the Wup 34min group showed higher values in the differentiated warm-up perceived load (dRPE-WL) (p warm-up protocols significantly modified the players' physical performance, a greater perceived muscular load may cause a greater decrease in acceleration capacity.

Effect of various warm-up devices on bat velocity of intercollegiate softball players.

Science.gov (United States)

Szymanski, David J; Bassett, Kylie E; Beiser, Erik J; Till, Megan E; Medlin, Greg L; Beam, Jason R; Derenne, Coop

2012-01-01

Numerous warm-up devices are available for use by softball players while they are in the on-deck circle. It is difficult to know which warm-up device produces the greatest bat velocity (BV) in the batter's box for softball players because on-deck studies with these individuals are sparse. Because the majority of warm-up device research has been conducted with baseball players, the primary purpose of this study was to examine the effect of various warm-up devices on the BV of female intercollegiate softball players and compare the results with those of male baseball players. A secondary purpose was to evaluate 2 new commercially available resistance devices as warm-up aids. Nineteen Division I intercollegiate softball players (age = 19.8 ± 1.2 years, height = 167.0 ± 4.7 cm, body mass = 69.2 ± 8.6 kg, lean body mass = 49.6 ± 3.6 kg, % body fat = 27.9 ± 5.9) participated in a warm-up with 1 of 8 resistance devices on separate days. Each of the 8 testing sessions had players perform a standardized dynamic warm-up, 3 maximal dry swings mimicking their normal game swing with the assigned warm-up device, 2 comfortable dry swings with a standard 83.8-cm, 652-g (33-in., 23-oz) softball bat followed by 3 maximal game swings (20-second rest between swings) while hitting a softball off a batting tee with the same standard softball bat. Results indicated that there were no statistically significant differences in BV after using any of the 8 warm-up devices (510.3-2,721.5 g or 18-96 oz) similar to in previous baseball research. This indicates that the results for both male and female intercollegiate players are similar and that intercollegiate softball players can use any of the 8 warm-up devices in the on-deck circle and have similar BVs. However, similar to in other previous baseball research, it is not recommended that female intercollegiate softball players warm up with the popular commercial donut ring in the on-deck circle because it produced the slowest BV.

Specific inspiratory muscle warm-up enhances badminton footwork performance.

Science.gov (United States)

Lin, Hua; Tong, Tom Kwokkeung; Huang, Chuanye; Nie, Jinlei; Lu, Kui; Quach, Binh

2007-12-01

The effects of inspiratory muscle (IM) warm-up on IM function and on the maximum distance covered in a subsequent incremental badminton-footwork test (FWmax) were examined. Ten male badminton players were recruited to perform identical tests in three different trials in a random order. The control trial did not involve an IM warm-up, whereas the placebo and experimental trials did involve an IM warm-up consisting of two sets of 30-breath manoeuvres with an inspiratory pressure-threshold load equivalent to 15% (PLA) and 40% (IMW) maximum inspiratory mouth pressure, respectively. In the IMW trial, IM function was improved with 7.8%+/-4.0% and 6.9%+/-3.5% increases from control found in maximal inspiratory pressure at zero flow (P0) and maximal rate of P0 development (MRPD), respectively (pbadminton-footwork test. The improved footwork was partly attributable to the reduced breathless sensation resulting from the enhanced IM function, whereas the contribution of the concomitant reduction in [La-]b accumulation was relatively minor.

From Static Stretching to Dynamic Exercises: Changing the Warm-Up Paradigm

Science.gov (United States)

Young, Shawna

2010-01-01

In the United States, pre-exercise static stretching seems to have become common practice and routine. However, research suggests that it is time for a paradigm shift--that pre-exercise static stretching be replaced with dynamic warm-up exercises. Research indicates that a dynamic warm-up elevates body temperature, decreases muscle and joint…

Comparison of Effects Produced by Physiological Versus Traditional Vocal Warm-up in Contemporary Commercial Music Singers.

Science.gov (United States)

Portillo, María Priscilla; Rojas, Sandra; Guzman, Marco; Quezada, Camilo

2018-03-01

The present study aimed to observe whether physiological warm-up and traditional singing warm-up differently affect aerodynamic, electroglottographic, acoustic, and self-perceived parameters of voice in Contemporary Commercial Music singers. Thirty subjects were asked to perform a 15-minute session of vocal warm-up. They were randomly assigned to one of two types of vocal warm-up: physiological (based on semi-occluded exercises) or traditional (singing warm-up based on open vowel [a:]). Aerodynamic, electroglottographic, acoustic, and self-perceived voice quality assessments were carried out before (pre) and after (post) warm-up. No significant differences were found when comparing both types of vocal warm-up methods, either in subjective or in objective measures. Furthermore, the main positive effect observed in both groups when comparing pre and post conditions was a better self-reported quality of voice. Additionally, significant differences were observed for sound pressure level (decrease), glottal airflow (increase), and aerodynamic efficiency (decrease) in the traditional warm-up group. Both traditional and physiological warm-ups produce favorable voice sensations. Moreover, there are no evident differences in aerodynamic and electroglottographic variables when comparing both types of vocal warm-ups. Some changes after traditional warm-up (decreased intensity, increased airflow, and decreased aerodynamic efficiency) could imply an early stage of vocal fatigue. Copyright © 2018 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Acute Warm-up Effects in Submaximal Athletes: An EMG Study of Skilled Violinists.

Science.gov (United States)

McCrary, J Matt; Halaki, Mark; Sorkin, Evgeny; Ackermann, Bronwen J

2016-02-01

Warm-up is commonly recommended for injury prevention and performance enhancement across all activities, yet this recommendation is not supported by evidence for repetitive submaximal activities such as instrumental music performance. The objective of this study is to quantify the effects of cardiovascular, core muscle, and musical warm-ups on muscle activity levels, musical performance, and subjective experience in skilled violinists. Fifty-five undergraduate, postgraduate, or professional violinists performed five randomly ordered 45-s musical excerpts of varying physical demands both before and after a randomly assigned 15-min, moderate-intensity cardiovascular, core muscle, musical (technical violin exercises), or inactive control warm-up protocol. Surface EMG data were obtained for 16 muscles of the trunk, shoulders, and right arm during each musical performance. Sound recording and perceived exertion (RPE) data were also obtained. Sound recordings were randomly ordered and rated for performance quality by blinded adjudicators. Questionnaire data regarding participant pain sites and fitness levels were used to stratify participants according to pain and fitness levels. Data were analyzed using two- and three-factor ANCOVA (surface EMG and sound recording) and Wilcoxon matched pairs tests (RPE). None of the three warm-up protocols had significant effects on muscle activity levels (P ≥ 0.10). Performance quality did not significantly increase (P ≥ 0.21). RPE significantly decreased (P warm-up for each of the three experimental warm-ups; control condition RPE did not significantly decrease (P > 0.23). Acute physiological and musical benefits from cardiovascular, core muscle, and musical warm-ups in skilled violinists are limited to decreases in RPE. This investigation provides data from the performing arts in support of sports medical evidence suggesting that warm-up only effectively enhances maximal strength and power performance.

The effect of warm-ups with stretching on the isokinetic moments of collegiate men.

Science.gov (United States)

Park, Hyoung-Kil; Jung, Min-Kyung; Park, Eunkyung; Lee, Chang-Young; Jee, Yong-Seok; Eun, Denny; Cha, Jun-Youl; Yoo, Jaehyun

2018-02-01

Performing warm-ups increases muscle temperature and blood flow, which contributes to improved exercise performance and reduced risk of injuries to muscles and tendons. Stretching increases the range of motion of the joints and is effective for the maintenance and enhancement of exercise performance and flexibility, as well as for injury prevention. However, stretching as a warm-up activity may temporarily decrease muscle strength, muscle power, and exercise performance. This study aimed to clarify the effect of stretching during warm-ups on muscle strength, muscle power, and muscle endurance in a nonathletic population. The subjects of this study consisted of 13 physically active male collegiate students with no medical conditions. A self-assessment questionnaire regarding how well the subjects felt about their physical abilities was administered to measure psychological readiness before and after the warm-up. Subjects performed a non-warm-up, warm-up, or warm-up regimen with stretching prior to the assessment of the isokinetic moments of knee joints. After the measurements, the respective variables were analyzed using nonparametric tests. First, no statistically significant intergroup differences were found in the flexor and extensor peak torques of the knee joints at 60°/sec, which were assessed to measure muscle strength. Second, no statistically significant intergroup differences were found in the flexor and extensor peak torques of the knee joints at 180°/sec, which were assessed to measure muscle power. Third, the total work of the knee joints at 240°/sec, intended to measure muscle endurance, was highest in the aerobic-stretch-warm-ups (ASW) group, but no statistically significant differences were found among the groups. Finally, the psychological readiness for physical activity according to the type of warm-up was significantly higher in ASW. Simple stretching during warm-ups appears to have no effect on variables of exercise physiology in nonathletes

Dreaming on Mars: How Curiosity Performs Actuator Warm-Up While Sleeping

Science.gov (United States)

Lee, Gene Y.; Donaldson, James A.

2013-01-01

Before the Curiosity rover can perform its science activities for the day, such as driving, moving its robotic arm, or drilling, it first has to ensure that its actuators are within their allowable flight temperatures (AFTs). When the rover is awake, flight software uses heaters to warm up and maintain thermal zones at operational temperatures. However, Curiosity spends about 70% of its time sleeping, with the flight computer off, in order to conserve energy. Dream Mode is a special behavior that allows the rover to execute warm-up activities while sleeping. Using Dream Mode, actuators can be warmed up to their AFTs before the flight computer wakes up and uses them - saving power and improving operational efficiency. This paper describes the motivation behind Dream Mode, how it was implemented and tested on Curiosity, and the challenges and lessons learned along the way.

The Algebra Teacher's Activity-a-Day, Grades 6-12 Over 180 Quick Challenges for Developing Math and Problem-Solving Skills

CERN Document Server

Thompson, Frances McBroom

2010-01-01

Fun-filled math problems that put the emphasis on problem-solving strategies and reasoning. The Algebra Teacher's Activity-a-Day offers activities for test prep, warm-ups, down time, homework, or just for fun. These unique activities are correlated with national math education standards and emphasize problem-solving strategies and logical reasoning skills. In many of the activities, students are encouraged to communicate their different approaches to other students in the class.: Filled with dozens of quick and fun algebra activities that can be used inside and outside the classroom; Designed

Post-warm-up muscle temperature maintenance: blood flow contribution and external heating optimisation.

Science.gov (United States)

Raccuglia, Margherita; Lloyd, Alex; Filingeri, Davide; Faulkner, Steve H; Hodder, Simon; Havenith, George

2016-02-01

Passive muscle heating has been shown to reduce the drop in post-warm-up muscle temperature (Tm) by about 25% over 30 min, with concomitant sprint/power performance improvements. We sought to determine the role of leg blood flow in this cooling and whether optimising the heating procedure would further benefit post-warm-up T m maintenance. Ten male cyclists completed 15-min sprint-based warm-up followed by 30 min recovery. Vastus lateralis Tm (Tmvl) was measured at deep-, mid- and superficial-depths before and after the warm-up, and after the recovery period (POST-REC). During the recovery period, participants wore water-perfused trousers heated to 43 °C (WPT43) with either whole leg heating (WHOLE) or upper leg heating (UPPER), which was compared to heating with electrically heated trousers at 40 °C (ELEC40) and a non-heated control (CON). The blood flow cooling effect on Tmvl was studied comparing one leg with (BF) and without (NBF) blood flow. Warm-up exercise significantly increased Tmvl by ~3 °C at all depths. After the recovery period, BF Tmvl was lower (~0.3 °C) than NBF Tmvl at all measured depths, with no difference between WHOLE versus UPPER. WPT43 reduced the post-warm-up drop in deep-Tmvl (-0.12 °C ± 0.3 °C) compared to ELEC40 (-1.08 ± 0.4 °C) and CON (-1.3 ± 0.3 °C), whereas mid- and superficial-Tmvl even increased by 0.15 ± 0.3 and 1.1 ± 1.1 °C, respectively. Thigh blood flow contributes to the post-warm-up Tmvl decline. Optimising the external heating procedure and increasing heating temperature of only 3 °C successfully maintained and even increased T mvl, demonstrating that heating temperature is the major determinant of post-warm-up Tmvl cooling in this application.

Effect of Preoperative Warm-up Exercise Before Laparoscopic Gynecological Surgery: A Randomized Trial.

Science.gov (United States)

Polterauer, Stephan; Husslein, Heinrich; Kranawetter, Marlene; Schwameis, Richard; Reinthaller, Alexander; Heinze, Georg; Grimm, Christoph

2016-01-01

Laparoscopic surgical procedures require a high level of cognitive and psychomotoric skills. Thus, effective training methods to acquire an adequate level of expertise are crucial. The aim of this study was to investigate the effect of preoperative warm up training on surgeon׳s performance during gynecologic laparoscopic surgery. In this randomized controlled trial, surgeons performed a preoperative warm up training using a virtual reality simulator before laparoscopic unilateral salpingo-oophorectomy. Serving as their own controls, each subject performed 2 pairs of laparoscopic cases, each pair consisting of 1 case with and 1 without warm up before surgery. Surgeries were videotaped and psychomotoric skills were rated using objective structured assessment of technical skills (OSATS) and the generic error rating tool by a masked observer. Perioperative complications were assessed. Statistical analysis was performed using a mixed model, and mean OSATS scores were compared between both the groups. In total, data of 10 surgeons and 17 surgeries were available for analysis. No differences between educational level and surgical experiences were observed between the groups. Mean standard error psychomotoric and task-specific OSATS scores of 19.8 (1.7) and 3.7 (0.2) were observed in the warm up group compared with 18.6 (1.7) and 3.8 (0.2) in the no warm up group, respectively (p = 0.51 and p = 0.29). Using generic error rating tool, the total number of errors was 8.75 (2.15) in the warm up group compared with 10.8 (2.18) in the no warm-up group (p = 0.53). Perioperative complications and operating time did not differ between both the groups. The present study suggests that warm-up before laparoscopic salpingo-oophorectomy does not increase psychomotoric skills during surgery. Moreover, it does not influence operating time and complication rates. (Medical University of Vienna-IRB approval number, 1072/2011, ClinicalTrials.gov number, NCT01712607). Copyright © 2016

Choral Warm-Ups for Changing Adolescent Voices

Science.gov (United States)

Freer, Patirck K.

2009-01-01

During two decades of observing and leading middle school choral rehearsals, the author has observed that teachers frequently repeat exactly the warm-ups they present to their young adolescent choirs at every rehearsal. If teachers know one thing about middle school students, they know that they are constantly changing--physically, intellectually,…

Acute effects of various weighted bat warm-up protocols on bat velocity.

Science.gov (United States)

Reyes, G Francis; Dolny, Dennis

2009-10-01

Although research has provided evidence of increased muscular performance following a facilitation set of resistance exercise, this has not been established for use prior to measuring baseball bat velocity. The purpose of this study was to determine the effectiveness of selected weighted bat warm-up protocols to enhance bat velocity in collegiate baseball players. Nineteen collegiate baseball players (age = 20.15 +/- 1.46 years) were tested for upper-body strength by a 3-repetition maximum (RM) bench press (mean = 97.98 +/- 14.54 kg) and mean bat velocity. Nine weighted bat warm-up protocols, utilizing 3 weighted bats (light = 794 g; standard = 850 g; heavy = 1,531 g) were swung in 3 sets of 6 repetitions in different orders. A control trial involved the warm-up protocol utilizing only the standard bat. Pearson product correlation revealed a significant relationship between 3RM strength and pretest bat velocity (r = 0.51, p = 0.01). Repeated measures analysis of variance (ANOVA) revealed no significant treatment effects of warm-up protocol on bat velocity. However, the order of standard, light, heavy bat sequence resulted in the greatest increase in bat velocity (+6.03%). These results suggest that upper-body muscle strength influences bat velocity. It appears that the standard, light, heavy warm-up order may provide the greatest benefit to increase subsequent bat velocity and may warrant use in game situations.

Evaluation of the warm-up habits and knowledge levels in amateur athletes

Directory of Open Access Journals (Sweden)

Hasan Aykut Aysan

2011-06-01

Full Text Available The aim of this study was to evaluate the warm-up habit and level of knowledge in the amateur athletes.Materials and methods: A total of 510 amateur athletes aged between 17 and 30 years with the mean sport age of 6.2±3.4 years were included. There were 360 males (mean age 22.4±2.0 years and 150 females (mean age 21.2±2.1 years. Warm-up habits of athletes were obtained using by the Likert-type survey questionnaire consisting of 20 questions. The reliability coefficient of the survey had been calculated as cronbach alph=0.647, KMO=0.715, Barlett=1968.711 (p<0.05.Results: It was observed that 56.3% of the athletes had sportive success in elite level and 25% of the male athletes and 32% of the female athletes had never injured before. Item of “warm-up has no effect on the performance of the athlete” was rejected with the mean score of 2.70±0.93, item of “warm-up lessens the risk of being injured for the athletes” was accepted by majority (83.9%. Of all athletes, 83.9% of them had been injured more than once. The warm-up habit was found to be performed in 47.8% at pre-training or pre-competition periods, however cool-down habit was found in 17.3% of athletes at the end of activity.Conclusion: There was a common belief that warm-up had a positive effect on the performance of the athletes, reduced the risk of injury, increased the movement angle of joints. But it can be said that habits of the amateurs was not at a sufficient level. J Clin Exp Invest 2011;2(2:181-6

ACUTE EFFECTS OF A RESISTED DYNAMIC WARM-UP PROTOCOL ON JUMPING PERFORMANCE

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Cilli, M; Yildiz, S; Saglam, T; Camur, MH

2014-01-01

This study aimed to investigate the kinematic and kinetic changes when resistance is applied in horizontal and vertical directions, produced by using different percentages of body weight, caused by jumping movements during a dynamic warm-up. The group of subjects consisted of 35 voluntary male athletes (19 basketball and 16 volleyball players; age: 23.4 ± 1.4 years, training experience: 9.6 ± 2.7 years; height: 177.2 ± 5.7 cm, body weight: 69.9 ± 6.9 kg) studying Physical Education, who had a jump training background and who were training for 2 hours, on 4 days in a week. A dynamic warm-up protocol containing seven specific resistance movements with specific resistance corresponding to different percentages of body weight (2%, 4%, 6%, 8%, 10%) was applied randomly on non consecutive days. Effects of different warm-up protocols were assessed by pre-/post- exercise changes in jump height in the countermovement jump (CMJ) and the squat jump (SJ) measured using a force platform and changes in hip and knee joint angles at the end of the eccentric phase measured using a video camera. A significant increase in jump height was observed in the dynamic resistance warm-up conducted with different percentages of body weight (p 0.05). In jump movements before and after the warm-up, while no significant difference between the vertical ground reaction forces applied by athletes was observed (p > 0.05), in some cases of resistance, a significant reduction was observed in hip and knee joint angles (p jumping movements, as well as an increase in jump height values. As a result, dynamic warm-up exercises could be applicable in cases of resistance corresponding to 6-10% of body weight applied in horizontal and vertical directions in order to increase the jump performance acutely. PMID:25435670

Effect of Submaximal Warm-up Exercise on Exercise-induced Asthma in African School Children.

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Mtshali, B F; Mokwena, K; Oguntibeju, O O

2015-03-01

Regular physical activity has long been regarded as an important component of a healthy lifestyle. Exercise-induced asthma (EIA) is one of the major problems interfering with the performance of exercise. A warm-up exercise programme has been cited as a non-pharmacologic means of reducing EIA, but its effect has not been fully elucidated. The aims of this study were to determine the prevalence of unrecognized EIA in Pretoria primary school children, determine the effect of a warm-up exercise programme on EIA and to establish the relationship between history of allergy, family history of asthma and EIA. A random sample of 640 school children was selected. The study was divided into three phases. In phase one, a descriptive cross-sectional study was done using the standardized European Community Respiratory Health Survey (ECRHS) questionnaire. In phase two, non-asthmatic participants that returned a completed questionnaire were included in the field study. Pre-test and post-test experimental designs were used, where peak expiratory flow rate (PEFR) was measured at baseline and within ten minutes after exercise. A total of 340 subjects completed the Free Running Asthma Screening Test (FRAST); EIA was defined as a decrease in baseline PEFR ≥ 10% after exercise and 75 children (22%) had EIA. In phase three, 29 of the 75 subjects participated in the warm-up programme which was performed in the laboratory and subjects acted as their own controls. Predefined protocols for the study were followed. Seventy-five (22%) of the 340 participants had EIA. The mean age, height and weight were 10.51 years, 139.26 cm and 33.45 kg, respectively. Exercise-induced asthma symptoms were cough (25%), chest pain (16%), wheeze (12%) and chest tightness (12%). The history of allergy was 75%, family history of allergy 40% and positive history of allergy when near animals, feathers or in dusty areas 38%. Wheezing during or after exercise, wheezing when near animals, feathers or in dusty areas

The Effect of Traditional Singing Warm-Up Versus Semioccluded Vocal Tract Exercises on the Acoustic Parameters of Singing Voice.

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Duke, Emily; Plexico, Laura W; Sandage, Mary J; Hoch, Matthew

2015-11-01

This study investigated the effect of traditional vocal warm-up versus semioccluded vocal tract exercises on the acoustic parameters of voice through three questions: does vocal warm-up condition significantly alter the singing power ratio of the singing voice? Is singing power ratio dependent upon vowel? Is perceived phonatory effort affected by warm-up condition? Hypotheses were that vocal warm-up would alter the singing power ratio, and that semioccluded vocal tract warm-up would affect the singing power ratio more than no warm-up or traditional warm-up, that singing power ratio would vary across vowel, and that perceived phonatory effort would vary with warm-up condition. This study was a within-participant repeated measures design with counterbalanced conditions. Thirteen male singers were recorded under three different conditions: no warm-up, traditional warm-up, and semioccluded vocal tract exercise warm-up. Recordings were made of these singers performing the Star Spangled Banner, and singing power ratio (SPR) was calculated from four vowels. Singers rated their perceived phonatory effort (PPE) singing the Star Spangled Banner after each warm-up condition. Warm-up condition did not significantly affect SPR. SPR was significantly different for /i/ and /e/. PPE was not significantly different between warm-up conditions. The present study did not find significant differences in SPR between warm-up conditions. SPR differences for /i/, support previous findings. PPE did not differ significantly across warm-up condition despite the expectation that traditional or semioccluded warm-up would cause a decrease. Copyright © 2015 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Trunk sway analysis to quantify the warm-up phenomenon in myotonia congenita patients.

NARCIS (Netherlands)

Horlings, G.C.; Drost, G.; Bloem, B.R.; Trip, J.; Pieterse, A.J.; Engelen, B.G.M. van; Allum, J.H.J.

2009-01-01

OBJECTIVE: Patients with autosomal recessive myotonia congenita display myotonia and transient paresis that diminish with repetitive muscle contractions (warm-up phenomenon). A new approach is presented to quantify this warm-up phenomenon under clinically relevant gait and balance tasks. METHODS:

Prediction on global warming-up. Chikyu ondanka wo yosokusuru

Energy Technology Data Exchange (ETDEWEB)

Noda, A [Meteorological Research Institute, Tsukuba (Japan)

1993-05-01

This paper introduces models to predict global warming-up caused by greenhouse effect of the earth and increase in greenhouse effect gases, and the prediction results. As a result of CO2 doubling experiments using three-dimensional climate models in predicting the global warming-up, a model that predicted a sharp rise in annual average ground temperatures on the entire earth showed a larger increase in precipitation. According to the result of the CO2 doubling experiments using atmosphere-ocean coupling models, it was learned that the temperature rises higher in high latitude regions rather than rising uniformly over the earth on the whole. The fact that the temperature rise when CO2 has been doubled in a CO2 gradually increasing experiment is smaller than in the doubling experiment can be understood as a delaying effect of oceans generated from their thermal inertia. The former experiment showed a remarkable non-symmetry between the Southern and Northern hemispheres, reflecting the effect of the great oceanic circulation. Increase in cloud amount has an effect of either cooling or warming the earth, but the cooling effect surpasses the warming effect reportedly. Sulfuric acid aerosol in the troposphere is thought to influence the process of solar radiation transmitting through the atmosphere and have an effect to cool down the ground surface. 12 refs., 6 figs.

Half-time re-warm up increases performance capacity in male elite soccer players

DEFF Research Database (Denmark)

Edholm, P; Krustrup, Peter; Randers, Morten Bredsgaard

2015-01-01

This study investigated the acute effects of a half-time re-warm up on performance and movement patterns in soccer match play. Using a crossover design, 22 professional male players performed traditional passive rest (CON) or a low-intensity re-warm up (RW) during the half-time period of two soccer.......01). Moreover, RW had more possession of the ball in the beginning of the second half. In conclusion, traditional passive half-time rest leads to impaired sprint and jump performance during the initial phase of the second half in professional soccer players whereas a re-warm up effectively attenuates...

Math

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Robertson, William C

2006-01-01

Flummoxed by formulas? Queasy about equations? Perturbed by pi? Now you can stop cursing over calculus and start cackling over Math, the newest volume in Bill Robertson's accurate but amusing Stop Faking It! best sellers. As Robertson sees it, too many people view mathematics as a set of rules to be followed, procedures to memorize, and theorems to apply. This book focuses on the reasoning behind the rules, from math basics all the way up to a brief introduction to calculus.

ACUTE EFFECTS OF TWO DIFFERENT WARM-UP PROTOCOLS ON FLEXIBILITY AND LOWER LIMB EXPLOSIVE PERFORMANCE IN MALE AND FEMALE HIGH LEVEL ATHLETES

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Charilaos Tsolakis

2012-12-01

Full Text Available This study examined the effects of two different warm-up protocols on lower limb power and flexibility in high level athletes. Twenty international level fencers (10 males and 10 females performed two warm-up protocols that included 5-min light jogging and either short (15s or long (45s static stretching exercises for each of the main leg muscle groups (quadriceps, hamstrings and triceps surae, followed by either 3 sets of 3 (short stretching treatment, or 3 sets of 5 tuck jumps (long stretching treatment, in a randomized crossover design with one week between treatments. Hip joint flexion was measured with a Lafayette goniometer before and after the 5-min warm-up, after stretching and 8 min after the tuck jumps, while counter movement jump (CMJ performance was evaluated by an Ergojump contact platform, before and after the stretching treatment, as well as immediately after and 8 minutes after the tuck jumps. Three way ANOVA (condition, time, gender revealed significant time (p < 0.001 and gender (p < 0.001 main effects for hip joint flexion, with no interaction between factors. Flexibility increased by 6. 8 ± 1.1% (p < 0.01 after warm-up and by another 5.8 ± 1.6% (p < 0.01 after stretching, while it remained increased 8 min after the tuck jumps. Women had greater ROM compared with men at all time points (125 ± 8° vs. 94 ± 4° p<0.01 at baseline, but the pattern of change in hip flexibility was not different between genders. CMJ performance was greater in men compared with women at all time points (38.2 ± 1.9 cm vs. 29.8 ± 1.2 cm p < 0.01 at baseline, but the percentage of change CMJ performance was not different between genders. CMJ performance remained unchanged throughout the short stretching protocol, while it decreased by 5.5 ± 0.9% (p < 0.01 after stretching in the long stretching protocol However, 8 min after the tuck jumps, CMJ performance was not different from the baseline value (p = 0.075. In conclusion, lower limb power may

Level of functional capacities following soccer-specific warm-up methods among elite collegiate soccer players.

Science.gov (United States)

Vazini Taher, Amir; Parnow, Abdolhossein

2017-05-01

Different methods of warm-up may have implications in improving various aspects of soccer performance. The present study aimed to investigate acute effects of soccer specific warm-up protocols on functional performance tests. This study using randomized within-subject design, investigated the performance of 22 collegiate elite soccer player following soccer specific warm-ups using dynamic stretching, static stretching, and FIFA 11+ program. Post warm-up examinations consisted: 1) Illinois Agility Test; 2) vertical jump; 3) 30 meter sprint; 4) consecutive turns; 5) flexibility of knee. Vertical jump performance was significantly lower following static stretching, as compared to dynamic stretching (P=0.005). Sprint performance declined significantly following static stretching as compared to FIFA 11+ (P=0.023). Agility time was significantly faster following dynamic stretching as compared to FIFA 11+ (P=0.001) and static stretching (P=0.001). Knee flexibility scores were significantly improved following the static stretching as compared to dynamic stretching (P=016). No significant difference was observed for consecutive turns between three warm-up protocol. The present finding showed that a soccer specific warm-up protocol relied on dynamic stretching is preferable in enhancing performance as compared to protocols relying on static stretches and FIFA 11+ program. Investigators suggest that while different soccer specific warm-up protocols have varied types of effects on performance, acute effects of dynamic stretching on performance in elite soccer players are assured, however application of static stretching in reducing muscle stiffness is demonstrated.

Acute effects of a loaded warm-up protocol on change of direction speed in professional badminton players.

Science.gov (United States)

Maloney, Sean J; Turner, Anthony N; Miller, Stuart

2014-10-01

It has previously been shown that a loaded warm-up may improve power performances. We examined the acute effects of loaded dynamic warm-up on change of direction speed (CODS), which had not been previously investigated. Eight elite badminton players participated in three sessions during which they performed vertical countermovement jump and CODS tests before and after undertaking the dynamic warm-up. The three warm-up conditions involved wearing a weighted vest (a) equivalent to 5% body mass, (b) equivalent to 10% body mass, and (c) a control where a weighted vest was not worn. Vertical jump and CODS performances were then tested at 15 seconds and 2, 4, and 6 minutes post warm-up. Vertical jump and CODS significantly improved following all warm-up conditions (P badminton players.

Specific warm-up exercise is the best for vertical countermovement jump in young volleyball players

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Fernando Nazário de Rezende

Full Text Available Abstract We evaluated the effect of performing various distinct warm-up exercises on vertical countermovement jump (VCMJ performance. Eight volleyball players (age 15.4 ± 0.5 yrs performed five different warm-up activities (in a counterbalanced, randomized crossover study over five days, at 24-h intervals: stretching (4 × 30 s, 30 s between sets, cycloergometer (5 min at 50 W + 5 min at 100 W, resistance exercise (leg press 45°, 3 × 5 repetitions maximum, 3-min pause between sets, specific vertical jumping (4 × 10 VCMJ, 2-min pause between sets, and no warm-up at all (control condition. Beginning 3 min after their warm-up, the players performed 3 attempts (at intervals of 3 min of VCMJ (on a contact carpet, and each player's best jump was considered in the analysis. All warm-up activities presented higher VCMJ performance (p< 0.05 than the control condition, with the exception of stretching. Vertical jumping revealed a large effect size(0.8 than other interventions. We conclude that in practical terms, vertical jumps are the best warm-up exercise (when applied by itself to acutely improve VCMJ performance in volleyball players, but that other exercises can make a complementary contribution.

The Effects of Three Physical and Vocal Warm-Up Procedures on Acoustic and Perceptual Measures of Choral Sound.

Science.gov (United States)

Cook-Cunningham, Sheri L; Grady, Melissa L

2018-03-01

The purpose of this investigation was to assess the effects of three warm-up procedures (vocal-only, physical-only, physical/vocal combination) on acoustic and perceptual measures of choir sound. The researchers tested three videotaped, 5-minute, choral warm-up procedures on three university choirs. After participating in a warm-up procedure, each choir was recorded singing a folk song for long-term average spectra and pitch analysis. Singer participants responded to a questionnaire about preferences after each warm-up procedure. Warm-up procedures and recording sessions occurred during each choir's regular rehearsal time and in each choir's regular rehearsal space during three consecutive rehearsals. Long-term average spectra results demonstrated more resonant singing after the physical/vocal warm-up for two of the three choirs. Pitch analysis results indicate that all three choirs sang "in-tune" or with the least pitch deviation after participating in the physical/vocal warm-up. Singer questionnaire responses showed general preference for the physical/vocal combination warm-up, and singer ranking of the three procedures indicated the physical/vocal warm-up as the most favored for readiness to sing. In the context of this study with these three university choir participants, it seems that a combination choral warm-up that includes physical and vocal aspects is preferred by singers, enables more resonant singing, and more in-tune singing. Findings from this study could provide teachers and choral directors with important information as they structure and experiment with their choral warm-up procedures. Copyright © 2018 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Heart-Rate Recovery After Warm-up in Swimming: A Useful Predictor of Training Heart-Rate Response?

Science.gov (United States)

Ganzevles, Sander P M; de Haan, Arnold; Beek, Peter J; Daanen, Hein A M; Truijens, Martin J

2017-07-01

For training to be optimal, daily training load has to be adapted to the momentary status of the individual athlete, which is often difficult to establish. Therefore, the current study investigated the predictive value of heart-rate recovery (HRR) during a standardized warm-up for training load. Training load was quantified by the variation in heart rate during standardized training in competitive swimmers. Eight female and 5 male Dutch national-level swimmers participated in the study. They all performed 3 sessions consisting of a 300-m warm-up test and a 10 × 100-m training protocol. Both protocols were swum in front crawl at individually standardized velocities derived from an incremental step test. Velocity was related to 75% and 85% heart-rate reserve (% HR res ) for the warm-up and training, respectively. Relative HRR during the first 60 s after the warm-up (HR Rw-up ) and differences between the actual and intended heart rate for the warm-up and the training (ΔHR w-up and ΔHR tr ) were determined. No significant relationship between HRR w-up and ΔHR tr was found (F 1,37 = 2.96, P = .09, R 2 = .07, SEE = 4.65). There was considerable daily variation in ΔHR tr at a given swimming velocity (73-93% HR res ). ΔHR w-up and ΔHR tr were clearly related (F 1,37 = 74.31, P warm-up does not predict heart rate during a directly subsequent and standardized training session. Instead, heart rate during the warm-up protocol seems a promising alternative for coaches to make daily individual-specific adjustments to training programs.

Effects of warm-up on hamstring muscles stiffness: Cycling vs foam rolling.

Science.gov (United States)

Morales-Artacho, A J; Lacourpaille, L; Guilhem, G

2017-12-01

This study investigated the effects of active and/or passive warm-up tasks on the hamstring muscles stiffness through elastography and passive torque measurements. On separate occasions, fourteen males randomly completed four warm-up protocols comprising Control, Cycling, Foam rolling, or Cycling plus Foam rolling (Mixed). The stiffness of the hamstring muscles was assessed through shear wave elastography, along with the passive torque-angle relationship and maximal range of motion (ROM) before, 5, and 30 minutes after each experimental condition. At 5 minutes, Cycling and Mixed decreased shear modulus (-10.3% ± 5.9% and -7.7% ± 8.4%, respectively; P≤.0003, effect size [ES]≥0.24) and passive torque (-7.17% ± 8.6% and -6.2% ± 7.5%, respectively; P≤.051, ES≥0.28), and increased ROM (+2.9% ± 2.9% and +3.2% ± 3.5%, respectively; P≤.001, ES≥0.30); 30 minutes following Mixed, shear modulus (P=.001, ES=0.21) and passive torque (P≤.068, ES≥0.2) were still slightly decreased, while ROM increased (P=.046, ES=0.24). Foam rolling induced "small" immediate short-term decreases in shear modulus (-5.4% ± 5.7% at 5 minutes; P=.05, ES=0.21), without meaningful changes in passive torque or ROM at any time point (P≥.12, ES≤0.23). These results suggest that the combined warm-up elicited no acute superior effects on muscle stiffness compared with cycling, providing evidence for the key role of active warm-up to reduce muscle stiffness. The time between warm-up and competition should be considered when optimizing the effects on muscle stiffness. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Precooling and Warm-Up Effects on Time Trial Cycling During Heat Stress.

Science.gov (United States)

Al-Horani, Ramzi A; Wingo, Jonathan E; Ng, Jason; Bishop, Phillip; Richardson, Mark

2018-02-01

Heat stress limits endurance exercise performance. Combining precooling and warm-up prior to endurance exercise in the heat may exploit the benefits of both strategies while avoiding the potential negative consequences of each. This study tested the hypothesis that precooling combined with warm-up improves time trial cycling performance in the heat relative to either treatment alone. Nine healthy men completed three 16.1-km time trials in 33°C after: 1) precooling (ice slurry and ice vest) alone (PREC); 2) warm-up alone (WU); or 3) PREC plus WU (COMBO). Tre was lower after PREC compared to WU throughout exercise and lower than COMBO for the first 12 km; COMBO was lower than WU for the first 4 km. Tsk during PREC was lower than COMBO and WU for the first 8 km, and lower in COMBO than WU for the first 4 km. PREC lowered pre-exercise heart rate relative to COMBO and WU (68 ± 10, 106 ± 12, 101 ± 13 bpm, respectively), but it increased similarly during exercise. Local sweat rate (SR) was lower in PREC (0.1 ± 0.1 mg · cm-2 · min-1) than COMBO (0.5 ± 0.2 mg · cm-2 · min-1) and WU (0.6 ± 0.2 mg · cm-2 · min-1) for the first 4 km. Treatments did not differentially affect performance (PREC = 31.9 ± 1.9 min, COMBO = 32.6 ± 2.7 min, WU = 33.1 ± 2.9 min). We conclude precooling alone or with warm-up mitigated thermal strain during exercise, but did not significantly improve 16.1-km cycling time trial performance.Al-horani RA, Wingo JE, Ng J, Bishop P, Richardson M. Precooling and warm-up effects on time trial cycling during heat stress. Aerosp Med Hum Perform. 2018; 89(2):87-93.

The effect of video game "warm-up" on performance of laparoscopic surgery tasks.

Science.gov (United States)

Rosser, James C; Gentile, Douglas A; Hanigan, Kevin; Danner, Omar K

2012-01-01

Performing laparoscopic procedures requires special training and has been documented as a significant source of surgical errors. "Warming up" before performing a task has been shown to enhance performance. This study investigates whether surgeons benefit from "warming up" using select video games immediately before performing laparoscopic partial tasks and clinical tasks. This study included 303 surgeons (249 men and 54 women). Participants were split into a control (n=180) and an experimental group (n=123). The experimental group played 3 previously validated video games for 6 minutes before task sessions. The Cobra Rope partial task and suturing exercises were performed immediately after the warm-up sessions. Surgeons who played video games prior to the Cobra Rope drill were significantly faster on their first attempt and across all 10 trials. The experimental and control groups were significantly different in their total suturing scores (t=2.28, df=288, Pvideo games prior to performing laparoscopic partial and clinical tasks (intracorporeal suturing) were faster and had fewer errors than participants not engaging in "warm-up." More study is needed to determine whether this translates into superior procedural execution in the clinical setting.

Effect of prior warm-up duration on the time limit at peak speed in untrained men.

Science.gov (United States)

da Cruz, Victor H; Peserico, Cecília S; Machado, Fabiana A

2017-10-01

The peak speed (Vpeak) and its time limit (tlim) are variables used to prescribe training loads and the intervals durations during interval training, respectively. The aim of this study was to test different warm-up durations (5, 10 and 15 minutes), adapted from the protocol proposed by Billat et al.,1 to determine tlim in untrained men. Fifteen untrained men were submitted to the following laboratory evaluations: 1) an incremental running exercise test on a treadmill starting with a speed of 8 km/h, after a warm-up of walking at 6 km/h for three minutes, and increased by 1 km/h between each successive 3-minute stage until volitional exhaustion to determine Vpeak; 2) three rectangular tests, performed in randomized order, with warm-up durations of 5, 10, and 15 minutes at 60% of Vpeak to determine the tlim5, tlim10, and tlim15; after the warm-up the tests were performed at the speed of the individual Vpeak until volitional exhaustion. It was demonstrated that the duration of the warm-up affected the test duration (tlim). Significant differences were observed between tlim5 and tlim15, and between tlim10 and tlim15. However, tlim15 and tlim10 did not differ. Additionally, duration of the warm-up did not influence other variables (HRmax, RPEmax and post lactate concentrations). Therefore, it was concluded that the duration of the warm-up in tlim tests modifies the test duration in untrained men.

A Confirmatory Factor Analysis of the Structure of Abbreviated Math Anxiety Scale

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Farahman Farrokhi

2011-06-01

Full Text Available "nObjective: The aim of this study is to explore the confirmatory factor analysis results of the Persian adaptation of Abbreviated Math Anxiety Scale (AMAS, proposed by Hopko, Mahadevan, Bare & Hunt. "nMethod: The validity and reliability assessments of the scale were performed on 298 college students chosen randomly from Tabriz University in Iran. The confirmatory factor analysis (CFA was carried out to determine the factor structures of the Persian version of AMAS. "nResults: As expected, the two-factor solution provided a better fit to the data than a single factor. Moreover, multi-group analyses showed that this two-factor structure was invariant across sex. Hence, AMAS provides an equally valid measure for use among college students. "nConclusions:  Brief AMAS demonstrates adequate reliability and validity. The AMAS scores can be used to compare symptoms of math anxiety between male and female students. The study both expands and adds support to the existing body of math anxiety literature.

What Adds Up?: Math Enrollment and Graduation

Science.gov (United States)

Utah System of Higher Education, 2015

2015-01-01

College students struggling to pass a college level math course required for Quantitative Literacy (QL) credit1 has been a common issue facing many institutions in higher education. In the fall of 2014, the Utah State Board of Regents solidified a statewide initiative that set goals for each of the Utah System of Higher Education institutions (UU,…

Exercise Science Principles and the Vocal Warm-up: Implications for Singing Voice Pedagogy.

Science.gov (United States)

Hoch, Matthew; Sandage, Mary J

2018-01-01

Principles from exercise science literature were applied to singing warm-up pedagogy as a method for examining parallels between athletic and voice training. Analysis of the use of exercise principles in vocal warm-up should illuminate aspects of voice training that may be further developed in the future. A selected canon of standard voice pedagogy texts and well-regarded warm-up methods were evaluated for use of exercise science principles for skill acquisition and fatigue resistance. Exercises were then categorized according to whether they were used for the purpose of skill acquisition (specificity), training up to tasks (overload), or detraining (reversibility). A preliminary review of well-established voice pedagogy programs reveals a strong bias toward the skill acquisition aspects of vocal warm-up, with little commentary on the fatigue management aspects. Further, the small number of vocalises examined that are not skill-acquisition oriented fall into a third "habilitative" category that likewise does not relate to overload but may play a role in offsetting reversibility. Although a systematic pedagogy for skill acquisition has emerged in the literature and practice of voice pedagogy, a parallel pedagogy for fatigue management has yet to be established. Identification of a systematic pedagogy for training up to specific singing genres and development of a singing maintenance program to avoid detraining may help the singer avoid injury. Copyright © 2018 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.

Science.gov (United States)

Casad, Bettina J; Hale, Patricia; Wachs, Faye L

2015-01-01

Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms.

Effects of Warming up with Music on Moods and Training Motivation among Athletes

Directory of Open Access Journals (Sweden)

Golnaz Khazdozi

2017-02-01

Full Text Available The purpose of the present study is to review the effects of warming up with music on moods and training motivation among Kurdistan province’s female handball players0 for this purpose, 24 handball players of premier league of Kurdistan province were selected as the research subjects through a random sampling method. In this study a pretest-posttest design is applied by which 12 subjects have been selected as control group and 12 as experimental group. The latter group performed warm ups free from music. For the purpose of estimation of motivation of subjects, the questionnaire of sports motivation was made use of. In addition, for investigation of the moods variable, the questionnaire of athletes’ moods was used. Research results using the statistical test of Mann-Whitney showed that no significant difference existed between the experimental and control groups’ motivation and moods after performance of the warming up program (P: 0.124. This was while there was a statistically significant difference between the experimental and control groups’ moods prior and post to execution of Training program (P= 0.003. In general, it may be concluded that playing music doesn’t have any significant effects on athletes’ motivation while their moods can undergo significant changes through listening to music during warming up.

Effects of Warming Up With Music on Moods and Training Motivation among Athletes

Directory of Open Access Journals (Sweden)

Golnaz Khazdozi

2017-04-01

Full Text Available The purpose of the present study is to review the effects of warming up with music on moods and training motivation among Kurdistan province’s female handball players0 for this purpose, 24 handball players of premier league of Kurdistan province were selected as the research subjects through a random sampling method. In this study a pretest-posttest design is applied by which 12 subjects have been selected as control group and 12 as experimental group. The latter group performed warm ups free from music. For the purpose of estimation of motivation of subjects, the questionnaire of sports motivation was made use of. In addition, for investigation of the moods variable, the questionnaire of athletes’ moods was used. Research results using the statistical test of Mann-Whitney showed that no significant difference existed between the experimental and control groups’ motivation and moods after performance of the warming up program (P: 0.124. This was while there was a statistically significant difference between the experimental and control groups’ moods prior and post to execution of Training program (P= 0.003. In general, it may be concluded that playing music doesn’t have any significant effects on athletes’ motivation while their moods can undergo significant changes through listening to music during warming up.

Post-Copenhagen: the 'new' math, legal 'additionality' and climate warming

Energy Technology Data Exchange (ETDEWEB)

Ferrey, Steven

2010-05-15

Control of carbon emissions to the atmosphere is the environmental issue of this decade - perhaps of this entire generation. Its importance has been equated to the survival of the planet. It may all come down to the novel legal concept that sounds like second-grade math: ''additionality.'' However, it is the ''new'' math. (author)

No Work Like Rework: Issues in the Design of a Math Test Sign-Up Application

Science.gov (United States)

Alkadi, Ghassan; Beaubouef, Theresa

2012-01-01

This paper introduces a test sign-up application developed for a math department at a university. The requirements, design, and final software product are presented, along with one very important unexpected problem that arose after completion of the work--the system to be implemented and maintained by the client was not compatible with the…

Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes

Science.gov (United States)

Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.

2015-01-01

Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms. PMID:26579000

Parent-Child Math Anxiety and Math-Gender Stereotypes Predict Adolescents’ Math Education Outcomes

Directory of Open Access Journals (Sweden)

Bettina J Casad

2015-11-01

Full Text Available Two studies examined social determinants of adolescents’ math anxiety including parents’ own math anxiety and children’s endorsement of math-gender stereotypes. In study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent’s math anxiety interacts with daughters’ and sons’ anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children’s math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa for performance beliefs and outcomes (self-efficacy and GPA. Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and for boys, and for boys with GPA. These findings address gaps in the literature on the role of parents’ math anxiety in the effects of children’s math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents’ math anxiety and dispelling gender stereotypes in math classrooms.

Working memory, math performance, and math anxiety.

Science.gov (United States)

Ashcraft, Mark H; Krause, Jeremy A

2007-04-01

The cognitive literature now shows how critically math performance depends on working memory, for any form of arithmetic and math that involves processes beyond simple memory retrieval. The psychometric literature is also very clear on the global consequences of mathematics anxiety. People who are highly math anxious avoid math: They avoid elective coursework in math, both in high school and college, they avoid college majors that emphasize math, and they avoid career paths that involve math. We go beyond these psychometric relationships to examine the cognitive consequences of math anxiety. We show how performance on a standardized math achievement test varies as a function of math anxiety, and that math anxiety compromises the functioning of working memory. High math anxiety works much like a dual task setting: Preoccupation with one's math fears and anxieties functions like a resource-demanding secondary task. We comment on developmental and educational factors related to math and working memory, and on factors that may contribute to the development of math anxiety.

The effect of warm-up, static stretching and dynamic stretching on hamstring flexibility in previously injured subjects.

LENUS (Irish Health Repository)

O'Sullivan, Kieran

2009-01-01

BACKGROUND: Warm-up and stretching are suggested to increase hamstring flexibility and reduce the risk of injury. This study examined the short-term effects of warm-up, static stretching and dynamic stretching on hamstring flexibility in individuals with previous hamstring injury and uninjured controls. METHODS: A randomised crossover study design, over 2 separate days. Hamstring flexibility was assessed using passive knee extension range of motion (PKE ROM). 18 previously injured individuals and 18 uninjured controls participated. On both days, four measurements of PKE ROM were recorded: (1) at baseline; (2) after warm-up; (3) after stretch (static or dynamic) and (4) after a 15-minute rest. Participants carried out both static and dynamic stretches, but on different days. Data were analysed using Anova. RESULTS: Across both groups, there was a significant main effect for time (p < 0.001). PKE ROM significantly increased with warm-up (p < 0.001). From warm-up, PKE ROM further increased with static stretching (p = 0.04) but significantly decreased after dynamic stretching (p = 0.013). The increased flexibility after warm-up and static stretching reduced significantly (p < 0.001) after 15 minutes of rest, but remained significantly greater than at baseline (p < 0.001). Between groups, there was no main effect for group (p = 0.462), with no difference in mean PKE ROM values at any individual stage of the protocol (p > 0.05). Using ANCOVA to adjust for the non-significant (p = 0.141) baseline difference between groups, the previously injured group demonstrated a greater response to warm-up and static stretching, however this was not statistically significant (p = 0.05). CONCLUSION: Warm-up significantly increased hamstring flexibility. Static stretching also increased hamstring flexibility, whereas dynamic did not, in agreement with previous findings on uninjured controls. The effect of warm-up and static stretching on flexibility was greater in those with reduced

14 CFR 298.3 - Classification.

Science.gov (United States)

2010-01-01

... 14 Aeronautics and Space 4 2010-01-01 2010-01-01 false Classification. 298.3 Section 298.3... REGULATIONS EXEMPTIONS FOR AIR TAXI AND COMMUTER AIR CARRIER OPERATIONS General § 298.3 Classification. (a) There is hereby established a classification of air carriers, designated as “air taxi operators,” which...

Improving Engine Oil Warm Up through Waste Heat Recovery

Directory of Open Access Journals (Sweden)

Davide Di Battista

2017-12-01

Full Text Available In the transportation sector, engine oil thermal management has not yet received the attention it deserves in the path towards carbon dioxide and pollutants reduction. During the homologation cycle (which represents a typical daily trip, oil temperature reaches its thermal steady value, which insures best performances in terms of viscosity, only in the final part of the trip, when most part of the harmful emissions have been already emitted; therefore, a warm up acceleration would surely represent a strong beneficial action. In this paper, a faster warming up of the lubricant oil was done using the heat owned by the exhaust gases, which was almost immediately ready after the engine ignition, in the early part of a driving cycle. An experimental activity has been developed in a turbocharged engine (F1C 3L IVECO, modifying the oil circuit in order to heat up the oil during the cold phase of a homologation cycle by the exhaust gases. A significant reduction of fuel consumption and pollutant emissions savings has been experimentally demonstrated. Also, the interaction between the modified oil circuit, engine, coolant circuit, and exhaust line has been investigated in order to have a system view of the new heating oil technology.

Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes

OpenAIRE

Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.

2015-01-01

Two studies examined social determinants of adolescents’ math anxiety including parents’ own math anxiety and children’s endorsement of math-gender stereotypes. In study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent’s math anxiety interacts with daughters’ and sons’ anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math de...

CARBON-CHAIN SPECIES IN WARM-UP MODELS

International Nuclear Information System (INIS)

Hassel, George E.; Harada, Nanase; Herbst, Eric

2011-01-01

In previous warm-up chemical models of the low-mass star-forming region L1527, we investigated the evolution of carbon-chain unsaturated hydrocarbon species when the envelope temperature is slightly elevated to T ≈ 30 K. These models demonstrated that enhanced abundances of such species can be explained by gas-phase ion-molecule chemistry following the partial sublimation of methane from grain surfaces. We also concluded that the abundances of hydrocarbon radicals such as the C n H family should be further enhanced as the temperatures increase to higher values, but this conclusion stood in contrast with the lack of unambiguous detection of these species toward hot core and corino sources. Meanwhile, observational surveys have identified C 2 H, C 4 H, CH 3 CCH, and CH 3 OH toward hot corinos (especially IRAS 16293–2422) as well as toward L1527, with lower abundances for the carbon-chain radicals and higher abundances for the other two species toward the hot corinos. In addition, the Herschel Space Telescope has detected the bare linear chain C 3 in 50 K material surrounding young high-mass stellar objects. To understand these new results, we revisit previous warm-up models with an augmented gas-grain network that incorporated reactions from a gas-phase network that was constructed for use with increased temperature up to 800 K. Some of the newly adopted reactions between carbon-chain species and abundant H 2 possess chemical activation energy barriers. The revised model results now better reproduce the observed abundances of unsaturated carbon chains under hot corino (100 K) conditions and make predictions for the abundances of bare carbon chains in the 50 K regions observed by the Herschel HIFI detector.

14 CFR 298.50 - Application.

Science.gov (United States)

2010-01-01

... 14 Aeronautics and Space 4 2010-01-01 2010-01-01 false Application. 298.50 Section 298.50... § 298.50 Application. (a) Any person desiring to provide air transportation as a commuter air carrier... Department— (1) An application in accordance with the requirements of parts 201 and 302 of this chapter; (2...

Talking Math, Blogging Math

OpenAIRE

Mathews, Linda Marie

2009-01-01

Talking Math, Blogging Math is a curriculum designed to aid middle school Pre- Algebra students' mathematical problem-solving through the use of academic language instruction, explanatory proofs, and online technology (blogging). Talking Math, Blogging Math was implemented over a period of ten weeks during the 2008 - 2009 school year. The school where the curriculum was implemented is a non-traditional classroom-based charter school. The 7th, 8th and 9th grade students attended class twice a ...

Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation.

Science.gov (United States)

Wang, Zhe; Lukowski, Sarah L; Hart, Sara A; Lyons, Ian M; Thompson, Lee A; Kovas, Yulia; Mazzocco, Michèle M M; Plomin, Robert; Petrill, Stephen A

2015-12-01

The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. In the current studies, we aimed to address the lack of attention given to the possibility of such complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition. In two samples-young adolescent twins and adult college students-results showed inverted-U relations between math anxiety and math performance in participants with high intrinsic math motivation and modest negative associations between math anxiety and math performance in participants with low intrinsic math motivation. However, this pattern was not observed in tasks assessing participants' nonsymbolic and symbolic number-estimation ability. These findings may help advance the understanding of mathematics-learning processes and provide important insights for treatment programs that target improving mathematics-learning experiences and mathematical skills. © The Author(s) 2015.

Can Low-Cost Online Summer Math Programs Improve Student Preparation for College-Level Math? Evidence from Randomized Experiments at Three Universities

Science.gov (United States)

Chingos, Matthew M.; Griffiths, Rebecca J.; Mulhern, Christine

2017-01-01

Every year many students enter college without the math preparation needed to succeed in their desired programs of study. Many of these students struggle to catch up, especially those who are required to take remedial math courses before entering college-level math. Increasing the number of students who begin at the appropriate level of math has…

Video game as a preoperative warm-up for laparoscopic surgery

Directory of Open Access Journals (Sweden)

Fernando Korkes

2009-12-01

Full Text Available Objective: The aim of the present study was to assess the influence of video game as warm-up before dry-lab laparoscopic activities. Methods: Eleven medical students participated in this prospective randomized crossover study. Students were divided into two groups. Students in Group 1 had to execute an interrupted suture with the dominant hand using a standardized technique (non-video game group. Students in Group 2 performed the same suture, but after playing a video game match (video game group. After this initial task, groups were crossed. The time spent to complete each task was recorded, and the participants and observers had to judge the performance for each laparoscopic exercise. These variables were used as a measure of performance. Rresults: Mean time for laparoscopic surgery in this subset of inexperienced laparoscopic students was similar between non-video game versus video game groups (254.6 ± 187.7 versus 255.8 ± 183.6; p = 0.875. Subjective impression of observers regarding students’ performance was also similar (p = 0.662, but subjective impression of the participant about his own performance was different between both groups, with 64.7 versus 20.0% of participants that considered their performance good for video game versus non-video game groups (p = 0.044. Cconclusions: In conclusion, video games used as warm-up for laparoscopic practice seem to make inexperienced surgeons more confident and comfortable with the procedures, even though objective measures, as operative time and observers’ impression of surgeons’ performance do not seem to be affected by video game warm-up.

Warm-up with weighted bat and adjustment of upper limb muscle activity in bat swinging under movement correction conditions.

Science.gov (United States)

Ohta, Yoichi; Ishii, Yasumitsu; Ikudome, Sachi; Nakamoto, Hiroki

2014-02-01

The effects of weighted bat warm-up on adjustment of upper limb muscle activity were investigated during baseball bat swinging under dynamic conditions that require a spatial and temporal adjustment of the swinging to hit a moving target. Seven male college baseball players participated in this study. Using a batting simulator, the task was to swing the standard bat coincident with the arrival timing and position of a moving target after three warm-up swings using a standard or weighted bat. There was no significant effect of weighted bat warm-up on muscle activity before impact associated with temporal or spatial movement corrections. However, lower inhibition of the extensor carpi ulnaris muscle activity was observed in a velocity-changed condition in the weighted bat warm-up, as compared to a standard bat warm-up. It is suggested that weighted bat warm-up decreases the adjustment ability associated with inhibition of muscle activation under movement correction conditions.

Female teachers' math anxiety affects girls' math achievement.

Science.gov (United States)

Beilock, Sian L; Gunderson, Elizabeth A; Ramirez, Gerardo; Levine, Susan C

2010-02-02

People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.

The acoustic and perceptual differences to the non-singer's singing voice before and after a singing vocal warm-up

Science.gov (United States)

DeRosa, Angela

The present study analyzed the acoustic and perceptual differences in non-singer's singing voice before and after a vocal warm-up. Experiments were conducted with 12 females who had no singing experience and considered themselves to be non-singers. Participants were recorded performing 3 tasks: a musical scale stretching to their most comfortable high and low pitches, sustained productions of the vowels /a/ and /i/, and singing performance of the "Star Spangled Banner." Participants were recorded performing these three tasks before a vocal warm-up, after a vocal warm-up, and then again 2-3 weeks later after 2-3 weeks of practice. Acoustical analysis consisted of formant frequency analysis, singer's formant/singing power ratio analysis, maximum phonation frequency range analysis, and an analysis of jitter, noise to harmonic ratio (NHR), relative average perturbation (RAP), and voice turbulence index (VTI). A perceptual analysis was also conducted with 12 listeners rating comparison performances of before vs. after the vocal warm-up, before vs. after the second vocal warm-up, and after both vocal warm-ups. There were no significant findings for the formant frequency analysis of the vowel /a/, but there was significance for the 1st formant frequency analysis of the vowel /i/. Singer's formant analyzed via Singing Power Ratio analysis showed significance only for the vowel /i/. Maximum phonation frequency range analysis showed a significant increase after the vocal warm-ups. There were no significant findings for the acoustic measures of jitter, NHR, RAP, and VTI. Perceptual analysis showed a significant difference after a vocal warm-up. The results indicate that a singing vocal warm-up can have a significant positive influence on the singing voice of non-singers.

Acute effects of inspiratory muscle warm-up on pulmonary function in healthy subjects.

Science.gov (United States)

Özdal, Mustafa

2016-06-15

The acute effects of inspiratory muscle warm-up on pulmonary functions were examined in 26 healthy male subjects using the pulmonary function test (PFT) in three different trials. The control trial (CON) did not involve inspiratory muscle warm-up, while the placebo (IMWp) and experimental (IMW) trials involved inspiratory muscle warm-up. There were no significant changes between the IMWp and CON trials (p>0.05). All the PFT measurements, including slow vital capacity, inspiratory vital capacity, forced vital capacity, forced expiratory volume in one second, maximal voluntary ventilation, and maximal inspiratory pressure were significantly increased by 3.55%, 12.52%, 5.00%, 2.75%, 2.66%, and 7.03% respectively, in the subjects in the IMW trial than those in the CON trial (pcooperation of the upper thorax, neck, and respiratory muscles, and increased level of reactive O2 species in muscle tissue, and potentially improvement of muscle O2 delivery-to-utilization. However, further investigation is required to determine the precise mechanisms responsible from among these candidates. Copyright © 2016 Elsevier B.V. All rights reserved.

When Math Hurts: Math Anxiety Predicts Pain Network Activation in Anticipation of Doing Math

Science.gov (United States)

Lyons, Ian M.; Beilock, Sian L.

2012-01-01

Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs’ feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation – such as pain – about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one’s math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths. PMID:23118929

When math hurts: math anxiety predicts pain network activation in anticipation of doing math.

Directory of Open Access Journals (Sweden)

Ian M Lyons

Full Text Available Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs, math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula. Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths.

When math hurts: math anxiety predicts pain network activation in anticipation of doing math.

Science.gov (United States)

Lyons, Ian M; Beilock, Sian L

2012-01-01

Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths.

Analysis of the piston ring/liner oil film development during warm-up for an SI-engine

DEFF Research Database (Denmark)

Frølund, Kent; Schramm, Jesper; Tian, T.

2001-01-01

A one-dimensional ring-pack lubrication model developed at MIT is applied to simulate the oil film behavior during the warm-up period of a Kohler spark ignition engine. This is done by making assumptions for the evolution of the ail temperatures during warm-up and that the oil control ring during...

Partial molar volumes of organic solutes in water. XXIII. Cyclic ketones at T = (298 to 573) K and pressures up to 30 MPa

International Nuclear Information System (INIS)

Cibulka, Ivan; Simurka, Lukas; Hnedkovsky, Lubomir; Bolotov, Alexander

2011-01-01

Research highlights: → In this study we examine standard molar volumes of aqueous cyclic ketones. → State parameters of measurements were (298 to 573) K and pressures up to 30 MPa. → Differences in behavior of monoketones and cyclohexane-1,4-dione were observed. → Group contribution method was designed and examined. - Abstract: Density data for dilute aqueous solutions of four cyclic ketones (cyclopentanone, cyclohexanone, cycloheptanone, and cyclohexane-1,4-dione) are presented together with standard molar volumes (partial molar volumes at infinite dilution) calculated from the experimental data. The measurements were performed at temperatures from T = 298 K up to T = 573 K. Experimental pressures were close to the saturated vapor pressure of water, and (15 and 30) MPa. The data were obtained using a high-temperature high-pressure flow vibrating-tube densimeter. Experimental standard molar volumes were correlated as a function of temperature and pressure using an empirical polynomial function. Contributions of the molecular structural segments (methylene and carbonyl groups) to the standard molar volume were also evaluated and analyzed.

32 CFR 298.5 - Information requirements.

Science.gov (United States)

2010-07-01

... 32 National Defense 2 2010-07-01 2010-07-01 false Information requirements. 298.5 Section 298.5... OF INFORMATION ACT PROGRAM DEFENSE INVESTIGATIVE SERVICE (DIS) FREEDOM OF INFORMATION ACT PROGRAM § 298.5 Information requirements. The DIS Office of Information and Public Affairs is responsible for...

The effect of warm-up, static stretching and dynamic stretching on hamstring flexibility in previously injured subjects

Directory of Open Access Journals (Sweden)

Murray Elaine

2009-04-01

Full Text Available Abstract Background Warm-up and stretching are suggested to increase hamstring flexibility and reduce the risk of injury. This study examined the short-term effects of warm-up, static stretching and dynamic stretching on hamstring flexibility in individuals with previous hamstring injury and uninjured controls. Methods A randomised crossover study design, over 2 separate days. Hamstring flexibility was assessed using passive knee extension range of motion (PKE ROM. 18 previously injured individuals and 18 uninjured controls participated. On both days, four measurements of PKE ROM were recorded: (1 at baseline; (2 after warm-up; (3 after stretch (static or dynamic and (4 after a 15-minute rest. Participants carried out both static and dynamic stretches, but on different days. Data were analysed using Anova. Results Across both groups, there was a significant main effect for time (p 0.05. Using ANCOVA to adjust for the non-significant (p = 0.141 baseline difference between groups, the previously injured group demonstrated a greater response to warm-up and static stretching, however this was not statistically significant (p = 0.05. Conclusion Warm-up significantly increased hamstring flexibility. Static stretching also increased hamstring flexibility, whereas dynamic did not, in agreement with previous findings on uninjured controls. The effect of warm-up and static stretching on flexibility was greater in those with reduced flexibility post-injury, but this did not reach statistical significance. Further prospective research is required to validate the hypothesis that increased flexibility improves outcomes. Trial Registration ACTRN12608000638336

Enhancing vehicle’s engine warm up using integrated mechanical approach

Science.gov (United States)

Ibrahim, T. M.; Syahir, A. Z.; Zulkifli, N. W. M.; Masjuki, H. H.; Osman, A.

2017-06-01

Transportation sector covers a large portion of the total energy consumption shares and is highly associated to global warming. Growing concern over the harmful gases being emitted from vehicles and their environmental implications has urged the need for pollutant reduction through more efficient engines. Good engine thermal management especially during cold-start warm up phase has been proven to enhance the engine efficiency in terms of fuel economy and greenhouse emissions specifically. In this study, the viability engine split cooling system was tested in two separate test. The parameters of interest include coolant and transmission temperature as these both parameters indicate the internal engine condition and highly associated with engine efficiency. In the first idle test, coolant temperature within the modified cooling configuration reached the optimum coolant temperature of 60 °C about 41.28% faster when compared to baseline configuration. The modified configuration also heat up the transmission oil around 4 times faster. In the second NEDC test which simulates the real time driving condition, the coolant of the modified vehicle reached the optimum temperature around 28.26% compared to the baseline.

CALENTAMIENTO COMPETITIVO EN BALONCESTO: REVISIÓN BIBLIOGRÁFICA Y PROPUESTA Competitive warm-up in basketball: literature review and proposal

Directory of Open Access Journals (Sweden)

Daniel Berdejo-del-Fresno

2011-05-01

Full Text Available

Resumen

El calentamiento es utilizado, aceptado y practicado previamente a la realización de una práctica deportiva por la totalidad de sus participantes. Además, es considerado imprescindible para alcanzar un rendimiento óptimo por la mayoría de deportistas. Sin embargo, existe poca evidencia científica que apoye su efectividad. Todo esto, junto con la diversidad de los deportes, hace necesario la estandarización de unas pautas comunes de calentamiento para cada deporte o disciplina deportiva. En cuanto al baloncesto de élite se refiere, hemos encontrado un gran vacío científico que nos gustaría cubrir. Por lo tanto, los objetivos de este artículo son, primero, la realización de una revisión bibliográfica sobre todos los aspectos relacionados con el calentamiento como pueden ser: definición de calentamiento, tipos de calentamientos, beneficios del mismo, estructura que debe seguir (intensidad, duración, recuperación y especificidad, factores que influyen sobre él, estiramientos si o estiramientos no y de qué tipo en el calentamiento. Y segundo, con las conclusiones obtenidas, describir y proponer una metodología de calentamiento competitivo adaptado al baloncesto de alto nivel, para que ésta se convierta en una guía de referencia justificada a la hora de realizar esta fase pre-partido.

Abstract

Warm-up is used, accepted and performed by every participant before practising any sport. Warm-up is also considered by most sportmen as fundamental to achieve optimal performance. However, there is little scientific evidence supporting its effectiveness. This lack of evidence, together with the diversity of sports, requires the standardisation of common warm-up patterns for each sport activity. As elite basketball is concerned

Effect of a submaximal half-squats warm-up program on vertical jumping ability.

Science.gov (United States)

Gourgoulis, Vassilios; Aggeloussis, Nickos; Kasimatis, Panagiotis; Mavromatis, Giorgos; Garas, Athanasios

2003-05-01

The purpose of the current research was to study the effect of a warm-up program including submaximal half-squats on vertical jumping ability. Twenty physically active men participated in the study. Each subject performed 5 sets of half-squats with 2 repetitions at each of the following intensities: 20, 40, 60, 80, and 90% of the 1 repetition maximum (1RM) load. Prior to the first set and immediately after the end of the last set, the subjects performed 2 countermovement jumps on a Kistler force platform; the primary goal was to jump as high as possible. The results showed that mean vertical jumping ability improved by 2.39% after the warm-up period. Subjects were then divided into 2 groups according to their 1RM values for the half-squat. Subjects with greater maximal strength ability improved their vertical jumping ability (4.01%) more than did subjects with lower maximal strength (0.42%). A warm-up protocol including half-squats with submaximal loads and explosive execution can be used for short-term improvements of vertical jumping performance, and this effect is greater in athletes with a relatively high strength ability.

The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance.

Science.gov (United States)

Necka, Elizabeth A; Sokolowski, H Moriah; Lyons, Ian M

2015-01-01

Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals' self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one's self - self-math overlap - may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated.

The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

Science.gov (United States)

Necka, Elizabeth A.; Sokolowski, H. Moriah; Lyons, Ian M.

2015-01-01

Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals’ self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated. PMID

The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

Directory of Open Access Journals (Sweden)

Elizabeth A Necka

2015-10-01

Full Text Available Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap to assess individuals’ self-math overlap. This nonverbal single-item measure showed that identifying oneself with math (having higher self-math overlap was strongly associated with lower math anxiety (r=-.610. We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be

Joint-position sense is altered by football pre-participation warm-up exercise and match induced fatigue.

Science.gov (United States)

Salgado, Eduardo; Ribeiro, Fernando; Oliveira, José

2015-06-01

The demands to which football players are exposed during the match may augment the risk of injury by decreasing the sense of joint position. This study aimed to assess the effect of pre-participation warm-up and fatigue induced by an official football match on the knee-joint-position sense of football players. Fourteen semi-professional male football players (mean age: 25.9±4.6 years old) volunteered in this study. The main outcome measures were rate of perceived exertion and knee-joint-position sense assessed at rest, immediately after a standard warm-up (duration 25 min), and immediately after a competitive football match (90 minutes duration). Perceived exertion increased significantly from rest to the other assessments (rest: 8.6±2.0; after warm-up: 12.1±2.1; after football match: 18.5±1.3; pfootball match compared to both rest (pfootball match-induced fatigue. Warm-up exercises could contribute to knee injury prevention, whereas the deleterious effect of match-induced fatigue on the sensorimotor system could ultimately contribute to knee instability and injury. Copyright © 2014 Elsevier B.V. All rights reserved.

Passive heating following the prematch warm-up in soccer: examining the time-course of changes in muscle temperature and contractile function.

Science.gov (United States)

Marshall, Paul W M; Cross, Rebecca; Lovell, Ric

2015-12-01

This study examined changes in muscle temperature, electrically evoked muscle contractile properties, and voluntary power before and after a soccer specific active warm-up and subsequent rest period. Ten amateur soccer players performed two experimental sessions that involved performance of a modified FIFA 11+ soccer specific warm-up, followed by a 12.5-min rest period where participants were required to wear either normal clothing or a passive electrical heating garment was applied to the upper thigh muscles. Assessments around the warm-up and cool-down included measures of maximal torque, rate of torque development, muscle temperature (Tm), and electrically evoked measures of quadriceps contractile function. Tm was increased after the warm-up by 3.2 ± 0.7°C (P warm-up between 20% and 30% (P warm-up did not effect variables measured. While Tm was reduced by 1.4 ± 0.4°C after the rest period (P warm-up levels. Voluntary and evoked rate of torque development remained elevated from pre warm-up levels at the end of the cool-down (P warm-up elevated muscle temperature by 3.2°C and was associated with concomitant increases of between 20% and 30% in voluntary rate of torque development, which seems explained by elevations in rate-dependent measures of intrinsic muscle contractile function. Application of a passive heating garment did not attenuate declines in muscle temperature during a 12.5-min rest period. © 2015 The Authors. Physiological Reports published by Wiley Periodicals, Inc. on behalf of the American Physiological Society and The Physiological Society.

Warm-Up Activities of Middle and High School Band Directors Participating in State-Level Concert Band Assessments

Science.gov (United States)

Ward, Justin P.; Hancock, Carl B.

2016-01-01

The purpose of this study was to examine the warm-ups chosen by concert band directors participating in state-level performance assessments. We observed 29 middle and high school bands and coded the frequency and duration of warm-up activities and behaviors. Results indicated that most bands rehearsed music and played scales, long tones, and…

Chain-loaded variable resistance warm-up improves free-weight maximal back squat performance.

Science.gov (United States)

Mina, Minas A; Blazevich, Anthony J; Giakas, Giannis; Seitz, Laurent B; Kay, Anthony D

2016-11-01

The acute influence of chain-loaded variable resistance exercise on subsequent free-weight one-repetition maximum (1-RM) back squat performance was examined in 16 recreationally active men. The participants performed either a free-weight resistance (FWR) or chain-loaded resistance (CLR) back squat warm-up at 85% 1-RM on two separate occasions. After a 5-min rest, the participants attempted a free-weight 1-RM back squat; if successful, subsequent 5% load additions were made until participants failed to complete the lift. During the 1-RM trials, 3D knee joint kinematics and knee extensor and flexor electromyograms (EMG) were recorded simultaneously. Significantly greater 1-RM (6.2 ± 5.0%; p  .05) was found in concentric EMG, eccentric or concentric knee angular velocity, or peak knee flexion angle. Performing a CLR warm-up enhanced subsequent free-weight 1-RM performance without changes in knee flexion angle or eccentric and concentric knee angular velocities; thus a real 1-RM increase was achieved as the mechanics of the lift were not altered. These results are indicative of a potentiating effect of CLR in a warm-up, which may benefit athletes in tasks where high-level strength is required.

Phylogeny of the TRAF/MATH domain.

Science.gov (United States)

Zapata, Juan M; Martínez-García, Vanesa; Lefebvre, Sophie

2007-01-01

The TNF-receptor associated factor (TRAF) domain (TD), also known as the meprin and TRAF-C homology (MATH) domain is a fold of seven anti-parallel p-helices that participates in protein-protein interactions. This fold is broadly represented among eukaryotes, where it is found associated with a discrete set of protein-domains. Virtually all protein families encompassing a TRAF/MATH domain seem to be involved in the regulation of protein processing and ubiquitination, strongly suggesting a parallel evolution of the TRAF/MATH domain and certain proteolysis pathways in eukaryotes. The restricted number of living organisms for which we have information of their genetic and protein make-up limits the scope and analysis of the MATH domain in evolution. However, the available information allows us to get a glimpse on the origins, distribution and evolution of the TRAF/MATH domain, which will be overviewed in this chapter.

46 CFR 298.10 - Citizenship.

Science.gov (United States)

2010-10-01

... ADMINISTRATION, DEPARTMENT OF TRANSPORTATION VESSEL FINANCING ASSISTANCE OBLIGATION GUARANTEES Eligibility § 298... United States citizenship, within the definition of “Citizen of the United States” in § 298.2. (b) Prior... Persons identified with the project who have previously established United States citizenship in...

Math anxiety and math performance in children: The mediating roles of working memory and math self-concept.

Science.gov (United States)

Justicia-Galiano, M José; Martín-Puga, M Eva; Linares, Rocío; Pelegrina, Santiago

2017-12-01

Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation. This study aimed to investigate the role of two possible mediational mechanisms between math anxiety and math performance. Specifically, we sought to test the simultaneous mediating role of working memory and math self-concept. A total of 167 children aged 8-12 years participated in this study. Children completed a set of questionnaires used to assess math and trait anxiety, math self-concept as well as measures of math fluency and math problem-solving. Teachers were asked to rate each student's math achievement. As measures of working memory, two backward span tasks were administered to the children. A series of multiple mediation analyses were conducted. Results indicated that both mediators (working memory and math self-concept) contributed to explaining the relationship between math anxiety and math achievement. Results suggest that working memory and self-concept could be worth considering when designing interventions aimed at helping students with math anxiety. Longitudinal designs could also be used to better understand the mediational mechanisms that may explain the relationship between math anxiety and math performance. © 2017 The British Psychological Society.

PETI-298 Prepared by Microwave Synthesis: Neat Resin and Composite Properties

Science.gov (United States)

Smith, Joseph G.; Connell, John W.; Li, Chao-Jun; Wu, Wei; Criss, Jim M., Jr.

2004-01-01

PETI-298 is a high temperature/high performance matrix resin that is processable into composites by resin transfer molding (RTM), resin infusion and vacuum assisted RTM techniques. It is typically synthesized in a polar aprotic solvent from the reaction of an aromatic anhydride and a combination of diamines and endcapped with phenylethynylphthalic anhydride. Microwave synthesis of PETI-298 was investigated as a means to eliminate solvent and decrease reaction time. The monomers were manually mixed and placed in a microwave oven for various times to determine optimum reaction conditions. The synthetic process was subsequently scaled-up to 330g. Three batches were synthesized and combined to give 1 kg of material that was characterized for thermal and rheological properties and compared to PETI-298 prepared by the classic solution based synthetic method. The microwave synthesized PETI-298 was subsequently used to fabricate flat laminates on T650 carbon fabric by RTM. The composite panels were analyzed and mechanical properties determined and compared with those fabricated from PETI-298 prepared by the classic solution method. The microwave synthesis process and characterization of neat resin and carbon fiber reinforced composites fabricated by RTM will be presented. KEY WORDS: Resin Transfer Molding, High Temperature Polymers, Phenylethynyl Terminated Imides, Microwave Synthesis

Partial molar volumes of organic solutes in water. XXVI. 15-Crown-5 and 18-crown-6 ethers at temperatures (298 to 573) K and pressures up to 30 MPa

International Nuclear Information System (INIS)

Cibulka, Ivan

2015-01-01

Highlights: • Density data were obtained in the range T from (298 to 573) K and p up to 30 MPa. • Standard molar volumes of two crown ethers in water are presented. • Group contribution method was designed to estimate standard molar volumes of cyclic ethers. - Abstract: Densities of dilute aqueous solutions of two cyclic ethers, viz. 15-crown-5 and 18-crown-6, measured over the temperature range from (298 to 573) K and at pressures up to 30 MPa using an automated flow vibrating-tube densimeter are reported. Standard molar volumes were evaluated from the measured data. Present data were combined with those obtained previously for several cyclic ethers and predictions of standard molar volumes based on group contribution approach were tested and analysed

32 CFR 298.2 - Organization.

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2010-07-01

... 32 National Defense 2 2010-07-01 2010-07-01 false Organization. 298.2 Section 298.2 National Defense Department of Defense (Continued) OFFICE OF THE SECRETARY OF DEFENSE (CONTINUED) FREEDOM OF... Organization. (a) The DIS organization includes a Headquarters located in Alexandria, Virginia; four Regions...

46 CFR 298.18 - Financing Shipyard Projects.

Science.gov (United States)

2010-10-01

... 46 Shipping 8 2010-10-01 2010-10-01 false Financing Shipyard Projects. 298.18 Section 298.18 Shipping MARITIME ADMINISTRATION, DEPARTMENT OF TRANSPORTATION VESSEL FINANCING ASSISTANCE OBLIGATION GUARANTEES Eligibility § 298.18 Financing Shipyard Projects. (a) Initial criteria. We may issue Guarantees to...

Effect of active warm-up duration on morning short-term maximal ...

African Journals Online (AJOL)

Purpose: To examine the effect of active warm-up duration on short-term maximal performance assessed during Ramadan in the morning. Methods: Twelve healthy active men performed four Wingate tests for measurement of peak power and mean power before and during Ramadan at 09:00 a.m. The tests were performed ...

Effects of Different Post-Activation Potentiation Warm-Ups on Repeated Sprint Ability in Soccer Players from Different Competitive Levels

Directory of Open Access Journals (Sweden)

Sanchez-Sanchez Javier

2018-03-01

Full Text Available This study aimed to compare the effects of a traditional warm-up with two post-activation potentiation (PAP warm-up strategies on the repeated sprint ability (RSA of soccer players from national (NL and regional (RL competitive levels. Sixteen young players (NL, n = 8, age = 20.7 ± 1.4 y, body mass = 68.5 ± 7.0 kg, body height = 177.4 ± 5.2 cm; RL, n = 8, age = 20.8 ± 1.0 y, body mass = 68.7 ± 4.0 kg, body height = 176.6 ± 5.6 cm were recruited to complete a traditional warm-up (CONTROL, a PAP warm-up incorporating squats with a load (~60% 1RM that allowed a high speed (1 m/s of movement and a high number of repetitions (PAP-1, and a PAP warm-up with a load (~90% 1RM that allowed a moderate speed (0.5 m/s of movement and a reduced number of repetitions (PAP-0.5. A RSA test (six 20-m sprints with 20 s of recovery was performed 5 min after the PAP warm-up to assess the effects of the different protocols on the fastest sprint (RSAb and the mean time of all sprints (RSAm. A meaningful improvement of RSA performance was observed with PAP-0.5, attaining a large effect on NL (RSAb, ES = -1.5; RSAm, ES = -1.3 and only a small effect on RL athletes (RSAb and RSAm, ES = -0.2. Moreover, when each RSA sprint performance was compared between NL and RL players, after PAP-0.5 greater performance for all sprints was observed in the NL players. Therefore, adding a heavy strength-based conditioning exercise during the warm-up prior to a RSA test may induce significant performance improvements in NL, but only small effects in RL players.

Effects of Different Post-Activation Potentiation Warm-Ups on Repeated Sprint Ability in Soccer Players from Different Competitive Levels.

Science.gov (United States)

Sanchez-Sanchez, Javier; Rodriguez, Alejandro; Petisco, Cristina; Ramirez-Campillo, Rodrigo; Martínez, Cristian; Nakamura, Fábio Y

2018-03-01

This study aimed to compare the effects of a traditional warm-up with two post-activation potentiation (PAP) warm-up strategies on the repeated sprint ability (RSA) of soccer players from national (NL) and regional (RL) competitive levels. Sixteen young players (NL, n = 8, age = 20.7 ± 1.4 y, body mass = 68.5 ± 7.0 kg, body height = 177.4 ± 5.2 cm; RL, n = 8, age = 20.8 ± 1.0 y, body mass = 68.7 ± 4.0 kg, body height = 176.6 ± 5.6 cm) were recruited to complete a traditional warm-up (CONTROL), a PAP warm-up incorporating squats with a load (~60% 1RM) that allowed a high speed (1 m/s) of movement and a high number of repetitions (PAP-1), and a PAP warm-up with a load (~90% 1RM) that allowed a moderate speed (0.5 m/s) of movement and a reduced number of repetitions (PAP-0.5). A RSA test (six 20-m sprints with 20 s of recovery) was performed 5 min after the PAP warm-up to assess the effects of the different protocols on the fastest sprint (RSAb) and the mean time of all sprints (RSAm). A meaningful improvement of RSA performance was observed with PAP-0.5, attaining a large effect on NL (RSAb, ES = -1.5; RSAm, ES = -1.3) and only a small effect on RL athletes (RSAb and RSAm, ES = -0.2). Moreover, when each RSA sprint performance was compared between NL and RL players, after PAP-0.5 greater performance for all sprints was observed in the NL players. Therefore, adding a heavy strength-based conditioning exercise during the warm-up prior to a RSA test may induce significant performance improvements in NL, but only small effects in RL players.

The “FIFA 11+” warm-up programme for preventing injuries in soccer players: a systematic review

Directory of Open Access Journals (Sweden)

Alex de Andrade Fernandes

Full Text Available Introduction Soccer is among the sports with the highest injury rate. A group of international experts from the Fédération Internationale de Football Association — FIFA’s Medical Assessment and Research Centre — have developed the “FIFA 11+”, a warm-up programme whose main goal is to reduce the risk of common injuries in both male and female soccer players. Objective To conduct a literature review in order to check the efficiency of the “FIFA 11 +” warm-up programme in preventing injuries in soccer players. Methods We conducted a systematic review of studies in the databases MEDLINE/PubMed, SciELO, ScienceDirect and SPORTDiscus, using the following keywords in combination with one another: “injury”, “prevention” and “warm-up”. Results Five studies met the inclusion criteria. In four studies, the authors conclude that the “FIFA 11 +” warm-up programme is effective for preventing injuries in soccer players. In one study, this protective effect was not observed. Conclusion The analyzed studies indicate that the FIFA 11+ warm-up programme for the prevention of sports injuries show positive signs that the use of the programme may help reduce the incidence of injuries in girls aged 13–17 years. In a male children population the results are inconclusive and further research is needed.

Virtual Reality Robotic Surgery Warm-Up Improves Task Performance in a Dry Lab Environment: A Prospective Randomized Controlled Study

Science.gov (United States)

Lendvay, Thomas S.; Brand, Timothy C.; White, Lee; Kowalewski, Timothy; Jonnadula, Saikiran; Mercer, Laina; Khorsand, Derek; Andros, Justin; Hannaford, Blake; Satava, Richard M.

2014-01-01

Background Pre-operative simulation “warm-up” has been shown to improve performance and reduce errors in novice and experienced surgeons, yet existing studies have only investigated conventional laparoscopy. We hypothesized a brief virtual reality (VR) robotic warm-up would enhance robotic task performance and reduce errors. Study Design In a two-center randomized trial, fifty-one residents and experienced minimally invasive surgery faculty in General Surgery, Urology, and Gynecology underwent a validated robotic surgery proficiency curriculum on a VR robotic simulator and on the da Vinci surgical robot. Once successfully achieving performance benchmarks, surgeons were randomized to either receive a 3-5 minute VR simulator warm-up or read a leisure book for 10 minutes prior to performing similar and dissimilar (intracorporeal suturing) robotic surgery tasks. The primary outcomes compared were task time, tool path length, economy of motion, technical and cognitive errors. Results Task time (-29.29sec, p=0.001, 95%CI-47.03,-11.56), path length (-79.87mm, p=0.014, 95%CI -144.48,-15.25), and cognitive errors were reduced in the warm-up group compared to the control group for similar tasks. Global technical errors in intracorporeal suturing (0.32, p=0.020, 95%CI 0.06,0.59) were reduced after the dissimilar VR task. When surgeons were stratified by prior robotic and laparoscopic clinical experience, the more experienced surgeons(n=17) demonstrated significant improvements from warm-up in task time (-53.5sec, p=0.001, 95%CI -83.9,-23.0) and economy of motion (0.63mm/sec, p=0.007, 95%CI 0.18,1.09), whereas improvement in these metrics was not statistically significantly appreciated in the less experienced cohort(n=34). Conclusions We observed a significant performance improvement and error reduction rate among surgeons of varying experience after VR warm-up for basic robotic surgery tasks. In addition, the VR warm-up reduced errors on a more complex task (robotic

46 CFR 298.41 - Remedies after default.

Science.gov (United States)

2010-10-01

... 46 Shipping 8 2010-10-01 2010-10-01 false Remedies after default. 298.41 Section 298.41 Shipping... Defaults and Remedies, Reporting Requirements, Applicability of Regulations § 298.41 Remedies after default... governing remedies after a default, which relate to our rights and duties, the rights and duties of the...

Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety.

Science.gov (United States)

Maloney, Erin A; Ramirez, Gerardo; Gunderson, Elizabeth A; Levine, Susan C; Beilock, Sian L

2015-09-01

A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety. © The Author(s) 2015.

Penguin Math

Science.gov (United States)

Green, Daniel; Kearney, Thomas

2015-01-01

Emperor penguins, the largest of all the penguin species, attain heights of nearly four feet and weigh up to 99 pounds. Many students are not motivated to learn mathematics when textbook examples contain largely nonexistent contexts or when the math is not used to solve significant problems found in real life. This article's project explores how…

Warm-up strategy and high-intensity endurance performance in trained cyclists

DEFF Research Database (Denmark)

Christensen, Peter Møller; Bangsbo, Jens

2015-01-01

; means±SD) performed three warm-up strategies lasting 20 min before a 4-min maximal performance test (PT). Strategies consisted of moderate intensity exercise (50%iPPO) followed by 6 min of recovery (MOD6) or progressive-high intensity exercise (10-100%iPPO and 2x20-s sprints) followed by recovery for 6...

Warm Up and Cool Down: Reduce Risk of Injury and Improve Athletic Performance

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... exercise, but more research is needed. Although there's controversy about whether warming up and cooling down can ... your agreement to the Terms and Conditions and Privacy Policy linked below. Terms and Conditions Privacy Policy ...

Math word problems for dummies

CERN Document Server

Sterling, Mary Jane

2008-01-01

Covers percentages, probability, proportions, and moreGet a grip on all types of word problems by applying them to real lifeAre you mystified by math word problems? This easy-to-understand guide shows you how to conquer these tricky questions with a step-by-step plan for finding the right solution each and every time, no matter the kind or level of problem. From learning math lingo and performing operations to calculating formulas and writing equations, you''ll get all the skills you need to succeed!Discover how to: * Translate word problems into plain English* Brush up on basic math skills* Plug in the right operation or formula* Tackle algebraic and geometric problems* Check your answers to see if they work

Basic math and pre-algebra for dummies

CERN Document Server

Zegarelli, Mark

2014-01-01

Tips for simplifying tricky basic math and pre-algebra operations Whether you're a student preparing to take algebra or a parent who wants or needs to brush up on basic math, this fun, friendly guide has the tools you need to get in gear. From positive, negative, and whole numbers to fractions, decimals, and percents, you'll build necessary math skills to tackle more advanced topics, such as imaginary numbers, variables, and algebraic equations. Explanations and practical examples that mirror today's teaching methodsRelevant cultural vernacular and referencesStandard For Dummies materials that

Mobile refrigeration system for precool and warm up of superconducting magnets

Science.gov (United States)

Gandla, S. K.; Longsworth, R. C.

2017-12-01

Conservation of helium has become more important in recent years due to global shortages in supply. Magnetic resonance imaging (MRI) superconducting magnets use approximately 20% of the world’s helium reserves in liquid form to cool down and maintain operating temperatures at 4 K. This paper describes a mobile cryogenic refrigeration system, which has been developed by Sumitomo (SHI) Cryogenics of America, Inc. to conserve helium by shipping MRI magnets warm and cooling them down or servicing them on site at a medical facility. The system can cool a typical magnet from room temperature to below 40K in less than a week. The system consists of four single stage Displex®-type Gifford-McMahon (GM) expanders in a cryostat with heat exchangers integrated on the cold ends that cool the helium gas, which is circulated in a closed-loop system through the magnet by a cryogenic fan. The system is configured with heaters on the heat exchangers to effectively warm up a magnet. The system includes a scroll vacuum pump, which is used to evacuate the helium circuit with or without the magnet and turbo pump to evacuate the cryostat. Vacuum-jacketed transfer lines connect the cryostat to the magnet. The system is designed with its own controller for continuous operation of precool, warm up and evacuation processes with automatic and manual controls. The cryostat, pumps and gas controls are mounted on a dewar cart. One compressor and the system controller are mounted on a compressor and control cart, and the other three compressors are mounted on separate carts.

Influence of Whole Body Vibration and Specific Warm-ups on Force during an Isometric Mid-Thigh Pull

Directory of Open Access Journals (Sweden)

Vanessa L. Cazás-Moreno

2015-10-01

Full Text Available Purpose: The purpose of this study was to investigate the effects of general and specific warm-up protocols on rate of force development (RFD, relative RFD (rRFD, ground reaction force (GRF and relative ground reaction force (rGRF during an isometric mid-thigh pull (IMTP, after WBV exposure. Methods: Fifteen healthy recreationally trained males  (age: 24.1 ± 2.3 yrs, height: 72.9 ± 7.8 cm; mass: 86.9 ± 8.3 completed five protocols: baseline, isometric vibration (iVib, isometric no vibration (iNV, dynamic vibration (dVib and dynamic no vibration (dNV. The baseline was completed without any warm-up prior to the IMTP. The intervention protocols had the same prescription of 4 sets of 30-second bouts of quarter squats (dynamic [DQS] and isometric [IQS] on the WBV platform with or without vibration. Following a one-minute rest period after each protocol, participants completed three maximal IMTPs. Results: Repeated measures ANOVA with a Bonferroni post hoc demonstrated that RFD in dNV (7657.8 ± 2292.5 N/s was significantly greater than iVib (7156.4 ± 2170.0 N/s. However, the other experimental trials for RFD demonstrated no significant differences (p>0.05. There were also no significant differences for rRFD, GRF or rGRF between protocols. Conclusion: These results demonstrate that a dynamic warm-up without WBV elicits greater RFD than an isometric warm-up with WBV prior to a maximal isometric exercise. Further research needs to be investigated utilizing dynamic and isometric warm-ups in conjunction with WBV and power output. Keywords: males, recreationally trained, power

Universals and Specifics of Math Self-Concept, Math Self-Efficacy, and Math Anxiety across 41 PISA 2003 Participating Countries

Science.gov (United States)

Lee, Jihyun

2009-01-01

The overarching goal of the present study is to investigate the factorial structure of three closely related constructs: math self-concept, math self-efficacy, and math anxiety. The factorial structure consisting of three factors, each representing math self-concept, math self-efficacy, and math anxiety, is supported in all 41 countries employed…

College Math Assessment: SAT Scores vs. College Math Placement Scores

Science.gov (United States)

Foley-Peres, Kathleen; Poirier, Dawn

2008-01-01

Many colleges and university's use SAT math scores or math placement tests to place students in the appropriate math course. This study compares the use of math placement scores and SAT scores for 188 freshman students. The student's grades and faculty observations were analyzed to determine if the SAT scores and/or college math assessment scores…

Taking Math Anxiety out of Math Instruction

Science.gov (United States)

Shields, Darla J.

2007-01-01

To take math anxiety out of math instruction, teachers need to first know how to easily diagnose it in their students and second, how to analyze causes. Results of a recent study revealed that while students believed that their math anxiety was largely related to a lack of mathematical understanding, they often blamed their teachers for causing…

Video game as a preoperative warm-up for laparoscopic surgery

OpenAIRE

Fernando Korkes; Marcelo Langer Wroclawski; Alessandro  Tavares; Oseas de Castro-Neves Neto; Marcos  Tobias-Machado; Antonio Carlos Lima  Pompeo; Eric Roger Wroclawski

2009-01-01

Objective: The aim of the present study was to assess the influence of video game as warm-up before dry-lab laparoscopic activities. Methods: Eleven medical students participated in this prospective randomized crossover study. Students were divided into two groups. Students in Group 1 had to execute an interrupted suture with the dominant hand using a standardized technique (non-video game group). Students in Group 2 performed the same suture, but after playing a video game match (video game ...

Effect of static and dynamic muscle stretching as part of warm up procedures on knee joint proprioception and strength.

Science.gov (United States)

Walsh, Gregory S

2017-10-01

The importance of warm up procedures prior to athletic performance is well established. A common component of such procedures is muscle stretching. There is conflicting evidence regarding the effect of static stretching (SS) as part of warm up procedures on knee joint position sense (KJPS) and the effect of dynamic stretching (DS) on KJPS is currently unknown. The aim of this study was to determine the effect of dynamic and static stretching as part warm up procedures on KJPS and knee extension and flexion strength. This study had a randomised cross-over design and ten healthy adults (20±1years) attended 3 visits during which baseline KJPS, at target angles of 20° and 45°, and knee extension and flexion strength tests were followed by 15min of cycling and either a rest period (CON), SS, or DS and repeat KJPS and strength tests. All participants performed all conditions, one condition per visit. There were warm up×stretching type interactions for KJPS at 20° (p=0.024) and 45° (p=0.018), and knee flexion (p=0.002) and extension (pwarm up procedures. However, the negative impact of SS on muscle strength limits the utility of SS before athletic performance. If stretching is to be performed as part of a warm up, DS should be favoured over SS. Copyright © 2017 Elsevier B.V. All rights reserved.

Beam stability and warm-up effects of Nd:YAG lasers used in particle image velocimetry

International Nuclear Information System (INIS)

Grayson, K; De Silva, C M; Hutchins, N; Marusic, I

2017-01-01

The characteristics and causes of Nd:YAG laser warm-up transients and steady state beam stability effects are investigated in this study. Dynamic laser performance has a particularly noticeable impact on particle image velocimetry (PIV) and other laser-based flow visualisation techniques, where changes in beam pointing can influence the overlap between laser light sheets and thereby degrade the correlation of PIV image pairs. Despite anecdotal knowledge or experience of laser warm-up effects, they have not been formally documented or quantified to date for PIV applications. In this study, the nature of these laser transients are analysed and compared among a selection of typical PIV laser equipment. An investigation into the cause of these transients during the laser warm-up sequence is also presented. Furthermore, the degree of dual cavity transient coupling within a PIV laser system is analysed to determine a practical limit to the laser light sheet overlap that can be expected from PIV experiments. Finally, the results from this study inform a series of recommendations for PIV best practice, which aim to minimise the impact of laser transients on experimental data. (paper)

A Study of Perceptions of Math Mindset, Math Anxiety, and View of Math by Young Adults

Science.gov (United States)

Hocker, Tami

2017-01-01

This study's purpose was to determine whether instruction in growth math mindset led to change in perceptions of 18-22-year-old at-risk students in math mindset, math anxiety, and view of math. The experimental curriculum was created by the researcher with the guidance of experts in mathematics and education and focused on the impact of brain…

The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

OpenAIRE

Necka, Elizabeth A.; Sokolowski, H. Moriah; Lyons, Ian M.

2015-01-01

Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individual...

Effects of three warm-up regimens of equal distance on VO2 kinetics during supramaximal exercise in Thoroughbred horses.

Science.gov (United States)

Mukai, K; Hiraga, A; Takahashi, T; Ohmura, H; Jones, J H

2010-11-01

Several studies have indicated that even low-intensity warm-up increases O(2) transport kinetics and that high-intensity warm-up may not be needed in horses. However, conventional warm-up exercise for Thoroughbred races is more intense than those utilised in previous studies of equine warm-up responses. To test the hypothesis that warm-up exercise at different intensities alters the kinetics and total contribution of aerobic power to total metabolic power in subsequent supramaximal (sprint) exercise in Thoroughbred horses. Nine well-trained Thoroughbreds ran until fatigue at 115% of maximal oxygen consumption (VO2max) 10 min after warming-up under each of 3 protocols of equal running distance: 400 s at 30% VO2max (LoWU), 200 s at 60% VO2max (MoWU) and 120 s at 100% VO2max (HiWU). Variables measured during exercise were rates of O(2) and CO(2) consumption/production (VO2,VO2), respiratory exchange ratio (RER), heart rate, blood lactate concentration and accumulation rate and blood gas variables. VO2 was significantly higher in HiWU than in LoWU at the onset of the sprint exercise and HR was significantly higher in HiWU than in LoWU throughout the sprint. Accumulation of blood lactate, RER, P(a)CO(2) and PvCO2 in the first 60 s were significantly lower in HiWU than in LoWU and MoWU. There were no significant differences in stroke volume, run time or arterial-mixed venous O(2) concentration. These results suggest HiWU accelerates kinetics and reduces reliance on net anaerobic power compared with LoWU at the onset of the subsequent sprint. © 2010 EVJ Ltd.

The influence of experiencing success in math on math anxiety, perceived math competence, and math performance

NARCIS (Netherlands)

Jansen, B.R.J.; Louwerse, J.; Straatemeier, M.; van der Ven, S.H.G.; Klinkenberg, S.; van der Maas, H.L.J.

2013-01-01

It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a

Math in Action. Hands-On, Minds-On Math.

Science.gov (United States)

Waite-Stupiansky, Sandra; Stupiansky, Nicholas G.

1998-01-01

Hands-on math must also involve students' minds in creative thinking. Math manipulatives must be used for uncovering, not just discovering. This paper presents guidelines for planning hands-on, minds-on math for elementary students. Suggestions include dialoging, questioning, integrating manipulatives and other tools, writing, and evaluating. (SM)

Math Anxiety and Math Ability in Early Primary School Years

Science.gov (United States)

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2010-01-01

Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa—contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development. PMID:20401159

28 CFR 29.8 - Motor vehicle owner participation.

Science.gov (United States)

2010-07-01

... 28 Judicial Administration 1 2010-07-01 2010-07-01 false Motor vehicle owner participation. 29.8 Section 29.8 Judicial Administration DEPARTMENT OF JUSTICE MOTOR VEHICLE THEFT PREVENTION ACT REGULATIONS § 29.8 Motor vehicle owner participation. In order to participate in this program, the owner(s) of a...

Comparing the Exposure-Response Relationships of Physiological and Traditional Vocal Warm-ups on Aerodynamic and Acoustic Parameters in Untrained Singers.

Science.gov (United States)

Kang, Jing; Xue, Chao; Chou, Adriana; Scholp, Austin; Gong, Ting; Zhang, Yi; Chen, Zhen; Jiang, Jack J

2018-02-05

The aim of this study was to quantify the effects of traditional and physiological warm-up exercises and to determine the optimal duration of these methods using acoustic and aerodynamic metrics. Twenty-six subjects were recruited to participate in both straw phonation exercises (physiological vocal warm-up) and traditional singing exercises (traditional vocal warm-up) for 20 minutes each, 24 hours apart. Phonation threshold pressure (PTP), fundamental frequency, jitter, shimmer, and noise-to-harmonics ratio were measured before the intervention (m0), as well as after 5 minutes (m5), 10 minutes (m10), 15 minutes (m15), and 20 minutes (m20) of intervention. PTP decreased significantly after straw phonation and reached a minimum value at 10 minutes (P warm-up. Straw phonation improves the subjects' fatigue resistance and vocal economy, resulting in a reduced PTP, whereas traditional singing exercises focus on technical singing skills, leading to an improvement of acoustic variables. Copyright © 2018 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Motivation and Math Anxiety for Ability Grouped College Math Students

Science.gov (United States)

Helming, Luralyn

2013-01-01

The author studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. This clarified the effects of math anxiety and ability grouping on performance. It clarified the interrelationships between math anxiety, motivation, and ability grouping by considering them in a single analysis. It introduces…

Partial molar volumes of organic solutes in water. XXVII. Two aliphatic polyethers (triglyme, tetraglyme) at temperatures T = 298–573 K and pressures up to 30 MPa

International Nuclear Information System (INIS)

Cibulka, Ivan

2016-01-01

Highlights: • Standard molar volumes of two linear aliphatic polyethers in water are presented. • Data were obtained in the range T from (298 to 573) K and p up to 30 MPa. • Data combined with those obtained previously are analyzed and compared with standard molar volumes of cyclic ethers. - Abstract: Densities of dilute aqueous solutions of two linear aliphatic polyethers: 2,5,8,11-tetraoxadodecane (triethylene glycol dimethyl ether, triglyme) and 2,5,8,11,14-pentaoxapentadecane (tetraethylene glycol dimethyl ether, tetraglyme), measured in the temperature range from (298 to 573) K and at pressures up to 30 MPa using an automated flow vibrating-tube densimeter are reported. Standard molar volumes were evaluated from the measured data. The present values complement previous measurements performed for the title polyethers at atmospheric pressure in the temperature range from (278 to 343) K and extend the knowledge to temperature and pressure ranges in which the data on standard molar volumes for lower members of the homologous series (monoglyme, diglyme) are already available.

Designing self-monitoring warm-up strategy with blog-based learning system to support knowledge building

Directory of Open Access Journals (Sweden)

James Chan

2012-03-01

Full Text Available Preparing lessons before class is widely recognized as an effective means of increasing student motivation for classroom activities and learning outcome. However, the unclear status of lesson preparation generally discourages teachers and students from maintaining this effective learning strategy. This study applied the self-explanation theory and reading comprehension strategies to design a lesson warm-up mechanism that scaffolds knowledge building. A set of corresponding supporting tools were developed into a blog-based learning system (BBLS to implement the warm-up process. Results of a teaching experiment reveal positive effects of the tools on learning achievement, recall of old knowledge, connection between old and new knowledge, and understanding of new knowledge.

Time-dependent postural control adaptations following a neuromuscular warm-up in female handball players: a randomized controlled trial.

Science.gov (United States)

Steib, Simon; Zahn, Peter; Zu Eulenburg, Christine; Pfeifer, Klaus; Zech, Astrid

2016-01-01

Female handball athletes are at a particular risk of sustaining lower extremity injuries. The study examines time-dependent adaptations of static and dynamic balance as potential injury risk factors to a specific warm-up program focusing on neuromuscular control. Fourty one (24.0 ± 5.9 years) female handball athletes were randomized to an intervention or control group. The intervention group implemented a 15-min specific neuromuscular warm-up program, three times per week for eleven weeks, whereas the control group continued with their regular warm-up. Balance was assessed at five time points. Measures included the star excursion balance test (SEBT), and center of pressure (COP) sway velocity during single-leg standing. No baseline differences existed between groups in demographic data. Adherence to neuromuscular warm-up was 88.7 %. Mean COP sway velocity decreased significantly over time in the intervention group (-14.4 %; p  control group (-6.2 %; p  = 0.056). However, these effects did not differ significantly between groups ( p  = .098). Mean changes over time in the SEBT score were significantly greater ( p  = .014) in the intervention group (+5.48) compared to the control group (+3.45). Paired t-tests revealed that the first significant balance improvements were observed after 6 weeks of training. A neuromuscular warm-up positively influences balance variables associated with an increased risk of lower extremity injuries in female handball athletes. The course of adaptations suggests that a training volume of 15 min, three times weekly over at least six weeks produces measurable changes. Retrospectively registered on 4th October 2016. Registry: clinicaltrials.gov. Trial number: NCT02925377.

When approximate number acuity predicts math performance: The moderating role of math anxiety

Science.gov (United States)

Libertus, Melissa E.

2018-01-01

Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS) have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments. PMID:29718939

When approximate number acuity predicts math performance: The moderating role of math anxiety.

Science.gov (United States)

Braham, Emily J; Libertus, Melissa E

2018-01-01

Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS) have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments.

When approximate number acuity predicts math performance: The moderating role of math anxiety.

Directory of Open Access Journals (Sweden)

Emily J Braham

Full Text Available Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments.

The Development of Counting Cards: A New Maths Aid for Teaching Place Value, Addition and Subtraction up to 1 Million

Science.gov (United States)

Taylor, Christian

2004-01-01

In this article, the author presents a new maths aid for teaching place value, addition and subtraction up to 1 million. The need for a resource to help his wife understand place value motivated the author to create "Counting Cards". Here, he shares his invention, in the hope that it will help others. (Contains 4 figures.)

Measurement of math beliefs and their associations with math behaviors in college students.

Science.gov (United States)

Hendy, Helen M; Schorschinsky, Nancy; Wade, Barbara

2014-12-01

Our purpose in the present study was to expand understanding of math beliefs in college students by developing 3 new psychometrically tested scales as guided by expectancy-value theory, self-efficacy theory, and health belief model. Additionally, we identified which math beliefs (and which theory) best explained variance in math behaviors and performance by college students and which students were most likely to have problematic math beliefs. Study participants included 368 college math students who completed questionnaires to report math behaviors (attending class, doing homework, reading textbooks, asking for help) and used a 5-point rating scale to indicate a variety of math beliefs. For a subset of 84 students, math professors provided final math grades. Factor analyses produced a 10-item Math Value Scale with 2 subscales (Class Devaluation, No Future Value), a 7-item single-dimension Math Confidence Scale, and an 11-item Math Barriers Scale with 2 subscales (Math Anxiety, Discouraging Words). Hierarchical multiple regression revealed that high levels of the newly discovered class devaluation belief (guided by expectancy-value theory) were most consistently associated with poor math behaviors in college students, with high math anxiety (guided by health belief model) and low math confidence (guided by self-efficacy theory) also found to be significant. Analyses of covariance revealed that younger and male students were at increased risk for class devaluation and older students were at increased risk for poor math confidence. (c) 2014 APA, all rights reserved.

Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation

Science.gov (United States)

Wang, Zhe; Lukowski, Sarah L.; Hart, Sara Ann; Lyons, Ian M.; Thompson, Lee A.; Kovas, Yulia; Mazzocco, Michèle M.; Plomin, Robert; Petrill, Stephen A.

2015-01-01

The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. Given the lack of attention to the possibility of such complex interplay between emotion and cognition in the math learning literature, the current study aimed to address this gap via exploring the relations between math anxiety, math motivation, and math cognition. The current study consisted of two samples. One sample included 262 pairs of young adolescent twins and the other included 237 adult college students. Participants self-reported their math anxiety and math motivation. Math cognition was assessed using a comprehensive battery of mathematics tasks. In both samples, results showed inverted-U relations between math anxiety and math performance in students with high intrinsic math motivation, and modest negative associations between math anxiety and math performance in students with low intrinsic math motivation. However, this pattern was not observed in tasks assessing student’s nonsymbolic and symbolic number estimation. These findings may help advance our understanding of mathematics learning processes and may provide important insights for treatment programs that target improving mathematics learning experiences and mathematical skills. PMID:26518438

Strengthening maths learning dispositions through ‘math clubs’

OpenAIRE

Mellony Graven

2016-01-01

In this paper, I argue that the establishment of after-school mathematics clubs in early grades holds rich potential for supporting the development of increasingly participatory and sense-making maths learning dispositions. Within the South African Numeracy Chair project, lead by the author, multiple after-school mathematics clubs have been set up for learners in Grades 3-6 across Eastern Cape schools. These clubs are a complementary initiative to teacher development, aimed at improving low l...

It All Adds Up: Learning Early Math through Play and Games

Science.gov (United States)

Ramani, Geetha B.; Eason, Sarah H.

2015-01-01

Playing and learning mathematics do not have to be mutually exclusive activities, especially in kindergarten. Play and games can give young children opportunities to learn and develop foundational math skills that are aligned with Common Core standards for mathematics through age-appropriate, fun, and engaging activities.

Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities

OpenAIRE

Susan Sonnenschein; Claudia Galindo; Shari R. Metzger; Joy A. Thompson; Hui Chih Huang; Heather Lewis

2012-01-01

This study explored associations between parents’ beliefs about children’s development and children’s reported math activities at home. Seventy-three parents were interviewed about the frequency of their children’s participation in a broad array of math activities, the importance of children doing math activities at home, how children learn math, parents’ role in their children’s math learning, and parents’ own math skills. Although the sample consisted of African Americans, Chinese, Latino, ...

The Influence of Experiencing Success in Math on Math Anxiety, Perceived Math Competence, and Math Performance

Science.gov (United States)

Jansen, Brenda R. J.; Louwerse, Jolien; Straatemeier, Marthe; Van der Ven, Sanne H. G.; Klinkenberg, Sharon; Van der Maas, Han L. J.

2013-01-01

It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adaptive program. A total of 207 children (grades 3-6)…

Math Anxiety Is Related to Some, but Not All, Experiences with Math

OpenAIRE

Krystle O'Leary; Cheryll L. Fitzpatrick; Darcy Hallett

2017-01-01

Math anxiety has been defined as unpleasant feelings of tension and anxiety that hinder the ability to deal with numbers and math in a variety of situations. Although many studies have looked at situational and demographic factors associated with math anxiety, little research has looked at the self-reported experiences with math that are associated with math anxiety. The present study used a mixed-methods design and surveyed 131 undergraduate students about their experiences with math through...

Math Anxiety, Working Memory, and Math Achievement in Early Elementary School

Science.gov (United States)

Ramirez, Gerardo; Gunderson, Elizabeth A.; Levine, Susan C.; Beilock, Sian L.

2013-01-01

Although math anxiety is associated with poor mathematical knowledge and low course grades (Ashcraft & Krause, 2007), research establishing a connection between math anxiety and math achievement has generally been conducted with young adults, ignoring the emergence of math anxiety in young children. In the current study, we explored whether…

Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School.

Science.gov (United States)

Daches Cohen, Lital; Rubinsten, Orly

2017-01-01

Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother's math anxiety and maternal behaviors (environmental factors); (b) children's arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children's math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers' attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children's skills should be taken into consideration. Implications for researchers, parents, and educators are discussed.

Math Anxiety Is Related to Some, but Not All, Experiences with Math.

Science.gov (United States)

O'Leary, Krystle; Fitzpatrick, Cheryll L; Hallett, Darcy

2017-01-01

Math anxiety has been defined as unpleasant feelings of tension and anxiety that hinder the ability to deal with numbers and math in a variety of situations. Although many studies have looked at situational and demographic factors associated with math anxiety, little research has looked at the self-reported experiences with math that are associated with math anxiety. The present study used a mixed-methods design and surveyed 131 undergraduate students about their experiences with math through elementary school, junior high, and high school, while also assessing math anxiety, general anxiety, and test anxiety. Some reported experiences (e.g., support in high school, giving students plenty of examples) were significantly related to the level of math anxiety, even after controlling for general and test anxiety, but many other factors originally thought to be related to math anxiety did not demonstrate a relation in this study. Overall, this study addresses a gap in the literature and provides some suggestive specifics of the kinds of past experiences that are related to math anxiety and those that are not.

Math Anxiety Is Related to Some, but Not All, Experiences with Math

Directory of Open Access Journals (Sweden)

Krystle O'Leary

2017-12-01

Full Text Available Math anxiety has been defined as unpleasant feelings of tension and anxiety that hinder the ability to deal with numbers and math in a variety of situations. Although many studies have looked at situational and demographic factors associated with math anxiety, little research has looked at the self-reported experiences with math that are associated with math anxiety. The present study used a mixed-methods design and surveyed 131 undergraduate students about their experiences with math through elementary school, junior high, and high school, while also assessing math anxiety, general anxiety, and test anxiety. Some reported experiences (e.g., support in high school, giving students plenty of examples were significantly related to the level of math anxiety, even after controlling for general and test anxiety, but many other factors originally thought to be related to math anxiety did not demonstrate a relation in this study. Overall, this study addresses a gap in the literature and provides some suggestive specifics of the kinds of past experiences that are related to math anxiety and those that are not.

Effects of warm-up on vertical jump performance and muscle electrical activity using half-squats at low and moderate intensity.

Science.gov (United States)

Sotiropoulos, Konstantinos; Smilios, Ilias; Christou, Marios; Barzouka, Karolina; Spaias, Angelos; Douda, Helen; Tokmakidis, Savvas P

2010-01-01

The purpose of this study was to determine the effects of a specific warm-up using half-squats at low and moderate intensity on vertical jump performance and electromyographic activity of the thigh muscles. The subjects were 26 men who were divided into a low intensity group (LIG; n = 13) and a moderate intensity group (MIG; n = 13). The LIG performed a specific warm-up protocol that included the explosive execution of half-squats with loads 25 and 35% of the one repetition maximum (1RM) and the MIG with loads 45 and 65% of the 1RM. The two groups performed a countermovement jump (CMJ) before and three minutes after the specific warm-up protocols. During the concentric phase of the CMJ a linear encoder connected to an A/D converter interfaced to a PC with a software for data acquisition and analysis allowed the calculation of average mechanical power. The electromyographic (EMG) activity of the vastus lateralis (VL), vastus medialis (VM) and rectus femoris (RF) were recorded during the concentric phase of the jumps. The average quadriceps (Qc) activity (mean value of the VL, VM and RF) was also calculated. A two way ANOVA (protocols X time) with repeated measures on the second factor was used to analyze the data. Following the specific warm-up procedure both groups improved (p ≤ 0.05) CMJ performance and mechanical power by 3.5% and 6.3%, respectively, with no differences observed between the two groups. EMG activity of the Qc and VL increased (p ≤ 0.05) for both groups by 5.9% and 8.5%, respectively. It is concluded that the use of a specific warm-up that includes half-squats, performed explosively with low to moderate intensity, improves CMJ performance. This may be due to increased muscle activation as evaluated by the surface EMG. Key pointsThe inclusion of two sets of explosively performed half squats with low to moderate loads in the warm up procedure elicited an acute performance en-hancement.The performance was enhanced regardless of the load used in

Does Warm-Up Training in a Virtual Reality Simulator Improve Surgical Performance? A Prospective Randomized Analysis.

Science.gov (United States)

da Cruz, José Arnaldo Shiomi; Dos Reis, Sabrina Thalita; Cunha Frati, Rodrigo Marcus; Duarte, Ricardo Jordão; Nguyen, Hiep; Srougi, Miguel; Passerotti, Carlo Camargo

Virtual reality surgical simulators (VRSS) have been showing themselves as a valuable tool in laparoscopy training and education. Taking in consideration the effectiveness of the VRSS, new uses for this tool have been purposed. In sports, warming up before exercise clearly shows benefit in performance. It is hypothesized that warming up in the VRSS before going to the operating room may show benefit in surgical performance. Verify whether there is benefit in surgical performance with preoperatory warm-up using a VRSS. A total of 20 medical students with basic knowledge in laparoscopy were divided in 2 groups (I and II). Group I performed a laparoscopic cholecystectomy in a porcine model. Group II performed preoperative warm-up in a VRSS and then performed a laparoscopic cholecystectomy in a porcine model. The performance between both groups was compared regarding quantitative parameters (time for dissection of the gallbladder pedicle, time for clipping the pedicle, time for cutting the pedicle, time for gallbladder removal, total operative time, and aspirated blood loss) and qualitative parameters (depth perception, bimanual dexterity, efficiency, tissue handling, and autonomy) based on a previously validated score system, in which the higher the score, the better the result. Data were analyzed with level of significance of 5%. The group that underwent preoperative warm-up (group II) showed significantly superior results as to the time for dissection of the gallbladder pedicle (11.91 ± 9.85 vs. 4.52 ± 2.89min, p = 0.012), time for clipping the pedicle (5.51 ± 2.36 vs. 2.89 ± 2.76min, p = 0.004), time for cutting the pedicle (1.84 ± 0.7 vs. 1.13 ± 0.51, p = 0.019), aspirated blood loss (171 ± 112 vs. 57 ± 27.8ml, p = 0.006), depth perception (4.5 ± 0.7 vs. 3.3 ± 0.67, p = 0.004), bianual dexterity (4.2 ± 0.78 vs. 3.3 ± 0.67, p = 0.004), tissue handling (4.2 ± 0.91 vs. 3.6 ± 0.66, p = 0.012), and autonomy (4.9 ± 0.31 vs. 3.6 ± 0.96, p = 0.028). There

Modern maths

CERN Multimedia

Thom,R

1974-01-01

Le Prof. R. Thom expose ses vues sur l'enseignement des mathématiques modernes et des mathémathiques de toujours. Il est un grand mathématicien et était professeur à Strasbourg; maintenant il est professeur de hautes études scientifiques et était invité par le Prof. Piaget à Genève

Maths in Prison

Directory of Open Access Journals (Sweden)

Catherine Patricia Byrne

2015-08-01

Full Text Available I teach maths to all levels in an adult male remand prison in Ireland and am also studying for a PhD in maths in prison education in Dublin Institute of Technology (DIT. This paper describes recent initiatives piloted by maths teachers and school management to increase attendance, engagement and certification in maths. It assesses the effects of the initiatives and looks at future potential in this setting and in others. To set the paper in context, I begin by describing a typical day as a prison maths teacher.

Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School

Science.gov (United States)

Daches Cohen, Lital; Rubinsten, Orly

2017-01-01

Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother’s math anxiety and maternal behaviors (environmental factors); (b) children’s arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children’s math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers’ attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children’s skills should be taken into consideration. Implications for researchers, parents, and educators are discussed. PMID:29180973

Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School

Directory of Open Access Journals (Sweden)

Lital Daches Cohen

2017-11-01

Full Text Available Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a mother’s math anxiety and maternal behaviors (environmental factors; (b children’s arithmetic skills (cognitive factors; and (c intrinsic math motivation (personal factor. A rigorous assessment of children’s math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers’ attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children’s skills should be taken into consideration. Implications for researchers, parents, and educators are discussed.

The Effect of Rehearsal Learning and Warm-up on the Speed of Different Swimming Strokes

Science.gov (United States)

Magno, Carlo; Mascardo, Elizabeth

2009-01-01

The study investigated the effects of rehearsal learning and warm-up exercise on the time of performing different swimming strokes. The study was conducted among 202 college freshmen students taking up a course on physical education concentrated in swimming. The design employed is a mixed factorial (2 X 2) where time of swimming is measured before…

Partial molar volumes of organic solutes in water. XXVIII. Three aliphatic poly(ethylene glycols) at temperatures T = 298 K–573 K and pressures up to 30 MPa

International Nuclear Information System (INIS)

Cibulka, Ivan

2017-01-01

Highlights: • Standard molar volumes of three poly(ethylene glycols) in water are presented. • Data were obtained in the range T from (298 to 573) K and p up to 30 MPa. • Data are analyzed and compared with those of similar solutes. - Abstract: Densities of dilute aqueous solutions of three poly(ethylene glycols): 3-oxapentane-1,5-diol (diethylene glycol), 3,6-dioxaoctane-1,8-diol (triethylene glycol), and 3,5,9-trioxaundecane-1,11-diol (tetraethylene glycol) measured in the temperature range from (298 to 573) K and at pressures up to 30 MPa using an automated flow vibrating-tube densimeter are reported. Standard molar volumes were evaluated from the measured data. Present data complement both the previous measurements performed at atmospheric pressure in the temperature range from (278 to 343) K and the data already available for the first member of the homologous series (ethylene glycol). A comparison with data previously measured for the homologous series of linear aliphatic polyethers (poly(ethylene glycol) dimethyl ethers, glymes), diethylene glycol monomethyl ether (3,6-dioxaheptan-1-ol), and selected alkane-α,ω-diols is presented.

The Effects of Warm-Up Tasks on the Iranian EFL Students' Writing Ability

Science.gov (United States)

Estalkhbijari, Zahra Pakdel; Khodareza, Mohammadreza

2012-01-01

This study aims to investigate the effects of warm up tasks as classroom activities on foreign language written production. For showing these effects, sixty out of one hundred forty Iranian sophomore EFL students from the Islamic Azad University of Lahijan branch, Iran were selected after following the Oxford Placement Test (OPT). Then, they were…

The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year-old typically developing adolescents

OpenAIRE

Timmerman, H.L.; Toll, S.W.M.; van Luit, J.E.H.

2017-01-01

:This study examines the relation between math self-concept, test and math anxiety, achievement motivation, and math achievement in typically developing 12 to 14-year-old adolescents (N = 108) from a school for secondary education in the Netherlands. Data was obtained using a math speed test, achievement motivation test, and the math experience questionnaire. A significant positive correlation was found between math self-concept and math achievement in all four math domains (measurement, rela...

Do women give up Competing more easily? Evidence from the Lab and the Dutch Math Olympiad

NARCIS (Netherlands)

Buser, T.; Yuan, H.

2016-01-01

We conduct three lab experiments and use field data from the Dutch Math Olympiad to study how the gender gap in willingness to compete evolves in response to experience. The main result is that women are more likely than men to stop competing if they lose. In the Dutch Math Olympiad, this means that

Minimum-complexity helicopter simulation math model

Science.gov (United States)

Heffley, Robert K.; Mnich, Marc A.

1988-01-01

An example of a minimal complexity simulation helicopter math model is presented. Motivating factors are the computational delays, cost, and inflexibility of the very sophisticated math models now in common use. A helicopter model form is given which addresses each of these factors and provides better engineering understanding of the specific handling qualities features which are apparent to the simulator pilot. The technical approach begins with specification of features which are to be modeled, followed by a build up of individual vehicle components and definition of equations. Model matching and estimation procedures are given which enable the modeling of specific helicopters from basic data sources such as flight manuals. Checkout procedures are given which provide for total model validation. A number of possible model extensions and refinement are discussed. Math model computer programs are defined and listed.

46 CFR 298.20 - Term, redemptions, and interest rate.

Science.gov (United States)

2010-10-01

... 46 Shipping 8 2010-10-01 2010-10-01 false Term, redemptions, and interest rate. 298.20 Section 298... OBLIGATION GUARANTEES Guarantees § 298.20 Term, redemptions, and interest rate. (a) In general. The maturity... security for the Guarantees. (c) Interest rate. We will make a determination as to the reasonableness of...

Endothelial nitric oxide synthase gene Glu298Asp polymorphism ...

African Journals Online (AJOL)

Administrator

2011-09-12

Sep 12, 2011 ... Figure 1. The Glu298Asp polymorphism of eNOS gene was shown by .... mechanisms by which eNOS Asp298 polymorphism ... Asp298 is exposed to selective proteolytic cleavage in ... grounds, inclusion and exclusion criteria for PE women ... attention to meta analysis study, it is more probable that.

Is there a Causal Effect of High School Math on Labor Market Outcomes?

DEFF Research Database (Denmark)

Joensen, E. Juanna Schröter; Nielsen, Helena Skyt

2009-01-01

In this paper, we exploit a high school pilot scheme to identify the causal effect of advanced high school math on labor market outcomes. The pilot scheme reduced the costs of choosing advanced math because it allowed for a more flexible combination of math with other courses. We find clear...... evidence of a causal relationship between math and earnings for students who are induced to choose math after being exposed to the pilot scheme. The effect partly stems from the fact that these students end up with a higher education....

Ankle Injuries: Reduce the Risk by Using a Soccer-Specific Warm-up Routine

Science.gov (United States)

Elliott, Steven; Ellis, Margery; Combs, Sue; Hunt Long, Lynn

2015-01-01

Injuries to the ankle are among the most common injuries for soccer players at any age. Soccer coaches should be aware of current research and best practices that suggest it is possible to decrease the incidence of soccer players' ankle injuries by providing an appropriate warm-up to utilize prior to practices and games. This article introduces…

14 CFR 298.60 - General reporting instructions.

Science.gov (United States)

2010-01-01

... air carrier shall file with the Department's Bureau of Transportation Statistics (BTS) the applicable schedules of BTS Form 298-C, A Report of Financial and Operating Statistics for Small Aircraft Operators... Market” as required by this section. (b) A single copy of the BTS Form 298-C report shall be filed...

Math-A-Day A Book of Days for Your Mathematical Year

CERN Document Server

Pappas, Theoni

1999-01-01

Pappas has come up with yet another way to make math part of your life. MATH -A-DAY is not a calendar and not a reference book, but a compendium of mathematical information that will give you your math fix everyday.Each day -kick starts your brain with a problem or puzzle with detailed solutions includedhas a mathematical quote to inspire the other side of your brainfeatures a historical or current math note on a host of mathematica ideashas its date expressed in another number systemStart off your day with it. · Take it to meetings. · Share it with friends.

Social Capital, Information, and Socioeconomic Disparities in Math Coursework

Science.gov (United States)

Crosnoe, Robert; Schneider, Barbara

2011-01-01

Analysis of the National Education Longitudinal Study revealed that socioeconomically advantaged students persist in high school math at higher rates than their disadvantaged peers, even when they have the same initial placements and skill levels. These disparities are larger among students with prior records of low academic status because students from more privileged backgrounds persist in math coursework even when their prior performance predicts they will not. Among students with low middle school math performance, those from socioeconomically disadvantaged families appear to benefit from having consultants for coursework decisions, so that they make up ground with their socioeconomically advantaged peers. PMID:21743762

Gender compatibility, math-gender stereotypes, and self-concepts in math and physics

Science.gov (United States)

Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and physics. Statistical analysis of survey data was based on a sample of 170 male and female high school science students matched on propensity scores based on age and past GPA scores in math. Results of MANCOVA analyses indicated that the combination of high personal gender compatibility with low endorsement of math-gender stereotypes was associated with low gender differentials in math and physics self-concepts whereas the combination of high personal gender compatibility with high endorsement of math-gender stereotypes was associated with high gender differentials in math and physics self-concepts. These results contribute to the recent theoretical and empirical work on antecedents to the math and physics identities critical to achieving gender equity in STEM fields.

43 CFR 29.8 - Notification and advertisement.

Science.gov (United States)

2010-10-01

... 43 Public Lands: Interior 1 2010-10-01 2010-10-01 false Notification and advertisement. 29.8... LIABILITY FUND § 29.8 Notification and advertisement. (a) As soon as the person in charge of a vessel has... advertisement no later than 45 days from the date the Fund receives notice of the incident and shall continue...

Influence of closed skill and open skill warm-ups on the performance of speed, change of direction speed, vertical jump, and reactive agility in team sport athletes.

Science.gov (United States)

Gabbett, Tim J; Sheppard, Jeremy M; Pritchard-Peschek, Kellie R; Leveritt, Michael D; Aldred, Murry J

2008-09-01

In this study, we evaluated the efficacy of two different dynamic warm-up conditions, one that was inclusive of open skills (i.e., reactive movements) and one that included only preplanned dynamic activities (i.e., closed skills) on the performance of speed, change of direction speed, vertical jump, and reactive agility in team sport athletes. Fourteen (six male, eight female) junior (mean +/- SD age, 16.3 +/- 0.7 year) basketball players participated in this study. Testing was conducted on 2 separate days using a within-subjects cross-over study design. Each athlete performed a standardized 7-minute warm-up consisting of general dynamic movements and stretching. After the general warm-up, athletes were randomly allocated into one of two groups that performed a dynamic 15-minute warm-up consisting entirely of open or closed skills. Each of the warm-up conditions consisted of five activities of 3 minute duration. At the completion of the warm-up protocol, players completed assessments of reactive agility, speed (5-, 10-, and 20-m sprints), change of direction speed (T-test), and vertical jump. No significant differences (p > 0.05) were detected among warm-up conditions for speed, vertical jump, change of direction speed, and reactive agility performances. The results of this study demonstrate that either open skill or closed skill warm-ups can be used effectively for team sport athletes without compromising performance on open skill and closed skill tasks.

Maths in Prison

OpenAIRE

Catherine Patricia Byrne

2015-01-01

I teach maths to all levels in an adult male remand prison in Ireland and am also studying for a PhD in maths in prison education in Dublin Institute of Technology (DIT). This paper describes recent initiatives piloted by maths teachers and school management to increase attendance, engagement and certification in maths. It assesses the effects of the initiatives and looks at future potential in this setting and in others. To set the paper in context, I begin by describing a typical day as a ...

Maths in Prison

OpenAIRE

Byrne, Catherine; Carr, Michael

2015-01-01

I teach maths to all levels in an adult male remand prison in Ireland and am also studying for a PhD in maths in prison education in Dublin Institute of Technology (DIT). This paper describes recent initiatives piloted by maths teachers and school management to increase attendance, engagement and certification in maths. It assesses the effects of the initiatives and looks at future potential in this setting and in others. To set the paper in context, I begin by describing a typical day as a p...

Experimental and theoretical investigations on the warm-up of a high-pressure mercury discharge lamp

International Nuclear Information System (INIS)

Zalach, J.; Franke, St.; Schoepp, H.; Araoud, Z.; Charrada, K.; Zissis, G.

2011-01-01

Modern high-pressure discharge lamps are forced to provide instant light and hot relight capabilities - if possible at lower power units. A detailed understanding of the warm-up of high-pressure discharge lamps is therefore required. Complex fluid model codes were developed for the past years including more and more processes like two-dimensional treatment of convection trying to provide a more comprehensive and consistent description of high-pressure discharge lamps. However, there is a lack of experimental data to examine the performance of these models. This work provides a very complete set of geometrical, electrical, spectroscopic, and thermographic data according to the warm-up of a high-pressure mercury discharge lamp that is compared to the results of a state of the art fluid code. Quantitative agreement is achieved for single parameters like wall temperatures. But the paper also reveals the need for further investigations and improvements of the code.

Advanced Math Equals Career Readiness. Math Works

Science.gov (United States)

Achieve, Inc., 2013

2013-01-01

The equation is simple: No matter their background, students who take challenging math courses in high school get better jobs and earn more money throughout their entire lives. This paper stresses that: (1) Higher-level math opens doors for any and all postsecondary programs and keeps it open for advancement beyond entry-level jobs; and (2)…

A Latent Profile Analysis of Math Achievement, Numerosity, and Math Anxiety in Twins

Science.gov (United States)

Hart, Sara A.; Logan, Jessica A. R.; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A.

2016-01-01

Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity, and math anxiety. Latent profile analysis indicated 5 groupings of…

The Effect of an Educator's Teaching Style on the Math Anxiety of Adult Learners

Science.gov (United States)

Hosch, Mary L.

2014-01-01

Many adults are obstructed from specialized professions based on their anxiety of math. Math anxiety has been extensively researched for over 3 decades. Scholars have attempted to define its origins as well as the means to eliminate its often-debilitating effect on learners. Research indicates that learners with math anxiety often give up career…

The Effectiveness of Using STAR Math to Improve PSSA Math Scores

Science.gov (United States)

Holub, Sherry L.

2017-01-01

This is a quantitative study examining whether STAR Math, a student monitoring system, can improve PSSA Math scores. The experimental school used STAR Math during the 2015-2016 school year in grouping students for remediation and intervention. The control school used traditional curriculum measures to group students for remediation and…

Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

Science.gov (United States)

Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.

2015-01-01

Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course…

EFFECTS OF WARM-UP ON VERTICAL JUMP PERFORMANCE AND MUSCLE ELECTRICAL ACTIVITY USING HALF-SQUATS AT LOW AND MODERATE INTENSITY

Directory of Open Access Journals (Sweden)

Konstantinos Sotiropoulos

2010-06-01

Full Text Available The purpose of this study was to determine the effects of a specific warm-up using half-squats at low and moderate intensity on vertical jump performance and electromyographic activity of the thigh muscles. The subjects were 26 men who were divided into a low intensity group (LIG; n = 13 and a moderate intensity group (MIG; n = 13. The LIG performed a specific warm-up protocol that included the explosive execution of half-squats with loads 25 and 35% of the one repetition maximum (1RM and the MIG with loads 45 and 65% of the 1RM. The two groups performed a countermovement jump (CMJ before and three minutes after the specific warm-up protocols. During the concentric phase of the CMJ a linear encoder connected to an A/D converter interfaced to a PC with a software for data acquisition and analysis allowed the calculation of average mechanical power. The electromyographic (EMG activity of the vastus lateralis (VL, vastus medialis (VM and rectus femoris (RF were recorded during the concentric phase of the jumps. The average quadriceps (Qc activity (mean value of the VL, VM and RF was also calculated. A two way ANOVA (protocols X time with repeated measures on the second factor was used to analyze the data. Following the specific warm-up procedure both groups improved (p < 0.05 CMJ performance and mechanical power by 3.5% and 6.3%, respectively, with no differences observed between the two groups. EMG activity of the Qc and VL increased (p < 0.05 for both groups by 5.9% and 8.5%, respectively. It is concluded that the use of a specific warm-up that includes half-squats, performed explosively with low to moderate intensity, improves CMJ performance. This may be due to increased muscle activation as evaluated by the surface EMG

Affective and Motivational Factors Mediate the Relation between Math Skills and Use of Math in Everyday Life

Science.gov (United States)

Jansen, Brenda R. J.; Schmitz, Eva A.; van der Maas, Han L. J.

2016-01-01

This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life. PMID:27148122

Affective and motivational factors mediate the relation between math skills and use of math in everyday life

Directory of Open Access Journals (Sweden)

Brenda RJ Jansen

2016-04-01

Full Text Available This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations. Data from a Dutch nation-wide research on math among adults (N = 521 were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life.

Math and Gender: Is Math a Route to a High-Powered Career?

DEFF Research Database (Denmark)

Joensen, Juanna Schrøter; Nielsen, Helena Skyt

There is a large gender gap in advanced math coursework in high school that many believe exists because girls are discouraged from taking math courses. In this paper, we exploit an institutional change that reduced the costs of acquiring advanced high school math to determine if access is, in fact......, the mechanism - in particular for girls at the top of the math ability distribution. By estimating marginal treatment effects of acquiring advanced math qualifications, we document substantial beneficial wage effects from encouraging even more females to opt for these qualifications. Our analysis suggests...... that the beneficial effect comes from accelerating graduation and attracting females to high-paid or traditionally male-dominated career tracks and to CEO positions. Our results may be reconciled with experimental and empirical evidence suggesting there is a pool of unexploited math talent among high ability girls...

Principals in Partnership with Math Coaches

Science.gov (United States)

Grant, Catherine Miles; Davenport, Linda Ruiz

2009-01-01

One of the most promising developments in math education is the fact that many districts are hiring math coaches--also called math resource teachers, math facilitators, math lead teachers, or math specialists--to assist elementary-level teachers with math instruction. What must not be lost, however, is that principals play an essential role in…

14 CFR 298.62 - Reporting of financial data.

Science.gov (United States)

2010-01-01

... 14 Aeronautics and Space 4 2010-01-01 2010-01-01 false Reporting of financial data. 298.62 Section... PROCEEDINGS) ECONOMIC REGULATIONS EXEMPTIONS FOR AIR TAXI AND COMMUTER AIR CARRIER OPERATIONS Reporting Requirements § 298.62 Reporting of financial data. (a) Each commuter air carrier and each small certificated...

Counseling the Math Anxious

Science.gov (United States)

Tobias, Sheila; Donady, Bonnie

1977-01-01

Describes the rationale and mode of operations for a Math Clinic at Wellesley University and Wesleyan College where counselors and math specialists work together to combat "math anxiety," particularly in female students. (HMV)

Partial molar volumes of organic solutes in water. XXIV. Selected alkane-α,ω-diols at temperatures T = 298 K to 573 K and pressures up to 30 MPa

International Nuclear Information System (INIS)

Cibulka, Ivan; Hnědkovský, Lubomír

2013-01-01

Highlights: • Standard molar volumes of three alkane-α,ω-diols (C 5 , C 8 , C 9 ) in water are presented. • Data were obtained in the range T from (298 to 573) K and p up to 30 MPa. • Dependences on carbon atom number, temperature, and pressure are analysed. -- Abstract: Density data for dilute aqueous solutions of three alkane-α,ω-diols (pentane-1,5-diol, octane-1,8-diol, nonane-1,9-diol) are presented together with standard molar volumes (partial molar volumes at infinite dilution) calculated from the experimental data. The measurements were performed at temperatures from T = 298 K up to T = 573 K. Experimental pressures were slightly above the saturation vapour pressure of water, and (15 and 30) MPa. The data were obtained using a high-temperature high-pressure flow vibrating-tube densimeter. Measured standard molar volumes were combined with data previously published for other members of the homologous series and discussed. Experimental standard molar volumes were correlated as a function of temperature and pressure using an empirical polynomial function. Dependences of standard molar volumes on temperature and pressure were analysed. Contributions of the methylene group to the standard molar volume were also evaluated and discussed

GRE math tests

CERN Document Server

Kolby, Jeff

2014-01-01

Twenty-three GRE Math Tests! The GRE math section is not easy. There is no quick fix that will allow you to ""beat"" the section. But GRE math is very learnable. If you study hard and master the techniques in this book, your math score will improve--significantly! The GRE cannot be ""beaten."" But it can be mastered--through hard work, analytical thought, and by training yourself to think like a test writer. Many of the problems in this book are designed to prompt you to think like a test writer. For example, you will find ""Duals."" These are pairs of similar problems in which only one prop

The greenhouse effect and climate warming up

International Nuclear Information System (INIS)

Leygonie, R.

1992-01-01

The present article is a follow-up to a previous article, under the same title, which describes the scientific bases of the greenhouse effect and the prospect, based on climatic global models, of a potential climate warming up. The conclusions of the Intergovernmental Panel on Climate Change (IPCC, August 1990) were summarized, predicting a mean global temperature increase between 2.4 and 5.1 deg C in 2070, among other changes. The recent IPCC work confirms 1990 conclusions but states that the decline of ozone in the lower stratosphere could neutralize the radiative forcing of chlorofluorocarbons. At least ten more years of investigation are needed to ascertain an increase of the greenhouse effect. Information is given on recent events which may be connected with the global climate problem, in particular the spectacular eruption of the Pinatubo volcano, in mid 1991, cause of a probable cooling of the atmosphere and a potential decrease of radiative forcing due to anthropogenic dioxide emissions. The most important recent events in the political field is a directive proposal by the European Commission aimed at a taxation of both energy in general and of carbon dioxide emissions by fossil fuels. Another event is the United Nations Convention on climate change, signed by 155 countries at the Rio de Janeiro Conference on Environment and Development, which pledges signatories to decrease their greenhouse gas - emissions but no figures are given on percentages and calendar of reduction. At last, a short chapter is devoted to the French ECLAT programme on climate change which consists both in participating in world programmes and in performing original investigations by French Scientists

Sustained stimulation of soil respiration after 10 years of experimental warming

International Nuclear Information System (INIS)

Reth, S; Graf, W; Reichstein, M; Munch, J C

2009-01-01

A number of forest and grassland studies indicated that stimulation of the soil respiration by soil warming ceases after a couple of years (Luo et al 2001 Nature 413 622-5). Here we present results from a long-term soil warming lysimeter experiment in southern Germany showing sustained stimulation of soil respiration after 10 years. Moreover, both warmed and control treatments exhibited a similar temperature response of soil respiration, indicating that adaptation in terms of temperature sensitivity was absent. Carbon dioxide concentration measurements within the profiles are supporting these findings. The increased soil respiration occurred although vegetation productivity in the warmed treatment was not higher than in the control plots. These findings strongly contrast with current soil carbon modeling concepts, where carbon pools decay according to first-order kinetics, and thus a depletion of labile soil carbon pools leads to an apparent down-regulation of microbial respiration (Knorr et al 2005 Nature 433 298-301). Consequently, the potential for positive climate carbon cycle feedback may be larger than represented in current models of soil carbon turnover.

On the Leaky Math Pipeline: Comparing Implicit Math-Gender Stereotypes and Math Withdrawal in Female and Male Children and Adolescents

Science.gov (United States)

Steffens, Melanie C.; Jelenec, Petra; Noack, Peter

2010-01-01

Many models assume that habitual human behavior is guided by spontaneous, automatic, or implicit processes rather than by deliberate, rule-based, or explicit processes. Thus, math-ability self-concepts and math performance could be related to implicit math-gender stereotypes in addition to explicit stereotypes. Two studies assessed at what age…

Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children's Math Skills.

Science.gov (United States)

Hart, Sara A; Ganley, Colleen M; Purpura, David J

2016-01-01

There is a growing literature concerning the role of the home math environment in children's math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children's math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children's skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills.

Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children's Math Skills.

Directory of Open Access Journals (Sweden)

Sara A Hart

Full Text Available There is a growing literature concerning the role of the home math environment in children's math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children's math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children's skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills.

Reciprocal Relations among Motivational Frameworks, Math Anxiety, and Math Achievement in Early Elementary School

Science.gov (United States)

Gunderson, Elizabeth A.; Park, Daeun; Maloney, Erin A.; Beilock, Sian L.; Levine, Susan C.

2018-01-01

School-entry math achievement is a strong predictor of math achievement through high school. We asked whether reciprocal relations among math achievement, math anxiety, and entity motivational frameworks (believing that ability is fixed and a focus on performance) can help explain these persistent individual differences. We assessed 1st and 2nd…

The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year-old typically developing adolescents

NARCIS (Netherlands)

Timmerman, H.L.; Toll, S.W.M.; van Luit, J.E.H.

2017-01-01

:This study examines the relation between math self-concept, test and math anxiety, achievement motivation, and math achievement in typically developing 12 to 14-year-old adolescents (N = 108) from a school for secondary education in the Netherlands. Data was obtained using a math speed test,

14 CFR 298.61 - Reporting of traffic statistics.

Science.gov (United States)

2010-01-01

... 14 Aeronautics and Space 4 2010-01-01 2010-01-01 false Reporting of traffic statistics. 298.61... Requirements § 298.61 Reporting of traffic statistics. (a) Each commuter air carrier and small certificated air... statistics shall be compiled in terms of each flight stage as actually performed. The detail T-100 data shall...

Using an Intelligent Tutor and Math Fluency Training to Improve Math Performance

Science.gov (United States)

Arroyo, Ivon; Royer, James M.; Woolf, Beverly P.

2011-01-01

This article integrates research in intelligent tutors with psychology studies of memory and math fluency (the speed to retrieve or calculate answers to basic math operations). It describes the impact of computer software designed to improve either strategic behavior or math fluency. Both competencies are key to improved performance and both…

Advanced Math: Closing the Equity Gap. Math Works

Science.gov (United States)

Achieve, Inc., 2013

2013-01-01

Minority and low-income students are less likely to have access to, enroll in and succeed in higher-level math courses in high school than their more advantaged peers. Under these circumstances, higher-level math courses function not as the intellectual and practical boost they should be, but as a filter that screens students out of the pathway to…

The Role of Parental Math Anxiety and Math Attitude in Their Children's Math Achievement

Science.gov (United States)

Soni, Akanksha; Kumari, Santha

2017-01-01

The present study investigated the antecedents and consequences of children's math anxiety and math attitude. A total of 595 students aged 10 to 15 years (5th to 10th grades) and 1 parent of each (mother or father) participated in the study. The study was conducted in India, with the study sample drawn from schools in South-West Punjab. Math…

Math Safari.

Science.gov (United States)

Nelson, Vaunda; Stanko, Anne

1992-01-01

Describes Math Safari, a mathematical, scientific, geographic, informational adventure for fourth grade students. It integrates all curriculum areas and other skills by using information children must find in books to pose math problems about animals. It encourages cooperative learning, critical reading, analysis, and use of research skills. (SM)

Attentional Bias in Math Anxiety

Directory of Open Access Journals (Sweden)

Orly eRubinsten

2015-10-01

Full Text Available Cognitive theory from the field of general anxiety suggests that the tendency to display attentional bias toward negative information results in anxiety. Accordingly, the current study aims to investigate whether attentional bias is involved in math anxiety as well (i.e., a persistent negative reaction to math. Twenty seven participants (14 with high levels of math anxiety and 13 with low levels of math anxiety were presented with a novel computerized numerical version of the well established dot probe task. One of 6 types of prime stimuli, either math related or typically neutral, were presented on one side of a computer screen. The prime was preceded by a probe (either one or two asterisks that appeared in either the prime or the opposite location. Participants had to discriminate probe identity (one or two asterisks. Math anxious individuals reacted faster when the probe was at the location of the numerical related stimuli. This suggests the existence of attentional bias in math anxiety. That is, for math anxious individuals, the cognitive system selectively favored the processing of emotionally negative information (i.e., math related words. These findings suggest that attentional bias is linked to unduly intense math anxiety symptoms.

Math Performance as a Function of Math Anxiety and Arousal Performance Theory

Science.gov (United States)

Farnsworth, Donald M., Jr.

2009-01-01

While research continues to link increased math anxiety with reduced working memory, the exact nature of the relationship remains elusive. In addition, research regarding the extent of the impact math anxiety has on working memory is contradictory. This research clarifies the directional nature of math anxiety as it pertains to working memory, and…

[Observation of the effects of warming-up and role-playing in psychodrama in terms of mood rating].

Science.gov (United States)

Kawai, S

1993-04-01

The purpose is to make an appropriate list of terms that describe person's moment-to-moment changes in moods during psychodrama sessions. Seventy nurse students participated in a series of psychodrama sessions, consisting of a session of warming-up and two sessions of role playing. They rated their moods at the beginning of the sessions and after each session, on a five-point scale for each of the 55 terms, which were supposed to cover all kinds of moods during psychodrama sessions. After analyzing variations (using factor analyses) of subjects' ratings, three factors were found to be sufficient for describing their moods, and the terms in the list were eventually reduced to sixteen. Changes of moods analyzed through the ratings of sixteen scales were related significantly with subjects' performances of warming-up and role playing.

Math Stuff

CERN Document Server

Pappas, Theoni

2002-01-01

Whether it's stuff in your kitchen or garden, stuff that powers your car or your body, stuff that helps you work, communicate or play, or stuff that you've never heard of you can bet that mathematics is there. MATH STUFF brings it all in the open in the Pappas style. Not many people think of mathematics as fascinating, exciting and invaluable. Yet Pappas writes about math ideas in such a way that conveys its often overlooked fascination, excitement, and worth. MATH STUFF deals with 38 topics in an non-threatening way that piques our curiosities. Open the book at random, and learn about such to

The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness. REL 2015-096

Science.gov (United States)

Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal

2015-01-01

The Effects of the Elevate Math summer program on math achievement and algebra readiness: This randomized trial examined the effects of the Elevate Math summer program on math achievement and algebra readiness, as well as math interest and self-efficacy, among rising 8th grade students in California's Silicon Valley. The Elevate Math summer math…

14 CFR 298.30 - Public disclosure of policy on consumer protection.

Science.gov (United States)

2010-01-01

... 14 Aeronautics and Space 4 2010-01-01 2010-01-01 false Public disclosure of policy on consumer protection. 298.30 Section 298.30 Aeronautics and Space OFFICE OF THE SECRETARY, DEPARTMENT OF TRANSPORTATION... Limitations and Conditions on Exemptions and Operations § 298.30 Public disclosure of policy on consumer...

The Effects of Math Anxiety

Science.gov (United States)

Andrews, Amanda; Brown, Jennifer

2015-01-01

Math anxiety is a reoccurring problem for many students, and the effects of this anxiety on college students are increasing. The purpose of this study was to examine the association between pre-enrollment math anxiety, standardized test scores, math placement scores, and academic success during freshman math coursework (i.e., pre-algebra, college…

Early Math Interest and the Development of Math Skills

Science.gov (United States)

Fisher, Paige H.; Dobbs-Oates, Jennifer; Doctoroff, Greta L.; Arnold, David H.

2012-01-01

Prior models suggest that math attitudes and ability might strengthen each other over time in a reciprocal fashion (Ma, 1997). The current study investigated the relationship between math interest and skill both concurrently and over time in a preschool sample. Analyses of concurrent relationships indicated that high levels of interest were…

Can Global Warming Heat Up Environmental Education?

Science.gov (United States)

Mazzatenta, Claudio

2008-01-01

Bronx Community College (CUNY) launched "Global Warming Campus Awareness and Action Days" in celebration of Earth Day, 2007. The purpose of this program was to raise awareness of environmental issues in the college population, especially students. To let more students have a grasp of what Environmental Education (EE) is all about, the author…

Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children’s Math Skills

Science.gov (United States)

Ganley, Colleen M.; Purpura, David J.

2016-01-01

There is a growing literature concerning the role of the home math environment in children’s math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children’s math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children’s skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills. PMID:28005925

Motivation and/or warm up games for third grade children Physical Education lesson

Directory of Open Access Journals (Sweden)

Margelia Bárbara Ramírez Blanco

2017-07-01

Full Text Available The Physical Education is an important element for the child’s multilateral and harmonic formation, its appropriate implementation is paramount for the development of the individual's physical performance capacity, the health preservation and for the moral and social values formation. The game is an important task for the children to  appropriate and correct physical, psychological and social development, they have as rights to enjoy fully the games and the recreation, which will be guided toward educational aims, their importance in the individual's integral development is universally recognized, they are also an effective aid in the Physical Education. Supported on theoretical and empiric research methods we could carry out our work offering motivational and warm up games like effective tool to be used by the professor in the Physical Education initial part lesson to work with the third grader boys and girls of “Camilo Cienfuegos” elementary school in Pinar del Rio municipality. The designed proposal is composed of ten games, which have the appropriate characteristics of the motivation and/or warm up games, that´s to say, games to increase the students´ motivation; easy to comprehend, of short duration, and to prepare the body to be worked with in the main part of the lesson, what implies the correct relationship whit the objective of it.

ERK2-Mediated Phosphorylation of Transcriptional Coactivator Binding Protein PIMT/NCoA6IP at Ser298 Augments Hepatic Gluconeogenesis

Science.gov (United States)

Parsa, Kishore V. L.; Kain, Vasundhara; Behera, Soma; Suraj, Sashidhara Kaimal; Babu, Phanithi Prakash; Kar, Anand; Panda, Sunanda; Zhu, Yi-jun; Jia, Yuzhi; Thimmapaya, Bayar; Reddy, Janardan K.; Misra, Parimal

2013-01-01

PRIP-Interacting protein with methyl transferase domain (PIMT) serves as a molecular bridge between CREB-binding protein (CBP)/ E1A binding protein p300 (Ep300) -anchored histone acetyl transferase and the Mediator complex sub-unit1 (Med1) and modulates nuclear receptor transcription. Here, we report that ERK2 phosphorylates PIMT at Ser298 and enhances its ability to activate PEPCK promoter. We observed that PIMT is recruited to PEPCK promoter and adenoviral-mediated over-expression of PIMT in rat primary hepatocytes up-regulated expression of gluconeogenic genes including PEPCK. Reporter experiments with phosphomimetic PIMT mutant (PIMTS298D) suggested that conformational change may play an important role in PIMT-dependent PEPCK promoter activity. Overexpression of PIMT and Med1 together augmented hepatic glucose output in an additive manner. Importantly, expression of gluconeogenic genes and hepatic glucose output were suppressed in isolated liver specific PIMT knockout mouse hepatocytes. Furthermore, consistent with reporter experiments, PIMTS298D but not PIMTS298A augmented hepatic glucose output via up-regulating the expression of gluconeogenic genes. Pharmacological blockade of MAPK/ERK pathway using U0126, abolished PIMT/Med1-dependent gluconeogenic program leading to reduced hepatic glucose output. Further, systemic administration of T4 hormone to rats activated ERK1/2 resulting in enhanced PIMT ser298 phosphorylation. Phosphorylation of PIMT led to its increased binding to the PEPCK promoter, increased PEPCK expression and induction of gluconeogenesis in liver. Thus, ERK2-mediated phosphorylation of PIMT at Ser298 is essential in hepatic gluconeogenesis, demonstrating an important role of PIMT in the pathogenesis of hyperglycemia. PMID:24358311

Understand electrical and electronics maths

CERN Document Server

Bishop, Owen

1993-01-01

Understand Electrical and Electronics Maths covers elementary maths and the aspects of electronics. The book discusses basic maths including quotients, algebraic fractions, logarithms, types of equations and balancing of equations. The text also describes the main features and functions of graphs and the solutions to simpler types of electronics problems. The book then tackles the applications of polar coordinates in electronics, limits, differentiation and integration, and the applications of maths of rates of change in electronics. The activities of an electronic circuit; techniques of math

The Effects on Soccer Passing Skills When Warming Up with Two Different Sized Soccer Balls

Science.gov (United States)

Burcak, Keskin

2015-01-01

The purpose of the present research is studying the effects of warm-up with two different sizes of balls on passing skills. Loughborough Soccer Passing Test (LSPT) was conducted on 28 non-elite football players, who participated in the present research for 10 training days. LSPT is a passing skill protocol established on completing 16 passes…

The effect of a preoperative warm-up with a custom-made Nintendo video game on the performance of laparoscopic surgeons.

Science.gov (United States)

Jalink, M B; Heineman, E; Pierie, J P E N; ten Cate Hoedemaker, H O

2015-08-01

It has previously been shown that short, pre-operative practice with a simulator, box trainer, or certain video games can temporarily improve one's basic laparoscopic skills; the so-called warm-up effect. In this experiment, we tested the hypothesis that Underground video game made for training basic laparoscopic skills, can also be used for a pre-operative warm-up. 29 laparoscopic experts were randomized into two different groups, which were tested on two different days. Group 1 (n = 16) did a laparoscopic skill baseline measurement using the FLS peg transfer test and the Top Gun cobra rope drill on day 1, and did the same tests on day 2 after a 15 min session with the Underground game. Group 2 (n = 13) did the same, but started with the video game, followed by baseline measurement on day 2. This way, each participant served as its own control. Video recordings of both tasks were later analyzed by two blinded reviewers. On day 1, group 2 was 14.33 % (P = 0.037) faster in completing the peg transfer test. A trend toward better cobra rope scores is also seen. When comparing the average improvement between both days, group 1--which used the game as a warm-up on day 2--showed a 19.61 % improvement in cobra rope score, compared to a 0.77 % score decrease in group 2 (P = 0.002). This study shows that the Underground video game can be used as a pre-operative warm-up in an experimental setting.

Flight Software Math Library

Science.gov (United States)

McComas, David

2013-01-01

The flight software (FSW) math library is a collection of reusable math components that provides typical math utilities required by spacecraft flight software. These utilities are intended to increase flight software quality reusability and maintainability by providing a set of consistent, well-documented, and tested math utilities. This library only has dependencies on ANSI C, so it is easily ported. Prior to this library, each mission typically created its own math utilities using ideas/code from previous missions. Part of the reason for this is that math libraries can be written with different strategies in areas like error handling, parameters orders, naming conventions, etc. Changing the utilities for each mission introduces risks and costs. The obvious risks and costs are that the utilities must be coded and revalidated. The hidden risks and costs arise in miscommunication between engineers. These utilities must be understood by both the flight software engineers and other subsystem engineers (primarily guidance navigation and control). The FSW math library is part of a larger goal to produce a library of reusable Guidance Navigation and Control (GN&C) FSW components. A GN&C FSW library cannot be created unless a standardized math basis is created. This library solves the standardization problem by defining a common feature set and establishing policies for the library s design. This allows the libraries to be maintained with the same strategy used in its initial development, which supports a library of reusable GN&C FSW components. The FSW math library is written for an embedded software environment in C. This places restrictions on the language features that can be used by the library. Another advantage of the FSW math library is that it can be used in the FSW as well as other environments like the GN&C analyst s simulators. This helps communication between the teams because they can use the same utilities with the same feature set and syntax.

Short-cut math

CERN Document Server

Kelly, Gerard W

1984-01-01

Clear, concise compendium of about 150 time-saving math short-cuts features faster, easier ways to add, subtract, multiply, and divide. Each problem includes an explanation of the method. No special math ability needed.

Games AS Warming Up Activities In Young Learners' Classrooms At An English Course

OpenAIRE

Aisyatin, Noviani

2014-01-01

The present research aimed at investigating types of games used by a teacher as warming-up activities in young learners' classrooms. The research involved a teacher of an English course and her young learner students. The data were collected by using observation and interview. The collected data were analyzed by using qualitative method. According to the result of data collection and data analysis, it was found that the teacher applied some types of games proposed by Hadfield (2001) and Evans...

Effects of Various Warm Up Protocol on Special Judo Fitness Test Performance.

Science.gov (United States)

Lum, Danny

2017-02-13

The purposed of this study was to compare the effects of postactivation potentiation (PAP) on Special Judo Fitness Test (SJFT) performance using explosive exercises that activates upper and lower limbs muscles. Eleven male judo athletes (mean ± SD, age, 16 - 29 years; height, 170 ± 7 cm; body mass, 73 ± 16 kg) attended four separate sessions. The first session was used to familiarise the subjects to the experimental procedure, the SJFT, the high pull test (HPT) and the two explosive exercises including resistance band pull and standing broad jump. Subsequently, subjects were randomly assigned in a counterbalanced manner to either perform the upper and lower body PAP (ULB), lower body PAP (LB) or usual competition (CON) warm up routine prior to performing the HPT and SJFT. The following variables were quantified: throws performed during series A, B, and C; total number of throws; heart rate immediately and 1 minute after the test; test index; peak power; and RPE after warm up. During series 1, number of throws performed in LB and ULB were significantly greater than CON (p < 0.05). Only ULB resulted in significantly greater number of total throws (p < 0.01) and higher peak power (p < 0.01) than CON. The RPE for both LB and ULB were significantly lower than CON (p < 0.01). Peak power was moderately correlated to total number of throws performed (r=0.4, p < 0.05). This study suggest that performing ULB before SJFT can result in improved performance and peak power.

Solving America's Math Problem

Science.gov (United States)

Vigdor, Jacob

2013-01-01

Concern about students' math achievement is nothing new, and debates about the mathematical training of the nation's youth date back a century or more. In the early 20th century, American high-school students were starkly divided, with rigorous math courses restricted to a college-bound elite. At midcentury, the "new math" movement sought,…

Teaching Math Their Way.

Science.gov (United States)

Tankersley, Karen

1993-01-01

Teachers at a K-8 urban school in Phoenix, Arizona, worked to develop an effective math program that generated student interest and positive self-esteem. They eventually set aside classroom and large enclosed porch area to house math manipulative lab, where children could learn new concepts at concrete level. Results are excitement about math and…

Nurses' maths: researching a practical approach.

Science.gov (United States)

Wilson, Ann

To compare a new practical maths test with a written maths test. The tests were undertaken by qualified nurses training for intravenous drug administration, a skill dependent on maths accuracy. The literature showed that the higher education institutes (HEIs) that provide nurse training use traditional maths tests, a practical way of testing maths had not been described. Fifty five nurses undertook two maths tests based on intravenous drug calculations. One was a traditional written test. The second was a new type of test using a simulated clinical environment. All participants were also interviewed one week later to ascertain their thoughts and feelings about the tests. There was a significant improvement in maths test scores for those nurses who took the practical maths test first. It is suggested that this is because it improved their conceptualisation skills and thus helped them to achieve accuracy in their calculations. Written maths tests are not the best way to help and support nurses in acquiring and improving their maths skills and should be replaced by a more practical approach.

Math Anxiety and Math Performance in Children: The Mediating Roles of Working Memory and Math Self-Concept

Science.gov (United States)

Justicia-Galiano, M. José; Martín-Puga, M. Eva; Linares, Rocío; Pelegrina, Santiago

2017-01-01

Background: Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation. Aims: This study aimed to investigate the role of two possible…

14 CFR 298.4 - Requests for statement of authority.

Science.gov (United States)

2010-01-01

... 14 Aeronautics and Space 4 2010-01-01 2010-01-01 false Requests for statement of authority. 298.4 Section 298.4 Aeronautics and Space OFFICE OF THE SECRETARY, DEPARTMENT OF TRANSPORTATION (AVIATION... transportation under the laws of the United States, the Director, Office of Aviation Analysis (X-50), Office of...

On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies.

Science.gov (United States)

Ramirez, Gerardo; Chang, Hyesang; Maloney, Erin A; Levine, Susan C; Beilock, Sian L

2016-01-01

Even at young ages, children self-report experiencing math anxiety, which negatively relates to their math achievement. Leveraging a large dataset of first and second grade students' math achievement scores, math problem solving strategies, and math attitudes, we explored the possibility that children's math anxiety (i.e., a fear or apprehension about math) negatively relates to their use of more advanced problem solving strategies, which in turn relates to their math achievement. Our results confirm our hypothesis and, moreover, demonstrate that the relation between math anxiety and math problem solving strategies is strongest in children with the highest working memory capacity. Ironically, children who have the highest cognitive capacity avoid using advanced problem solving strategies when they are high in math anxiety and, as a result, underperform in math compared with their lower working memory peers. Copyright © 2015 Elsevier Inc. All rights reserved.

Is math anxiety in the secondary classroom limiting physics mastery? A study of math anxiety and physics performance

Science.gov (United States)

Mercer, Gary J.

This quantitative study examined the relationship between secondary students with math anxiety and physics performance in an inquiry-based constructivist classroom. The Revised Math Anxiety Rating Scale was used to evaluate math anxiety levels. The results were then compared to the performance on a physics standardized final examination. A simple correlation was performed, followed by a multivariate regression analysis to examine effects based on gender and prior math background. The correlation showed statistical significance between math anxiety and physics performance. The regression analysis showed statistical significance for math anxiety, physics performance, and prior math background, but did not show statistical significance for math anxiety, physics performance, and gender.

Three brief assessments of math achievement.

Science.gov (United States)

Steiner, Eric T; Ashcraft, Mark H

2012-12-01

Because of wide disparities in college students' math knowledge-that is, their math achievement-studies of cognitive processing in math tasks also need to assess their individual level of math achievement. For many research settings, however, using existing math achievement tests is either too costly or too time consuming. To solve this dilemma, we present three brief tests of math achievement here, two drawn from the Wide Range Achievement Test and one composed of noncopyrighted items. All three correlated substantially with the full achievement test and with math anxiety, our original focus, and all show acceptable to excellent reliability. When lengthy testing is not feasible, one of these brief tests can be substituted.

Math Anxiety and Math Ability in Early Primary School Years

Science.gov (United States)

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2009-01-01

Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported…

Dr Math at your service

CSIR Research Space (South Africa)

Butgereit, L

2012-10-01

Full Text Available In this presentation the author explains how the Dr Math service works; how tutors are recruited to act as Dr Math; and how school pupils can reach Dr Math for help with their mathematics homework....

GRE math workbook

CERN Document Server

Madore, Blair

2015-01-01

Reflective of the current GRE, this third edition includes a description of the General Math Exam explaining structure, questions types, and scoring, strategies for problem solving, two full-length math sample sections structured to reflect the actual exam, answers thoroughly explained, and more.

Mathematics anxiety: separating the math from the anxiety.

Science.gov (United States)

Lyons, Ian M; Beilock, Sian L

2012-09-01

Anxiety about math is tied to low math grades and standardized test scores, yet not all math-anxious individuals perform equally poorly in math. We used functional magnetic resonance imaging to separate neural activity during the anticipation of doing math from activity during math performance itself. For higher (but not lower) math-anxious individuals, increased activity in frontoparietal regions when simply anticipating doing math mitigated math-specific performance deficits. This network included bilateral inferior frontal junction, a region involved in cognitive control and reappraisal of negative emotional responses. Furthermore, the relation between frontoparietal anticipatory activity and highly math-anxious individuals' math deficits was fully mediated (or accounted for) by activity in caudate, nucleus accumbens, and hippocampus during math performance. These subcortical regions are important for coordinating task demands and motivational factors during skill execution. Individual differences in how math-anxious individuals recruit cognitive control resources prior to doing math and motivational resources during math performance predict the extent of their math deficits. This work suggests that educational interventions emphasizing control of negative emotional responses to math stimuli (rather than merely additional math training) will be most effective in revealing a population of mathematically competent individuals, who might otherwise go undiscovered.

Changes in Math Prerequisites and Student Performance in Business Statistics: Do Math Prerequisites Really Matter?

OpenAIRE

Jeffrey J. Green; Courtenay C. Stone; Abera Zegeye; Thomas A. Charles

2007-01-01

We use a binary probit model to assess the impact of several changes in math prerequisites on student performance in an undergraduate business statistics course. While the initial prerequisites did not necessarily provide students with the necessary math skills, our study, the first to examine the effect of math prerequisite changes, shows that these changes were deleterious to student performance. Our results helped convince the College of Business to change the math prerequisite again begin...

The Maths Arcade: A Tool for Supporting and Stretching Mathematics Undergraduates

OpenAIRE

Bradshaw, Noel-Ann

2017-01-01

The Maths Arcade is an activity which aims simultaneously to support those university mathematics learners who are having difficulties, stretch more confident learners, and encourage the development of a staff-student mathematical community. The first Maths Arcade was set up at the University of Greenwich in September 2010, funded initially by a University grant for innovative teaching and later by the Mathematical Sciences Curriculum Innovation Fund of the UK National Higher Education STEM P...

Math practice and its influence on math skills and executive functions in adolescents with mild to borderline intellectual disability.

Science.gov (United States)

Jansen, Brenda R J; De Lange, Eva; Van der Molen, Mariët J

2013-05-01

Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an MBID-sample using computerized math training. Also, it was investigated whether EF and math performance were related and whether computerized math training had beneficial effects on EF. The sample consisted of a total of 58 adolescents (12-15 years) from special education. Participants were randomly assigned to either the experimental group or a treatment as usual (TAU) group. In the experimental condition, participants received 5 weeks of training. Math performance and EF were assessed before and after the training period. Math performance improved equally in both groups. However, frequently practicing participants improved more than participants in the control group. Visuo-spatial memory skills were positively related to addition and subtraction skills. Transfer effects from math training to EF were absent. It is concluded that math skills may increase if a reasonable effort in practicing math skills is made. The relation between visuo-spatial memory skills provides opportunities for improving math performance. Copyright © 2013 Elsevier Ltd. All rights reserved.

Effects of Math Anxiety and Perfectionism on Timed versus Untimed Math Testing in Mathematically Gifted Sixth Graders

Science.gov (United States)

Tsui, Joanne M.; Mazzocco, Michèle M. M.

2009-01-01

This study was designed to examine the effects of math anxiety and perfectionism on math performance, under timed testing conditions, among mathematically gifted sixth graders. We found that participants had worse math performance during timed versus untimed testing, but this difference was statistically significant only when the timed condition preceded the untimed condition. We also found that children with higher levels of either math anxiety or perfectionism had a smaller performance discrepancy during timed versus untimed testing, relative to children with lower levels of math anxiety or perfectionism. There were no statistically significant gender differences in overall test performance, nor in levels of math anxiety or perfectionism; however, the difference between performance on timed and untimed math testing was statistically significant for girls, but not for boys. Implications for educators are discussed. PMID:20084180

Affective and motivational factors mediate the relation between math skills and use of math in everyday life

NARCIS (Netherlands)

Jansen, B.R.J.; Schmitz, E.A.; van der Maas, H.L.J.

2016-01-01

This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence

Addressing Math Anxiety in the Classroom

Science.gov (United States)

Finlayson, Maureen

2014-01-01

In today's educational systems, students of all levels of education experience math anxiety. Furthermore, math anxiety is frequently linked to poor achievement in mathematics. The purpose of this study is to examine the causes of math anxiety and to explore strategies which pre-service teachers have identified to overcome math anxiety. The…

Strengthening maths learning dispositions through ‘math clubs’

Directory of Open Access Journals (Sweden)

Mellony Graven

2016-02-01

Full Text Available In this paper, I argue that the establishment of after-school mathematics clubs in early grades holds rich potential for supporting the development of increasingly participatory and sensemaking maths learning dispositions. Within the South African Numeracy Chair project, lead by the author, multiple after-school mathematics clubs have been set up for learners in Grades 3–6 across Eastern Cape schools. These clubs are a complementary initiative to teacher development, aimed at improving low levels of numeracy learning across the majority of schools in the province. Two sources of data, learner interviews and teacher questionnaires, from one case study club, are shared in this article to illuminate the potential such clubs hold in developing increasingly participatory mathematics learning dispositions.

Turning Negatives into Positives: The Role of an Instructional Math Course on Preservice Teachers' Math Beliefs

Science.gov (United States)

Looney, Lisa; Perry, David; Steck, Andy

2017-01-01

Teachers' beliefs about mathematics can play a role in their teaching effectiveness (Bandura, 1993). Negative attitudes toward math (e.g., math anxiety) or low self-efficacy beliefs for teaching math can act as barriers to the teaching process, impacting the achievement and math beliefs of students (Beilock, Gunderson, Ramirez, & Levine, 2010;…

Helping Students Get Past Math Anxiety

Science.gov (United States)

Scarpello, Gary

2007-01-01

Math anxiety can begin as early as the fourth grade and peaks in middle school and high school. It can be caused by past classroom experiences, parental influences, and remembering poor past math performance. Math anxiety can cause students to avoid challenging math courses and may limit their career choices. It is important for teachers, parents…

Group Activities for Math Enthusiasts

Science.gov (United States)

Holdener, J.; Milnikel, R.

2016-01-01

In this article we present three group activities designed for math students: a balloon-twisting workshop, a group proof of the irrationality of p, and a game of Math Bingo. These activities have been particularly successful in building enthusiasm for mathematics and camaraderie among math faculty and students at Kenyon College.

Everyday calculus discovering the hidden math all around us

CERN Document Server

Fernandez, Oscar E

2014-01-01

Calculus. For some of us, the word conjures up memories of ten-pound textbooks and visions of tedious abstract equations. And yet, in reality, calculus is fun, accessible, and surrounds us everywhere we go. In Everyday Calculus, Oscar Fernandez shows us how to see the math in our coffee, on the highway, and even in the night sky. Fernandez uses our everyday experiences to skillfully reveal the hidden calculus behind a typical day's events. He guides us through how math naturally emerges from simple observations-how hot coffee cools down, for example-and in discussions of over fifty familia

The Impact of MOVE IT Math(TM) and Traditional Textbook Instruction on Math Achievement Scores

Science.gov (United States)

Bennett, Angela Stephens

2010-01-01

One recommendation of government, education, and business leaders is an increased emphasis on math and science instruction in public schools. The purpose of this quantitative study using a posttest, quasi-experimental design was to determine if the Math Opportunities, Valuable Experiences, and Innovative Teaching (MOVE IT Math(TM)) program…

All Students Need Advanced Mathematics. Math Works

Science.gov (United States)

Achieve, Inc., 2013

2013-01-01

This fact sheet explains that to thrive in today's world, all students will need to graduate with very strong math skills. That can only mean one thing: advanced math courses are now essential math courses. Highlights of this paper include: (1) Advanced math equals college success; (2) Advanced math equals career opportunity; and (3) Advanced math…

Addressing the Math-Practice Gap in Elementary School: Are Tablets a Feasible Tool for Informal Math Practice?

Science.gov (United States)

Stacy, Sara T; Cartwright, Macey; Arwood, Zjanya; Canfield, James P; Kloos, Heidi

2017-01-01

Students rarely practice math outside of school requirements, which we refer to as the "math-practice gap". This gap might be the reason why students struggle with math, making it urgent to develop means by which to address it. In the current paper, we propose that math apps offer a viable solution to the math-practice gap: Online apps can provide access to a large number of problems, tied to immediate feedback, and delivered in an engaging way. To substantiate this conversation, we looked at whether tablets are sufficiently engaging to motivate children's informal math practice. Our approach was to partner with education agencies via a community-based participatory research design. The three participating education agencies serve elementary-school students from low-SES communities, allowing us to look at tablet use by children who are unlikely to have extensive access to online math enrichment programs. At the same time, the agencies differed in several structural details, including whether our intervention took place during school time, after school, or during the summer. This allowed us to shed light on tablet feasibility under different organizational constraints. Our findings show that tablet-based math practice is engaging for young children, independent of the setting, the student's age, or the math concept that was tackled. At the same time, we found that student engagement was a function of the presence of caring adults to facilitate their online math practice.

The climatic warming up (the greenhouse effect); Le rechauffement climatique (l'effet de serre)

Energy Technology Data Exchange (ETDEWEB)

Jancovici, J M; Jouzel, J [CEA Saclay, Lab. des Sciences du Climat et de l' Environnement, 91 - Gif-sur-Yvette (France); Lorius, C [Centre National de la Recherche Scientifique (CNRS), Lab. de Glaciologie et Geophysique de l' Environnement, 38 - Grenoble (France); and others

2000-05-01

Facing the environmental and biological impacts of the climatic warming up, scientists and economists organized a debate on the subject. After a theoretical presentation of the greenhouse effect and the greenhouse gases, the climatic changes are discussed and simulation of the effects are presented. The today effects and tomorrow impacts on the agriculture and the public health are also presented. A synthesis is proposed to discuss the contribution of the energy policy and of the technological progress in measures of greenhouse effect control. (A.L.B.)

The role of expressive writing in math anxiety.

Science.gov (United States)

Park, Daeun; Ramirez, Gerardo; Beilock, Sian L

2014-06-01

Math anxiety is a negative affective reaction to situations involving math. Previous work demonstrates that math anxiety can negatively impact math problem solving by creating performance-related worries that disrupt the working memory needed for the task at hand. By leveraging knowledge about the mechanism underlying the math anxiety-performance relationship, we tested the effectiveness of a short expressive writing intervention that has been shown to reduce intrusive thoughts and improve working memory availability. Students (N = 80) varying in math anxiety were asked to sit quietly (control group) prior to completing difficulty-matched math and word problems or to write about their thoughts and feelings regarding the exam they were about to take (expressive writing group). For the control group, high math-anxious individuals (HMAs) performed significantly worse on the math problems than low math-anxious students (LMAs). In the expressive writing group, however, this difference in math performance across HMAs and LMAs was significantly reduced. Among HMAs, the use of words related to anxiety, cause, and insight in their writing was positively related to math performance. Expressive writing boosts the performance of anxious students in math-testing situations. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Using Brief Guided Imagery to Reduce Math Anxiety and Improve Math Performance: A Pilot Study

Science.gov (United States)

Henslee, Amber M.; Klein, Brandi A.

2017-01-01

The objective of this study was to investigate whether brief guided imagery could provide a short-term reduction in math anxiety and improve math performance. Undergraduates (N = 581) were screened for math anxiety, and the highest and lowest quartiles were recruited to participate in a lab-based study. Participants were assigned to a brief guided…

Math and Movement: Practical Ways to Incorporate Math into Physical Education

Science.gov (United States)

Wade, Marcia

2016-01-01

Each year, physical educators are asked to incorporate even more math, language arts, science and social studies into their curriculum. The challenge is how to do this without sacrificing the essential health and life skills provided by a quality physical education program. One program, Math & Movement, is a great aid for physical educators to…

Application of drive circuit based on L298N in direct current motor speed control system

Science.gov (United States)

Yin, Liuliu; Wang, Fang; Han, Sen; Li, Yuchen; Sun, Hao; Lu, Qingjie; Yang, Cheng; Wang, Quanzhao

2016-10-01

In the experiment of researching the nanometer laser interferometer, our design of laser interferometer circuit system is up to the wireless communication technique of the 802.15.4 IEEE standard, and we use the RF TI provided by Basic to receive the data on speed control system software. The system's hardware is connected with control module and the DC motor. However, in the experiment, we found that single chip microcomputer control module is very difficult to drive the DC motor directly. The reason is that the DC motor's starting and braking current is larger than the causing current of the single chip microcomputer control module. In order to solve this problem, we add a driving module that control board can transmit PWM wave signal through I/O port to drive the DC motor, the driving circuit board can come true the function of the DC motor's positive and reversal rotation and speed adjustment. In many various driving module, the L298N module's integrated level is higher compared with other driver module. The L298N model is easy to control, it not only can control the DC motor, but also achieve motor speed control by modulating PWM wave that the control panel output. It also has the over-current protection function, when the motor lock, the L298N model can protect circuit and motor. So we use the driver module based on L298N to drive the DC motor. It is concluded that the L298N driver circuit module plays a very important role in the process of driving the DC motor in the DC motor speed control system.

Engaging Math-Avoidant College Students

Directory of Open Access Journals (Sweden)

M. Paul Latiolais

2009-07-01

Full Text Available This paper is an informal, personal account of how we, as two college teachers, became interested in math anxiety, decided to explore it amongst students at our institution in order to inform our teaching, and became convinced that the massive problem is math avoidance. We tried discussion groups, but few students attended, although those that did made useful suggestions. Thus informed, we designed an innovative course, Confronting College Mathematics as a Humanities course with the possibility of credit toward the math requirement, but it was undersubscribed in its first offering and had to be canceled. How can we get college students who avoid math to break through the barrier of math avoidance? We have now begun to explore a new approach: Second Life, where students can engage math—and quantitative literacy—virtually, and anonymously.

Gender Compatibility, Math-Gender Stereotypes, and Self-Concepts in Math and Physics

Science.gov (United States)

Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

2016-01-01

Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and…

Strategies for mitigation of global warming

DEFF Research Database (Denmark)

Meyer, Niels I

2009-01-01

The paper analyses the international negotions on climate change leading up to COP15 in Copenhagen. Supplementary policies for mitigation of global warming are proposed.......The paper analyses the international negotions on climate change leading up to COP15 in Copenhagen. Supplementary policies for mitigation of global warming are proposed....

Avoiding math on a rapid timescale: Emotional responsivity and anxious attention in math anxiety.

Science.gov (United States)

Pizzie, Rachel G; Kraemer, David J M

2017-11-01

Math anxiety (MA) is characterized by negative feelings towards mathematics, resulting in avoidance of math classes and of careers that rely on mathematical skills. Focused on a long timescale, this research may miss important cognitive and affective processes that operate moment-to-moment, changing rapid reactions even when a student simply sees a math problem. Here, using fMRI with an attentional deployment paradigm, we show that MA influences rapid spontaneous emotional and attentional responses to mathematical stimuli upon brief presentation. Critically, participants viewed but did not attempt to solve the problems. Indicating increased threat reactivity to even brief presentations of math problems, increased MA was associated with increased amygdala response during math viewing trials. Functionally and anatomically defined amygdala ROIs yielded similar results, indicating robustness of the finding. Similar to the pattern of vigilance and avoidance observed in specific phobia, behavioral results of the attentional paradigm demonstrated that MA is associated with attentional disengagement for mathematical symbols. This attentional avoidance is specific to math stimuli; when viewing negatively-valenced images, MA is correlated with attentional engagement, similar to other forms of anxiety. These results indicate that even brief exposure to mathematics triggers a neural response related to threat avoidance in highly MA individuals. Copyright © 2017 Elsevier Inc. All rights reserved.

The neurodevelopmental basis of math anxiety.

Science.gov (United States)

Young, Christina B; Wu, Sarah S; Menon, Vinod

2012-05-01

Math anxiety is a negative emotional reaction to situations involving mathematical problem solving. Math anxiety has a detrimental impact on an individual's long-term professional success, but its neurodevelopmental origins are unknown. In a functional MRI study on 7- to 9-year-old children, we showed that math anxiety was associated with hyperactivity in right amygdala regions that are important for processing negative emotions. In addition, we found that math anxiety was associated with reduced activity in posterior parietal and dorsolateral prefrontal cortex regions involved in mathematical reasoning. Multivariate classification analysis revealed distinct multivoxel activity patterns, which were independent of overall activation levels in the right amygdala. Furthermore, effective connectivity between the amygdala and ventromedial prefrontal cortex regions that regulate negative emotions was elevated in children with math anxiety. These effects were specific to math anxiety and unrelated to general anxiety, intelligence, working memory, or reading ability. Our study identified the neural correlates of math anxiety for the first time, and our findings have significant implications for its early identification and treatment.

More math into Latex

CERN Document Server

Grätzer, George

2007-01-01

For close to two decades, Math into Latex has been the standard introduction and complete reference for writing articles and books containing mathematical formulas. In this fourth edition, the reader is provided with important updates on articles and books. An important new topic is discussed: transparencies (computer projections). Key features of More Math into Latex, 4th edition: Installation instructions for PC and Mac users; An example-based, visual approach and a gentle introduction with the Short Course; A detailed exposition of multiline math formulas with a Visual Guide; A unified appr

Maintaining Students’ Involvement in a Math Lecture Using Countdown Timers

Directory of Open Access Journals (Sweden)

Ann Krizzel A. Aban

2015-12-01

Full Text Available Involving students in a lecture is an important but not an easy task that every lecturer must encourage. This task becomes even greater in a math class that is composed of eighty to a hundred sixty students. In 2007, the University of the Philippines Los Baños (UPLB started offering some of its basic math courses in lecture-recitation set-up. This shift and many other factors drove most math instructors of UPLB to widely use presentation software, such as the PowerPoint (PPT, to deliver their lectures. The non-stop use of these softwares, however, seems to have negative effects on the students when it comes to maintaining their involvement in a lecture discussion for they tend to be more passive spectators. On the other hand, adding countdown timers strategically on some parts of the discussion seems to lessen such negative effects. This study determined the effectiveness of using countdown timers in maintaining students’ involvement in a lecture of MATH 27 (Analytic Geometry and Calculus II, a course in UPLB commonly taken by sophomore students. Results show that the effectiveness of countdown timers, as perceived by the students, is independent to students’ genders and degree programs, but is dependent to the colleges where the students belong to. Also, some effects of countdown timers are significantly correlated to various data from students’ profiles. It was concluded in the study that the use of countdown timers is effective in maintaining student’s involvement in MATH 27 lectures and might also be useful in other math lecture classes

String Math 2017

CERN Document Server

The series of String-Math conferences has developed into a central event on the interface between mathematics and physics related to string theory, quantum field theory and neighboring subjects. The conference will take place from July 24-28 in the main building of Hamburg university. The String-Math conference is organised by the University of Hamburg jointly with DESY Hamburg.

Basic Maths Practice Problems For Dummies

CERN Document Server

Beveridge, Colin

2012-01-01

Fun, friendly coaching and all the practice you need to tackle maths problems with confidence and ease In his popular Basic Maths For Dummies, professional maths tutor Colin Beveridge proved that he could turn anyone - even the most maths-phobic person - into a natural-born number cruncher. In this book he supplies more of his unique brand of maths-made- easy coaching, plus 2,000 practice problems to help you master what you learn. Whether you're prepping for a numeracy test or an employability exam, thinking of returning to school, or you'd just like to be one of those know-it-alls who says

Attentional bias in math anxiety.

Science.gov (United States)

Rubinsten, Orly; Eidlin, Hili; Wohl, Hadas; Akibli, Orly

2015-01-01

Cognitive theory from the field of general anxiety suggests that the tendency to display attentional bias toward negative information results in anxiety. Accordingly, the current study aims to investigate whether attentional bias is involved in math anxiety (MA) as well (i.e., a persistent negative reaction to math). Twenty seven participants (14 with high levels of MA and 13 with low levels of MA) were presented with a novel computerized numerical version of the well established dot probe task. One of six types of prime stimuli, either math related or typically neutral, was presented on one side of a computer screen. The prime was preceded by a probe (either one or two asterisks) that appeared in either the prime or the opposite location. Participants had to discriminate probe identity (one or two asterisks). Math anxious individuals reacted faster when the probe was at the location of the numerical related stimuli. This suggests the existence of attentional bias in MA. That is, for math anxious individuals, the cognitive system selectively favored the processing of emotionally negative information (i.e., math related words). These findings suggest that attentional bias is linked to unduly intense MA symptoms.

Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and usefulness: insights from the Polish adaptation

Directory of Open Access Journals (Sweden)

Krzysztof eCipora

2015-11-01

Full Text Available Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS, known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations.We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857 was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety.The current study shows transcultural validity of math anxiety assessment with the AMAS.

Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and Usefulness: Insights from the Polish Adaptation.

Science.gov (United States)

Cipora, Krzysztof; Szczygieł, Monika; Willmes, Klaus; Nuerk, Hans-Christoph

2015-01-01

Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS), known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations. We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety. The current study shows transcultural validity of math anxiety assessment with the AMAS.

Classroom Learning Environment and Gender: Do They Explain Math Self-Efficacy, Math Outcome Expectations, and Math Interest during Early Adolescence?

Science.gov (United States)

Deacon, Mary M.

2011-01-01

Despite initiatives to increase and broaden participation in science, technology, engineering, and mathematics (STEM) fields, women remain underrepresented in STEM. While U.S. girls and women perform as well as, if not better, than boys and men in math, research results indicate that there are significant declines in girls' math self-efficacy,…

An investigation of boys’ and girls’ emotional experience of math, their math performance, and the relation between these variables

NARCIS (Netherlands)

Erturan, S; Jansen, B.

2015-01-01

GGender differences in children’s emotional experience of math, their math performance, and the relation between these variables were investigated in two studies. In Study 1, test anxiety, math anxiety, and math performance (whole-number computation) were measured in 134 children in grades 3-8 (ages

A framework for designing a research-based “maths counsellor” teacher programme

DEFF Research Database (Denmark)

Jankvist, Uffe Thomas; Niss, Mogens

2015-01-01

force” of so-called “maths counsellors”, i.e., mathematics teachers whose goal it is to help identify students with genuine learning difficulties in mathematics, investigate the nature of these difficulties, and carry out research-based interventions to assist the students in overcoming them. We present...... and discuss the various components of the programme, theoretical as well as practical, and account for how these make up a framework for designing a research-based “maths counsellor” teacher programme...

A descriptive study of high school Latino and Caucasian students' values about math, perceived math achievement and STEM career choice

Science.gov (United States)

Rodriguez Flecha, Samuel

The purpose of this study was to examine high school students' math values, perceived math achievement, and STEM career choice. Participants (N=515) were rural high school students from the U.S. Northwest. Data was collected by administering the "To Do or Not to Do:" STEM pilot survey. Most participants (n=294) were Latinos, followed by Caucasians (n=142). Fifty-three percent of the students rated their math achievement as C or below. Of high math students, 57% were male. Females were 53% of low math students. Caucasians (61%) rated themselves as high in math in a greater proportion than Latinos (39%). Latinos (58%) rated themselves as low in math in a greater proportion than Caucasians (39%). Math Values play a significant role in students' perceived math achievement. Internal math values (r =.68, R2 =.46, p =.001) influenced perceived math achievement regardless of gender (males: r =.70, R2 =.49, p =.001; females: r =.65, R2 =.43, p =.001), for Latinos (r =.66, R2 =.44, p =.001), and Caucasians (r =.72, R2 =.51, p =.001). External math values (r =.53, R2 =.28, p =.001) influenced perceived math achievement regardless of gender (males: r =.54, R2 =.30, p =.001; females: r =.49, R2 =.24, p =.001), for Latinos (r =.47, R2 =.22, p =.001), and Caucasians (r =.58, R2 =.33, p =.001). Most high-math students indicated an awareness of being good at math at around 11 years old. Low-math students said that they realized that math was difficult for them at approximately 13 years of age. The influence of parents, teachers, and peers may vary at different academic stages. Approximately half of the participants said there was not a person who had significantly impacted their career choice; only a minority said their parents and teachers were influencing them to a STEM career. Parents and teachers are the most influential relationships in students' career choice. More exposure to STEM role models and in a variety of professions is needed. Possible strategies to impact students

Static stretching vs. dynamic warm-ups: a comparison of their effects on torque and electromyography output of the quadriceps and hamstring muscles.

Science.gov (United States)

Williams, N; Coburn, J; Gillum, T

2015-11-01

The aim of this paper was to determine if two different warm-up protocols differently affect torque of the quadriceps and hamstrings, and electromyography (EMG) output of the rectus femoris (RF) and vastus lateralis (VL) when completing 30 maximal leg extensions and curls. Twenty-one healthy male (N.=8) and female (N.=13) subjects volunteered to participate in a familiarization session and three testing sessions. The three testing sessions control, dynamic, and static were completed in a counterbalanced order on non-consecutive days. First, subjects warmed-up on a treadmill for five minutes before completing six dynamic movements, six static-stretches, or no stretches. They then rested for five minutes before completing 30 maximal leg extensions and curls at a speed of 60 s-1. A significant decrease in quadriceps torque output over time was determined for the dynamic protocol when compared to the control (Phamstring torque or EMG output of the RF and VL. Short duration static-stretching has the ability to increase peak and average torque of the leg extensors, while some types of anaerobic exercise involving maximal contractions to fatigue may be hindered by performing dynamic movements as part of the warm-up.

Barron's SAT math workbook

CERN Document Server

Leff MS, Lawrence S

2016-01-01

This completely revised edition reflects all of the new questions and question types that will appear on the new SAT, scheduled to be administered in Spring 2016. Includes hundreds of revised math questions and answer explanations, math strategies, test-taking tips, and much more.

SAT math prep course

CERN Document Server

Kolby, Jeff

2011-01-01

Comprehensive Prep for SAT Math Every year, students pay 1,000 and more to test prep companies to prepare for the math section of the new SAT. Now you can get the same preparation in a book. Features: * Comprehensive Review: Twenty-three chapters provide complete review of SAT math. * Practice: Includes 164 examples and more than 500 exercises! Arranged from easy to medium to hard to very hard. * Diagnostic Test: The diagnostic test measures your strengths and weaknesses and directs you to areas you need to study more. * Performance: If your target is a 700+ score, this is the book!

Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety

Science.gov (United States)

Kulkin, Margaret

2016-01-01

Afterschool teachers who tutor students or provide homework help have a unique opportunity to help students overcome the social or emotional barriers that so often block learning. They can embrace a creative and investigative approach to math learning. Margaret Kulkin's interest in being a math attitude "myth-buster" led her to apply to…

Math Practice and Its Influence on Math Skills and Executive Functions in Adolescents with Mild to Borderline Intellectual Disability

Science.gov (United States)

Jansen, Brenda R. J.; De Lange, Eva; Van der Molen, Mariet J.

2013-01-01

Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an…

Enhancing Mathematical Communication for Virtual Math Teams

Science.gov (United States)

Stahl, Gerry; Çakir, Murat Perit; Weimar, Stephen; Weusijana, Baba Kofi; Ou, Jimmy Xiantong

2010-01-01

The Math Forum is an online resource center for pre-algebra, algebra, geometry and pre-calculus. Its Virtual Math Teams (VMT) service provides an integrated web-based environment for small teams of people to discuss math and to work collaboratively on math problems or explore interesting mathematical micro-worlds together. The VMT Project studies…

Executive Function Buffers the Association between Early Math and Later Academic Skills

Directory of Open Access Journals (Sweden)

Andrew D. Ribner

2017-05-01

Full Text Available Extensive evidence has suggested that early academic skills are a robust indicator of later academic achievement; however, there is mixed evidence of the effectiveness of intervention on academic skills in early years to improve later outcomes. As such, it is clear there are other contributing factors to the development of academic skills. The present study tests the role of executive function (EF (a construct made up of skills complicit in the achievement of goal-directed tasks in predicting 5th grade math and reading ability above and beyond math and reading ability prior to school entry, and net of other cognitive covariates including processing speed, vocabulary, and IQ. Using a longitudinal dataset of N = 1292 participants representative of rural areas in two distinctive geographical parts of the United States, the present investigation finds EF at age 5 strongly predicts 5th grade academic skills, as do cognitive covariates. Additionally, investigation of an interaction between early math ability and EF reveals the magnitude of the association between early math and later math varies as a function of early EF, such that participants who have high levels of EF can “catch up” to peers who perform better on assessments of early math ability. These results suggest EF is pivotal to the development of academic skills throughout elementary school. Implications for further research and practice are discussed.

Math-Gender Stereotypes in Elementary School Children

Science.gov (United States)

Cvencek, Dario; Meltzoff, Andrew N.; Greenwald, Anthony G.

2011-01-01

A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self-report measures assessing the association of (a) "me" with "male" (gender identity), (b) "male" with "math" (math-gender stereotype), and (c) "me" with "math" (math self-concept). Two findings emerged.…

A Rural Math, Science, and Technology Elementary School Tangled up in Global Networks of Practice

Science.gov (United States)

Carlone, Heidi B.; Kimmel, Sue; Tschida, Christina

2010-01-01

This is an ethnographic study of a newly created math, science, and technology elementary magnet school in a rural community fiercely committed to cultural preservation while facing unprecedented economic instability brought on by massive loss of manufacturing jobs. Our goal was to understand global- and community-level contexts that influenced…

An Investigation of Boys' and Girls' Emotional Experience of Math, Their Math Performance, and the Relation between These Variables

Science.gov (United States)

Erturan, Selin; Jansen, Brenda

2015-01-01

Gender differences in children's emotional experience of math, their math performance, and the relation between these variables were investigated in two studies. In Study 1, test anxiety, math anxiety, and math performance (whole-number computation) were measured in 134 children in grades 3-8 (ages 7-15 years). In Study 2, perceived math…

Effects of Math Anxiety and Perfectionism on Timed versus Untimed Math Testing in Mathematically Gifted Sixth Graders

Science.gov (United States)

Tsui, Joanne M.; Mazzocco, Michele M. M.

2006-01-01

This study was designed to examine the effects of math anxiety and perfectionism on math performance, under timed testing conditions, among mathematically gifted sixth graders. We found that participants had worse math performance during timed versus untimed testing, but this difference was statistically significant only when the timed condition…

La maison des mathématiques

CERN Document Server

Villani, Cédric; Moncorgé, Vincent

2014-01-01

Comment travaillent les mathématiciens ? C'est peut-être en se promenant dans les couloirs de la première des " maisons des mathématiques " de France, l'institut Henri Poincaré, que l'on trouvera quelques réponses. Le mathématicien Cédric Villani et le physicien Jean-Philippe Uzan nous invitent à découvrir cette discipline et ses acteurs. Au fil des pages on suit, à travers de superbes images signées du photographe Vincent Moncorgé, la façon dont se fabrique cette science qui reste souvent mystérieuse. Toutes les dimensions, scientifique, esthétique et poétique, des mathématiques sont convoquées grâce à des regards croisés : la diversité des inspirations des chercheurs, la source de leur créativité, l'imaginaire littéraire et artistique des mathématiques, la drôle de tribu des mathématiciens. Un voyage au cœur de cette " auberge espagnole " des mathématiques, campus " à la française " accueillant des centaines de chercheurs du monde entier, devenu un lieu d'émulation et d'éc...

Opportunities for Learning Math in Elementary School: Implications for SES Disparities in Procedural and Conceptual Math Skills

Science.gov (United States)

Bachman, Heather J.; Votruba-Drzal, Elizabeth; El Nokali, Nermeen E.; Castle Heatly, Melissa

2015-01-01

The present study examined whether multiple opportunities to learn math were associated with smaller socioeconomic status (SES) disparities in fifth-grade math achievement using data from the NICHD Study of Early Child Care and Youth Development (SECCYD; N = 1,364). High amounts of procedural math instruction were associated with higher…

Developmental Math Programs in California Community College: An Analysis of Math Boot Camp at Cosumnes River College

Science.gov (United States)

Powell, Torence J.

2017-01-01

The California Community College system, as an open access institution, is tasked with helping students who possess math skills far below college-level complete math course requirements for obtaining an associate degree or transfer to a university. Colleges have created various developmental math programs to achieve this mission; this paper…

Math anxiety and exposure to statistics in messages about genetically modified foods: effects of numeracy, math self-efficacy, and form of presentation.

Science.gov (United States)

Silk, Kami J; Parrott, Roxanne L

2014-01-01

Health risks are often communicated to the lay public in statistical formats even though low math skills, or innumeracy, have been found to be prevalent among lay individuals. Although numeracy has been a topic of much research investigation, the role of math self-efficacy and math anxiety on health and risk communication processing has received scant attention from health communication researchers. To advance theoretical and applied understanding regarding health message processing, the authors consider the role of math anxiety, including the effects of math self-efficacy, numeracy, and form of presenting statistics on math anxiety, and the potential effects for comprehension, yielding, and behavioral intentions. The authors also examine math anxiety in a health risk context through an evaluation of the effects of exposure to a message about genetically modified foods on levels of math anxiety. Participants (N = 323) were randomly assigned to read a message that varied the presentation of statistical evidence about potential risks associated with genetically modified foods. Findings reveal that exposure increased levels of math anxiety, with increases in math anxiety limiting yielding. Moreover, math anxiety impaired comprehension but was mediated by perceivers' math confidence and skills. Last, math anxiety facilitated behavioral intentions. Participants who received a text-based message with percentages were more likely to yield than participants who received either a bar graph with percentages or a combined form. Implications are discussed as they relate to math competence and its role in processing health and risk messages.

MATH77 - A LIBRARY OF MATHEMATICAL SUBPROGRAMS FOR FORTRAN 77, RELEASE 4.0

Science.gov (United States)

Lawson, C. L.

1994-01-01

MATH77 is a high quality library of ANSI FORTRAN 77 subprograms implementing contemporary algorithms for the basic computational processes of science and engineering. The portability of MATH77 meets the needs of present-day scientists and engineers who typically use a variety of computing environments. Release 4.0 of MATH77 contains 454 user-callable and 136 lower-level subprograms. Usage of the user-callable subprograms is described in 69 sections of the 416 page users' manual. The topics covered by MATH77 are indicated by the following list of chapter titles in the users' manual: Mathematical Functions, Pseudo-random Number Generation, Linear Systems of Equations and Linear Least Squares, Matrix Eigenvalues and Eigenvectors, Matrix Vector Utilities, Nonlinear Equation Solving, Curve Fitting, Table Look-Up and Interpolation, Definite Integrals (Quadrature), Ordinary Differential Equations, Minimization, Polynomial Rootfinding, Finite Fourier Transforms, Special Arithmetic , Sorting, Library Utilities, Character-based Graphics, and Statistics. Besides subprograms that are adaptations of public domain software, MATH77 contains a number of unique packages developed by the authors of MATH77. Instances of the latter type include (1) adaptive quadrature, allowing for exceptional generality in multidimensional cases, (2) the ordinary differential equations solver used in spacecraft trajectory computation for JPL missions, (3) univariate and multivariate table look-up and interpolation, allowing for "ragged" tables, and providing error estimates, and (4) univariate and multivariate derivative-propagation arithmetic. MATH77 release 4.0 is a subroutine library which has been carefully designed to be usable on any computer system that supports the full ANSI standard FORTRAN 77 language. It has been successfully implemented on a CRAY Y/MP computer running UNICOS, a UNISYS 1100 computer running EXEC 8, a DEC VAX series computer running VMS, a Sun4 series computer running Sun

Les grands problèmes mathématiques ils orientent l'avenir des maths

CERN Document Server

2012-01-01

Les mathématiques ont leurs sept merveilles ! Il s’agit des sept problèmes du millénaire, mis à prix à un million de dollars chacun par l’Institut Clay de mathématiques en 2000. Mais l’intelligence des mathématiciens est aussi mise à l’épreuve par bien d’autres problèmes, tels ceux de Hilbert. Découvrez dans ce numéro comment ces énigmes orientent l’avenir de la discipline ouvrant la voie à de nouvelles connaissances fondamentales.

Reduction of Harmful Emissions During Start and Warming Up of the Engine

Science.gov (United States)

Volkov, N.; Chainikov, D.

2018-01-01

The question of decrease in harmful emissions when idling of a truck engine in the conditions of low temperatures is considered. The implementation of the thermogenerator for a power supply of electrical elements is offered in a design of the self-powered heater. The principle of the device operation is based on a thermoelectric effect at which there is heat absorption and thermo-EMF emergence. In a consequence of this process electricity is produced. The exhaust gases of the self-powered heater are the source of the absorbed heat and act as fuel for the thermogenerator. It allows developing energy for a power supply of electrical elements of the heater. It gives the chance not to start the engine for warming up during the long parking, thereby reducing harmful emissions.

Math starters 5- to 10-minute activities aligned with the common core math standards, grades 6-12

CERN Document Server

Muschla, Judith A; Muschla, Erin

2013-01-01

A revised edition of the bestselling activities guide for math teachers Now updated with new math activities for computers and mobile devices-and now organized by the Common Core State Standards-this book includes more than 650 ready-to-use math starter activities that get kids quickly focused and working as soon as they enter the classroom. Ideally suited for any math curriculum, these high-interest problems spark involvement in the day's lesson, help students build skills, and allow teachers to handle daily management tasks without wasting valuable instructional time. A newly updated edit

Listening to Music during Warming-Up Counteracts the Negative Effects of Ramadan Observance on Short-Term Maximal Performance

Science.gov (United States)

Baklouti, Hana; Chtourou, Hamdi; Driss, Tarak; Chaouachi, Anis; Chamari, Karim; Souissi, Nizar

2015-01-01

Aim The aim of the present study was to examine whether listening to music during warming-up might influence short-term maximal performance (STMP), cognitive anxiety, self-confidence, and enjoyment during Ramadan, and whether these affects might predict STMP. Methods Nine male physical education students (age: 21 ± 1.1 years; height: 1.8 ± 0.04 m; body mass: 83 ± 5 kg) volunteered to participate in the present study. A within-subjects design consisted of four experimental sessions: Two sessions occurred one week before Ramadan and two others took place during Ramadan. They were scheduled at 5 p.m. and were conducted as follows: After a 10-minute warm-up either with or without listening to music, each participant performed a 5-m multiple shuttle run test, after which he was asked to answer items intended to assess his affective state during the experimental task. Results Our findings revealed that STMP was lower during Ramadan than before Ramadan in the no-music condition. Additionally, it was found that STMP was higher in the music condition than in the no-music condition during Ramadan, and that STMP measured before Ramadan did not differ from that measured during Ramadan in the music condition. Regarding affects, the findings revealed that enjoyment was lower during Ramadan than before Ramadan in the music condition, and that cognitive anxiety was lower in the music condition than in the no-music condition before Ramadan. Self-confidence was not influenced by the experimental conditions. Conclusion This study showed that listening to music during warming-up not only would be beneficial for STMP in Ramadan fasters, but also would counteract the negative effects of Ramadan observance on STMP. PMID:26301508

Unipedal Postural Balance and Countermovement Jumps After a Warm-up and Plyometric Training Session: A Randomized Controlled Trial.

Science.gov (United States)

Romero-Franco, Natalia; Jiménez-Reyes, Pedro

2015-11-01

The purpose of this study was to analyze the immediate effects of a plyometric training protocol on unipedal postural balance and countermovement jumps. In addition, we analyzed the effects of a warm-up on these parameters. Thirty-two amateur male sprinters (24.9 ± 4.1 years; 72.3 ± 10.7 kg; 1.78 ± 0.05 m; 22.6 ± 3.3 kg·m) were randomly sorted into a control group (n = 16) (they did not perform any physical activity) and a plyometric training group (n = 16) (they performed a 15-minute warm-up and a high-intensity plyometric protocol consisting of 10 sets of 15 vertical jumps). Before and after the warm-up, and immediately after and 5 minutes after the plyometric protocol, all athletes indicated the perceived exertion on calf and quad regions on a scale from 0 (no exertion) to 10 (maximum exertion). They also carried out a maximum countermovement jump and a unipedal postural balance test (athletes would remain as still as possible for 15 seconds in a left leg and right leg support stance). Results showed that, in the plyometric group, length and velocity of center-of-pressure movement in right leg support stance increased compared with baseline (p = 0.001 and p = 0.004, respectively) and to the control group (p = 0.035 and p = 0.029, respectively) immediately after the plyometric protocol. In addition, the countermovement jump height decreased right after the plyometric protocol (p unipedal postural balance remained unaltered. As a conclusion, high-intensity plyometric exercises blunt unipedal postural balance and countermovement jump performance. The deterioration lasts at least 5 minutes, which may influence future exercises in the training session. Coaches should plan the training routine according to the immediate effects of plyometry on postural balance and vertical jumps, which play a role in injury prevention and sports performance.

The climatic warming up (the greenhouse effect); Le rechauffement climatique (l'effet de serre)

Energy Technology Data Exchange (ETDEWEB)

Jancovici, J.M.; Jouzel, J. [CEA Saclay, Lab. des Sciences du Climat et de l' Environnement, 91 - Gif-sur-Yvette (France); Lorius, C. [Centre National de la Recherche Scientifique (CNRS), Lab. de Glaciologie et Geophysique de l' Environnement, 38 - Grenoble (France)] [and others

2000-05-01

Facing the environmental and biological impacts of the climatic warming up, scientists and economists organized a debate on the subject. After a theoretical presentation of the greenhouse effect and the greenhouse gases, the climatic changes are discussed and simulation of the effects are presented. The today effects and tomorrow impacts on the agriculture and the public health are also presented. A synthesis is proposed to discuss the contribution of the energy policy and of the technological progress in measures of greenhouse effect control. (A.L.B.)

46 CFR 298.15 - Investigation fee.

Science.gov (United States)

2010-10-01

... Eligibility § 298.15 Investigation fee. (a) In general. Before we issue a Letter Commitment, you shall pay us... security, Vessel inspection during construction, reconstruction, or reconditioning (where applicable) and... percent on all Obligations to be issued in excess of $10,000,000. (c) Credit for filing fee. You will...

Selection of option of pregame warm-up in handball taking into account features of force of the nervous system of sportsmen

Directory of Open Access Journals (Sweden)

Helen Gant

2016-06-01

Full Text Available Purpose: to develop recommendations about the organization of warm-up for handball players of 13–14 years old taking into account force of the nervous system (NS of players. Material & Methods: 28 handball players of 13–14 years old of Kharkov and Ternovka took part in the research; methods were used: analysis of scientific and methodical literature, technique of "Tapping-test". Results: need of the search of new ways of the increase of efficiency of the competitive activity of young handball players is proved theoretically. Psychological characteristics of handball players of 13–14 years old with a different force of the nervous system are provided. Practical recommendations about the organization of pregame warm-up of handball players of 13–14 years old taking into account force of nervous system of sportsmen are developed. Conclusions: handball players of 13–14 years old can be divided into five groups, concerning force of their nervous system by the results of the conducted research: strong NS (28,57%, average (21,43%, weak (17,86% and average and weak (14,29%, average and strong (17,86%. Recommendations about the organization and carrying out pregame warm-up of handball players of 13–14 years old, taking into account force of the nervous system of sportsmen were developed, considering the results of the psychological research of sportsmen.

Choke or thrive? The relation between salivary cortisol and math performance depends on individual differences in working memory and math-anxiety.

Science.gov (United States)

Mattarella-Micke, Andrew; Mateo, Jill; Kozak, Megan N; Foster, Katherine; Beilock, Sian L

2011-08-01

In the current study, we explored how a person's physiological arousal relates to their performance in a challenging math situation as a function of individual differences in working memory (WM) capacity and math-anxiety. Participants completed demanding math problems before and after which salivary cortisol, an index of arousal, was measured. The performance of lower WM individuals did not depend on cortisol concentration or math-anxiety. For higher WM individuals high in math-anxiety, the higher their concentration of salivary cortisol following the math task, the worse their performance. In contrast, for higher WM individuals lower in math-anxiety, the higher their salivary cortisol concentrations, the better their performance. For individuals who have the capacity to perform at a high-level (higher WMs), whether physiological arousal will lead an individual to choke or thrive depends on math-anxiety. 2011 APA, all rights reserved

Efficacy of the FIFA 11+ Warm-Up Programme in Male Youth Football: A Cluster Randomised Controlled Trial

Directory of Open Access Journals (Sweden)

Oluwatoyosi B. A. Owoeye

2014-06-01

Full Text Available The FIFA 11+ is a structured warm-up programme specially designed to prevent injuries among football players from age 14 years and above. However, studies to prove its efficacy are generally few and it is yet to be tested in male youth footballers and among African players. The purpose of the study was to examine the efficacy of the FIFA 11+ programme in reducing the risk of injuries among male youth football players of the Lagos Junior League. A cluster randomised controlled trial was conducted. All the 20 teams (414 players aged 14 -19 years in the Premier League division were block-randomised into either an intervention (INT or a control (CON group. The INT group performed the FIFA 11+ exercises as warm-up during training sessions and the CON group performed usual warm-up. Participating teams were prospectively followed through an entire league season of 6 months in which they were visited every week to assess injured players for time-loss injuries in both groups. The primary outcomes were any injury to the players, injuries by type of exposure and injuries specific to the lower extremities. The secondary outcomes were injuries reported by body location, aetiology, mechanism and severity. In total, 130 injuries were recorded affecting 104 (25% of the 416 players. Team and player compliance with the INT was 60% and 74% respectively. Based on the primary outcome measures of the study, the FIFA 11+ programme significantly reduced the overall rate of injury in the INT group by 41% [RR = 0.59 (95% CI: 0.40 – 0.86; p = 0.006] and all lower extremity injuries by 48% [RR = 0.52 (95% CI: 0.34 – 0.82; p = 0.004]. However, the rate of injury reduction based on secondary outcomes mostly did not reach the level of statistical significance. The FIFA 11+ programme is effective in reducing the rates of injuries in male youth football players.

An Annotated Math Lab Inventory.

Science.gov (United States)

Schussheim, Joan Yares

1980-01-01

A listing of mathematics laboratory material is organized as follows: learning kits, tape programs, manipulative learning materials, publications, math games, math lab library, and an alphabetized listing of publishers and/or companies offering materials. (MP)

Culture and math.

Science.gov (United States)

Tcheang, Lili

2014-01-01

Cultural differences have been shown across a number of different cognitive domains from vision, language, and music. Mathematical cognition is another domain that is an integral part of modern society and because there are a fixed number of ways in which many math operations can be performed, it is also an apposite tool for cultural comparisons. This discussion examines the literature on mathematical processing in accordance with culture, summarizing the brain regions involved across various mathematical tasks. In doing so, we provide a clear picture of the anatomical similarities and differences between cultures when performing different math tasks. This information is useful to explore the possibility of enhancement of mathematical skills, where different strategies may be applicable in accordance with culture. It also contributes to the evolutionary development of different math skills and the growing theory that anatomical and behavioral studies must account for the cultural identity of their sample.

Trajectories of Self-Perceived Math Ability, Utility Value and Interest across Middle School as Predictors of High School Math Performance

Science.gov (United States)

Petersen, Jennifer Lee; Hyde, Janet Shibley

2017-01-01

Although many studies have documented developmental change in mathematics motivation, little is known about how these trends predict math performance. A sample of 288 participants from the United States reported their perceived math ability, math utility value and math interest in 5th, 7th and 9th grades. Latent growth curve models estimated…

Neural correlates of math anxiety - an overview and implications.

Science.gov (United States)

Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph

2015-01-01

Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i) math anxiety elicits emotion- and pain-related activation during and before math activities, (ii) that the negative emotional response to math anxiety impairs processing efficiency, and (iii) that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms, and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet.

Enhancing Mathematical Communication for Virtual Math Teams

Directory of Open Access Journals (Sweden)

Gerry Stahl

2010-06-01

Full Text Available The Math Forum is an online resource center for pre-algebra, algebra, geometry and pre-calculus. Its Virtual Math Teams (VMT service provides an integrated web-based environment for small teams of people to discuss math and to work collaboratively on math problems or explore interesting mathematical micro-worlds together. The VMT Project studies the online math discourse that takes place during sessions of virtual math teams working on open-ended problem-solving tasks. In particular, it investigates methods of group cognition that are employed by teams in this setting. The VMT environment currently integrates social networking, synchronous text chat, a shared whiteboard for drawing, web browsers and an asynchronous wiki for exchanging findings within the larger community. A simple version of MathML is supported in the whiteboard, chat and wiki for displaying mathematical expressions. The VMT Project is currently integrating the dynamic mathematics application, GeoGebra, into its collaboration environment. This will create a multi-user version of GeoGebra, which can be used in concert with the chat, web browsers, curricular topics and wiki repository.

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety.

Science.gov (United States)

Shi, Zhan; Liu, Peiru

2016-01-01

Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters) over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed.

The Contribution of the Dyadic Parent-Child Interaction Coding System (DPICS) Warm-Up Segments in Assessing Parent-Child Interactions

Science.gov (United States)

Shanley, Jenelle R.; Niec, Larissa N.

2011-01-01

This study evaluated the inclusion of uncoded segments in the Dyadic Parent-Child Interaction Coding System, an analogue observation of parent-child interactions. The relationships between warm-up and coded segments were assessed, as well as the segments' associations with parent ratings of parent and child behaviors. Sixty-nine non-referred…

Math Tracks: What Pace in Math Is Best for the Middle School Child?

Science.gov (United States)

Morrison, Michelle

2011-01-01

Mathematics is a critical part of academic preparation of the middle school child, or, as Dr. Maria Montessori would refer to them, children in the third plane of development. Montessori educators are sincere in their endeavors not only to prepare young students for further studies of math and the application of math in their world and careers,…

Literacy Specialists in Math Class! Closing the Achievement Gap on State Math Assessments

Science.gov (United States)

DiGisi, Lori L.; Fleming, Dianne

2005-01-01

Sixth and eighth grade students who are English language learners must be able to read and interpret 39 math word problems in order to successfully calculate the answers on the Massachusetts state math assessment (MCAS). The first year that MCAS was administered, many ELL students read the questions, found them confusing, and left them blank,…

Math practice and its influence on math skills and executive functions in adolescents with mild to borderline intellectual disability

NARCIS (Netherlands)

Jansen, B.R.J.; Lange, E.; van der Molen, M.J.

2013-01-01

Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety.

Directory of Open Access Journals (Sweden)

Zhan Shi

Full Text Available Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed.

The Sum of All Fears: The Effects of Math Anxiety on Math Achievement in Fifth Grade Students and the Implications for School Counselors

Science.gov (United States)

Ruff, Sarah E.; Boes, Susan R.

2014-01-01

Low math achievement is a recurring weakness in many students. Math anxiety is a persistent and significant theme to math avoidance and low achievement. Causes for math anxiety include social, cognitive, and academic factors. Interventions to reduce math anxiety are limited as they exclude the expert skills of professional school counselors to…

Students as Math Level Designers

DEFF Research Database (Denmark)

Jensen, Erik Ottar; Hanghøj, Thorkild; Schoenau-Fog, Henrik

The short paper presents preliminary findings from a pilot study on how students become motivated through design of learning games in math. The research is carried out in a Danish public school with two classes of 5th graders (N = 42 students). Over the course of two weeks, the students work...... with a design template for a runner game in the Unity 3D game design engine. The students are introduced to the concept of “flow” (Csikszentmihalyi, 1991) as a game design principle and are asked to design levels for a math runner game, which are both engaging as well as a meaningful way of learning math....... In this way, the students are positioned as “math level designers”, which means that they both have to redesign the difficulty of the runner game as well as the difficulty of the mathematical questions and possible answers....

Math you can really use--every day

CERN Document Server

Herzog, David Alan

2007-01-01

Math You Can Really Use--Every Day skips mind-numbing theory and tiresome drills and gets right down to basic math that helps you do real-world stuff like figuring how much to tip, getting the best deals shopping, computing your gas mileage, and more. This is not your typical, dry math textbook. With a comfortable, easygoing approach, it: Covers math you''ll need for balancing your checkbook, choosing or managing credit cards, comparing options for mortgages, insurance, and investments, and moreIncludes the basics on fractions, decimals, percentages, measurements, and geometric mathClues you in on simple shortcutsIncludes examples plus pop quizzes with answers to help you solidify your understanding Features tear-out guides you can take with you for tipping and converting measurements Want to know how much 20% off is in dollars and cents? Want to figure out how much gas is going to cost for your road trip? This is the math book you''ll really use!

Identifying Maths Anxiety in Student Nurses and Focusing Remedial Work

Science.gov (United States)

Bull, Heather

2009-01-01

Maths anxiety interferes with maths cognition and thereby increases the risk of maths errors. To initiate strategies for preventing anxiety-related errors progressing into nursing practice, this study explored the hypothesis that student nurses experience high maths anxiety in association with poor maths performance, and that high maths anxiety is…

The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness

Science.gov (United States)

Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal

2016-01-01

To raise math success rates in middle school, many schools and districts have implemented summer math programs designed to improve student preparation for algebra content in grade 8. However, little is known about the effectiveness of these programs. While students who participate typically experience learning gains, there is little rigorous…

Cognitive consistency and math-gender stereotypes in Singaporean children.

Science.gov (United States)

Cvencek, Dario; Meltzoff, Andrew N; Kapur, Manu

2014-01-01

In social psychology, cognitive consistency is a powerful principle for organizing psychological concepts. There have been few tests of cognitive consistency in children and no research about cognitive consistency in children from Asian cultures, who pose an interesting developmental case. A sample of 172 Singaporean elementary school children completed implicit and explicit measures of math-gender stereotype (male=math), gender identity (me=male), and math self-concept (me=math). Results showed strong evidence for cognitive consistency; the strength of children's math-gender stereotypes, together with their gender identity, significantly predicted their math self-concepts. Cognitive consistency may be culturally universal and a key mechanism for developmental change in social cognition. We also discovered that Singaporean children's math-gender stereotypes increased as a function of age and that boys identified with math more strongly than did girls despite Singaporean girls' excelling in math. The results reveal both cultural universals and cultural variation in developing social cognition. Copyright © 2013 Elsevier Inc. All rights reserved.

Math anxiety in Thai early adolescents: a cognitive-behavioral perspective.

Science.gov (United States)

Wangsiriwech, Tawatchai; Pisitsungkagarn, Kullaya; Jarukasemthawee, Somboon

2017-08-29

With its high prevalence and debilitating impact on students, math anxiety is well studied within the educational context. However, the problem has yet to be examined from the psychological perspective, which is necessary in order to produce a more comprehensive perspective and to pave the way for therapeutic intervention. The current study, therefore, was conducted to identify cognitive and behavioral factors relevant to the occurrence and maintenance of math anxiety. Data were collected from 300 grade 9 students (150 females and 150 males) from public and private schools in Bangkok, Thailand. Participants responded to the measures of math anxiety, negative math beliefs, negative math appraisals and math avoidance. Structural equation modeling was conducted. Model fit indices obtained consistently suggested the good fitness of the model to the data [e.g. χ2/df = 0.42, root mean square error of approximation (RMSEA) = 0.00]. Negative math beliefs, negative math appraisals and math avoidance had a significant direct effect on math anxiety. Additionally, the indirect effect of negative math appraisal was observed between negative math beliefs and math anxiety. In summary, the proposed model accounted for 84.5% of the variance in the anxiety. The findings are discussed with particular focus on implications for therapeutic intervention for math anxiety.

Avoidance temperament and social-evaluative threat in college students' math performance: a mediation model of math and test anxiety.

Science.gov (United States)

Liew, Jeffrey; Lench, Heather C; Kao, Grace; Yeh, Yu-Chen; Kwok, Oi-man

2014-01-01

Standardized testing has become a common form of student evaluation with high stakes, and limited research exists on understanding the roles of students' personality traits and social-evaluative threat on their academic performance. This study examined the roles of avoidance temperament (i.e., fear and behavioral inhibition) and evaluative threat (i.e., fear of failure and being viewed as unintelligent) in standardized math test and course grades in college students. Undergraduate students (N=184) from a large public university were assessed on temperamental fear and behavioral inhibition. They were then given 15 minutes to complete a standardized math test. After the test, students provided data on evaluative threat and their math performance (scores on standardized college entrance exam and average grades in college math courses). Results indicate that avoidance temperament was linked to social-evaluative threat and low standardized math test scores. Furthermore, evaluative threat mediated the influence of avoidance temperament on both types of math performance. Results have educational and clinical implications, particularly for students at risk for test anxiety and underperformance. Interventions targeting emotion regulation and stress management skills may help individuals reduce their math and test anxieties.

The effect of a preoperative warm-up with a custom-made Nintendo video game on the performance of laparoscopic surgeons

NARCIS (Netherlands)

Jalink, M. B.; Heineman, E.; Pierie, J. P. E. N.; Hoedemaker, H. O. ten Cate

It has previously been shown that short, pre-operative practice with a simulator, box trainer, or certain video games can temporarily improve one's basic laparoscopic skills; the so-called warm-up effect. In this experiment, we tested the hypothesis that Underground video game made for training

Evaluation of the MIND Research Institute's Spatial-Temporal Math (ST Math) Program in California

Science.gov (United States)

Wendt, Staci; Rice, John; Nakamoto, Jonathan

2014-01-01

The MIND Research Institute contracted with the Evaluation Research Program at WestEd to conduct an independent assessment of mathematics outcomes in elementary school grades across California that were provided with the ST Math program. Spatial-Temporal (ST) Math is a game-based instructional software designed to boost K-5 and secondary-level…

Math anxiety differentially affects WAIS-IV arithmetic performance in undergraduates.

Science.gov (United States)

Buelow, Melissa T; Frakey, Laura L

2013-06-01

Previous research has shown that math anxiety can influence the math performance level; however, to date, it is unknown whether math anxiety influences performance on working memory tasks during neuropsychological evaluation. In the present study, 172 undergraduate students completed measures of math achievement (the Math Computation subtest from the Wide Range Achievement Test-IV), math anxiety (the Math Anxiety Rating Scale-Revised), general test anxiety (from the Adult Manifest Anxiety Scale-College version), and the three Working Memory Index tasks from the Wechsler Adult Intelligence Scale-IV Edition (WAIS-IV; Digit Span [DS], Arithmetic, Letter-Number Sequencing [LNS]). Results indicated that math anxiety predicted performance on Arithmetic, but not DS or LNS, above and beyond the effects of gender, general test anxiety, and math performance level. Our findings suggest that math anxiety can negatively influence WAIS-IV working memory subtest scores. Implications for clinical practice include the utilization of LNS in individuals expressing high math anxiety.

The effectiveness of neuromuscular warm-up strategies, that require no additional equipment, for preventing lower limb injuries during sports participation: a systematic review.

Science.gov (United States)

Herman, Katherine; Barton, Christian; Malliaras, Peter; Morrissey, Dylan

2012-07-19

Lower limb injuries in sport are increasingly prevalent and responsible for large economic as well as personal burdens. In this review we seek to determine which easily implemented functional neuromuscular warm-up strategies are effective in preventing lower limb injuries during sports participation and in which sporting groups they are effective. Seven electronic databases were searched from inception to January 2012 for studies investigating neuromuscular warm-up strategies and injury prevention. The quality of each included study was evaluated using a modified version of the van Tulder scale. Data were extracted from each study and used to calculate the risk of injury following application of each evaluated strategy. Nine studies were identified including six randomized controlled trials (RCT) and three controlled clinical trials (CCT). Heterogeneity in study design and warm-up strategies prevented pooling of results. Two studies investigated male and female participants, while the remaining seven investigated women only. Risk Ratio (RR) statistics indicated 'The 11+' prevention strategy significantly reduces overall (RR 0.67, confidence interval (CI) 0.54 to 0.84) and overuse (RR 0.45, CI 0.28 to 0.71) lower limb injuries as well as knee (RR 0.48, CI 0.32 to 0.72) injuries among young amateur female footballers. The 'Knee Injury Prevention Program' (KIPP) significantly reduced the risk of noncontact lower limb (RR 0.5, CI 0.33 to 0.76) and overuse (RR 0.44, CI 0.22 to 0.86) injuries in young amateur female football and basketball players. The 'Prevent Injury and Enhance Performance' (PEP) strategy reduces the incidence of anterior cruciate ligament (ACL) injuries (RR 0.18, CI 0.08 to 0.42). The 'HarmoKnee' programme reduces the risk of knee injuries (RR 0.22, CI 0.06 to 0.76) in teenage female footballers. The 'Anterior Knee Pain Prevention Training Programme' (AKP PTP) significantly reduces the incidence of anterior knee pain (RR 0.27, CI 0.14 to 0.54) in

The effectiveness of neuromuscular warm-up strategies, that require no additional equipment, for preventing lower limb injuries during sports participation: a systematic review

Directory of Open Access Journals (Sweden)

Herman Katherine

2012-07-01

Full Text Available Abstract Background Lower limb injuries in sport are increasingly prevalent and responsible for large economic as well as personal burdens. In this review we seek to determine which easily implemented functional neuromuscular warm-up strategies are effective in preventing lower limb injuries during sports participation and in which sporting groups they are effective. Methods Seven electronic databases were searched from inception to January 2012 for studies investigating neuromuscular warm-up strategies and injury prevention. The quality of each included study was evaluated using a modified version of the van Tulder scale. Data were extracted from each study and used to calculate the risk of injury following application of each evaluated strategy. Results Nine studies were identified including six randomized controlled trials (RCT and three controlled clinical trials (CCT. Heterogeneity in study design and warm-up strategies prevented pooling of results. Two studies investigated male and female participants, while the remaining seven investigated women only. Risk Ratio (RR statistics indicated 'The 11+' prevention strategy significantly reduces overall (RR 0.67, confidence interval (CI 0.54 to 0.84 and overuse (RR 0.45, CI 0.28 to 0.71 lower limb injuries as well as knee (RR 0.48, CI 0.32 to 0.72 injuries among young amateur female footballers. The 'Knee Injury Prevention Program' (KIPP significantly reduced the risk of noncontact lower limb (RR 0.5, CI 0.33 to 0.76 and overuse (RR 0.44, CI 0.22 to 0.86 injuries in young amateur female football and basketball players. The 'Prevent Injury and Enhance Performance' (PEP strategy reduces the incidence of anterior cruciate ligament (ACL injuries (RR 0.18, CI 0.08 to 0.42. The 'HarmoKnee' programme reduces the risk of knee injuries (RR 0.22, CI 0.06 to 0.76 in teenage female footballers. The 'Anterior Knee Pain Prevention Training Programme' (AKP PTP significantly reduces the incidence of anterior

Spatial but not temporal numerosity thresholds correlate with formal math skills in children.

Science.gov (United States)

Anobile, Giovanni; Arrighi, Roberto; Castaldi, Elisa; Grassi, Eleonora; Pedonese, Lara; Moscoso, Paula A M; Burr, David C

2018-03-01

Humans and other animals are able to make rough estimations of quantities using what has been termed the approximate number system (ANS). Much evidence suggests that sensitivity to numerosity correlates with symbolic math capacity, leading to the suggestion that the ANS may serve as a start-up tool to develop symbolic math. Many experiments have demonstrated that numerosity perception transcends the sensory modality of stimuli and their presentation format (sequential or simultaneous), but it remains an open question whether the relationship between numerosity and math generalizes over stimulus format and modality. Here we measured precision for estimating the numerosity of clouds of dots and sequences of flashes or clicks, as well as for paired comparisons of the numerosity of clouds of dots. Our results show that in children, formal math abilities correlate positively with sensitivity for estimation and paired-comparisons of the numerosity of visual arrays of dots. However, precision of numerosity estimation for sequences of flashes or sounds did not correlate with math, although sensitivities in all estimations tasks (for sequential or simultaneous stimuli) were strongly correlated with each other. In adults, we found no significant correlations between math scores and sensitivity to any of the psychophysical tasks. Taken together these results support the existence of a generalized number sense, and go on to demonstrate an intrinsic link between mathematics and perception of spatial, but not temporal numerosity. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Saxon Math. What Works Clearinghouse Intervention Report

Science.gov (United States)

What Works Clearinghouse, 2017

2017-01-01

"Saxon Math" is a curriculum for students in grades K-12. The amount of new math content students receive each day is limited and students practice concepts every day. New concepts are developed, reviewed, and practiced cumulatively rather than in discrete chapters or units. This review focuses on studies of "Saxon Math"'s…

Investigating Validity of Math 105 as Prerequisite to Math 201 among Undergraduate Students, Nigeria

Science.gov (United States)

Zakariya, Yusuf F.

2016-01-01

In this study, the author examined the validity of MATH 105 as a prerequisite to MATH 201. The data for this study was extracted directly from the examination results logic of the university. Descriptive statistics in form of correlations and linear regressions were used to analyze the obtained data. Three research questions were formulated and…

Math Education at a Crossroads

DEFF Research Database (Denmark)

Markvorsen, Steen

With an enrollment of 550 students once a year the first year course Math1 at the Technical University of Denmark is one of the largest courses at university level in Denmark. Since its re-formation 6 years ago a number of interesting valuable assets concerning undergraduate math education...

From Mxit to Dr Math

CSIR Research Space (South Africa)

Botha, Adèle

2013-02-01

Full Text Available In 2007, Laurie Butgereit, a researcher at the CSIR Meraka Institute, started to use Mxit as a communication channel to tutor her son in mathematics. Her son and a number of his friends logged in, and Dr Math was born. At the inception of Dr Math...

Math Branding in a Community College Library

Science.gov (United States)

Brantz, Malcolm; Sadowski, Edward B.

2010-01-01

As a strategy to promote the Arapahoe Community College Library's collections and services, the Library undertook to brand itself as a math resource center. In promoting one area of expertise, math was selected to help address the problem of a large portion of high school graduates' inability to work at college-level math. A "Math…

Mathematical learning instruction and teacher motivation factors affecting science technology engineering and math (STEM) major choices in 4-year colleges and universities: Multilevel structural equation modeling

Science.gov (United States)

Lee, Ahlam

2011-12-01

Using the Educational Longitudinal Study of 2002/06, this study examined the effects of the selected mathematical learning and teacher motivation factors on graduates' science, technology, engineering, and math (STEM) related major choices in 4-year colleges and universities, as mediated by math performance and math self-efficacy. Using multilevel structural equation modeling, I analyzed: (1) the association between mathematical learning instruction factors (i.e., computer, individual, and lecture-based learning activities in mathematics) and students' STEM major choices in 4-year colleges and universities as mediated by math performance and math self-efficacy and (2) the association between school factor, teacher motivation and students' STEM major choices in 4-year colleges and universities via mediators of math performance and math self-efficacy. The results revealed that among the selected learning experience factors, computer-based learning activities in math classrooms yielded the most positive effects on math self-efficacy, which significantly predicted the increase in the proportion of students' STEM major choice as mediated by math self-efficacy. Further, when controlling for base-year math Item Response Theory (IRT) scores, a positive relationship between individual-based learning activities in math classrooms and the first follow-up math IRT scores emerged, which related to the high proportion of students' STEM major choices. The results also indicated that individual and lecture-based learning activities in math yielded positive effects on math self-efficacy, which related to STEM major choice. Concerning between-school levels, teacher motivation yielded positive effects on the first follow up math IRT score, when controlling for base year IRT score. The results from this study inform educators, parents, and policy makers on how mathematics instruction can improve student math performance and encourage more students to prepare for STEM careers. Students

Neural correlates of math anxiety – an overview and implications

Science.gov (United States)

Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph

2015-01-01

Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i) math anxiety elicits emotion- and pain-related activation during and before math activities, (ii) that the negative emotional response to math anxiety impairs processing efficiency, and (iii) that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms, and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet. PMID:26388824

Neural correlates of math anxiety – An overview and implications

Directory of Open Access Journals (Sweden)

Christina eArtemenko

2015-09-01

Full Text Available Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i math anxiety elicits emotion- and pain-related activation during and before math activities, (ii that the negative emotional response to math anxiety impairs processing efficiency, and (iii that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet.

Firefighter Math - a web-based learning tool

Science.gov (United States)

Dan Jimenez

2010-01-01

Firefighter Math is a web based interactive resource that was developed to help prepare wildland fire personnel for math based training courses. The website can also be used as a refresher for fire calculations including slope, flame length, relative humidity, flow rates, unit conversion, etc. The website is designed to start with basic math refresher skills and...

Global warming-setting the stages

International Nuclear Information System (INIS)

1994-01-01

Most of us have heard or read about global warming. However, the messages we receive are often in conflict, raising more questions than answer. Is global warming a good or a bad thing? has it already started or is it part of our future? Are we, or are we not doing anything about it? Should we be concerned? This primer on Global Warming is designed to clear up some of this confusion by providing basic scientific information on global warming issue. It is clear that there is still much to learn about global warming. However, it is also clear that there is a lot that we already know - and that dose provide cause for concern. We must understand the global warming issue if we are to make wise decisions and take responsible actions in response to the challenges and opportunities posed by global warming. Chapter 1 of 'the primer on global Warming' set the stage with a brief overview of science of global warming within the context of climate change. In addition, it introduces the specific issues that surround the global warming problem. As far as the science of global warming is concerned the following questions are discussed. What is global climate? Is climate change natural? What causes climate to vary on a global scale? How does the composition of the atmosphere relate to climate change. but there are also certain issues discussed here which surround the global warming such as: If climate varies naturally, why is there a concern about 'global warming'? What are the potential consequences of 'global warning'. What human activities contribute to 'global warming'. (Author)

Numbers and other math ideas come alive

CERN Document Server

Pappas, Theoni

2012-01-01

Most people don't think about numbers, or take them for granted. For the average person numbers are looked upon as cold, clinical, inanimate objects. Math ideas are viewed as something to get a job done or a problem solved. Get ready for a big surprise with Numbers and Other Math Ideas Come Alive. Pappas explores mathematical ideas by looking behind the scenes of what numbers, points, lines, and other concepts are saying and thinking. In each story, properties and characteristics of math ideas are entertainingly uncovered and explained through the dialogues and actions of its math

How Math Anxiety Relates to Number–Space Associations

Science.gov (United States)

Georges, Carrie; Hoffmann, Danielle; Schiltz, Christine

2016-01-01

Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioral evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes) effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number–space associations constitute a potential risk factor of math anxiety. PMID:27683570

How math anxiety relates to number-space associations

Directory of Open Access Journals (Sweden)

Carrie Georges

2016-09-01

Full Text Available Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioural evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number-space associations constitute a potential risk factor of math anxiety.

How Math Anxiety Relates to Number-Space Associations.

Science.gov (United States)

Georges, Carrie; Hoffmann, Danielle; Schiltz, Christine

2016-01-01

Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioral evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes) effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number-space associations constitute a potential risk factor of math anxiety.

Order of Administration of Math and Verbal Tests: An Ecological Intervention to Reduce Stereotype Threat on Girls' Math Performance

Science.gov (United States)

Smeding, Annique; Dumas, Florence; Loose, Florence; Régner, Isabelle

2013-01-01

In 2 field experiments, we relied on the very features of real testing situations--where both math and verbal tests are administered--to examine whether order of test administration can, by itself, create vs. alleviate stereotype threat (ST) effects on girls' math performance. We predicted that taking the math test before the verbal test would be…

Preparing potential teachers for the transition from employment to teacher training: an evaluative case study of a Maths Enhancement Course

OpenAIRE

May, Steve; Gay, Jane; Atkins, Nigel; Marks-Maran, Diane

2008-01-01

In response to a UK government drive to improve maths teaching in schools, the South West London Maths Enhancement Course (MEC) has been set up though collaboration between three Higher Education institutions (HEIs) to provide an efficient route for non maths graduates in employment to upgrade their subject knowledge and give a smooth transition into teacher training (PGCE).\\ud \\ud An evaluation of the scheme, measured against Teacher Development Agency (TDA) objectives and success criteria a...

Exercises in Pro/Engineer Wildfire 4.0

DEFF Research Database (Denmark)

Christensen, Georg Kronborg

2009-01-01

Excercises in the CAD system ProEngineer corresponding to an introduction covering basic functionality. The exercises take up 5 DTU-modules of 4 hours. Part- and assembly modelling. Drawing fabrication....

"Math Anxiety" Explored in Studies

Science.gov (United States)

Sparks, Sarah D.

2011-01-01

Math problems make more than a few students--and even teachers--sweat, but new brain research is providing insights into the earliest causes of the anxiety so often associated with mathematics. Experts argue that "math anxiety" can bring about widespread, intergenerational discomfort with the subject, which could lead to anything from fewer…

A Motivational Technique for Business Math

Science.gov (United States)

Voelker, Pamela

1977-01-01

The author suggests the use of simulation and role playing as a method of motivating students in business math. Examples of career-oriented business math simulation games are counting change, banking, payrolls, selling, and shopping. (MF)

What Math Teachers Need Most

Science.gov (United States)

Nelson, Barbara Scott; Sassi, Annette

2007-01-01

The combination of new instructional methods and new accountability pressures puts many in a quandary in evaluating math instruction. There is much for principals to learn about how and under what conditions new instructional methods work in math classrooms, how to support teachers as they develop new instructional skills, and how to integrate a…

Math Fact Strategies Research Project

Science.gov (United States)

Boso, Annie

2011-01-01

An action research project was conducted in order to determine effective math fact strategies for first graders. The traditional way of teaching math facts included using timed tests and flashcards, with most students counting on their fingers or a number line. Six new research-based strategies were taught and analyzed to decide which methods…

Developing Mathematical Resilience of Prospective Math Teachers

Science.gov (United States)

Ariyanto, L.; Herman, T.; Sumarmo, U.; Suryadi, D.

2017-09-01

Prospective math teachers need to develop positive adaptive attitudes toward mathematics that will enable them to continue learning despite having to deal with obstacles and difficulties. This research focuses on the resilience improvement of the prospective mathematic teachers after being treated using problem-based learning based on their basic knowledge on mathematic and their overall knowledge on math. This research used only one group for pre-test and post-test. The result of this research shows that there is improvement on prospective teachers’ resilience after they were given treatment using problem-based learning. One of the factors causing the resilience improvement of the prospective mathematic teachers is the instructions on students’ work sheet. In the instructions, stud ents were asked to write difficulties in solving math problems as well as write down the solution they take to overcome them. This research can be used as a reference for other researchers who want to do the same research related on students’ resiliency o n math and or math lecturers to improve the resilience of prospective teachers to be resilient teachers on math in the future.

Does Geographic Setting Alter the Roles of Academically Supportive Factors? African American Adolescents' Friendships, Math Self-Concept, and Math Performance

Science.gov (United States)

Jones, Martin H.; Irvin, Matthew J.; Kibe, Grace W.

2012-01-01

The study is one of few to examine how living in rural, suburban, or urban settings may alter factors supporting African Americans adolescents' math performance. The study examines the relationship of math self-concept and perceptions of friends' academic behaviors to African American students' math performance. Participants (N = 1,049) are…

Galactic-scale Feedback Observed in the 3C 298 Quasar Host Galaxy

Science.gov (United States)

Vayner, Andrey; Wright, Shelley A.; Murray, Norman; Armus, Lee; Larkin, James E.; Mieda, Etsuko

2017-12-01

We present high angular resolution multiwavelength data of the 3C 298 radio-loud quasar host galaxy (z = 1.439) taken using the W.M. Keck Observatory OSIRIS integral field spectrograph (IFS) with adaptive optics, the Atacama Large Millimeter/submillimeter Array (ALMA), the Hubble Space Telescope (HST) WFC3, and the Very Large Array (VLA). Extended emission is detected in the rest-frame optical nebular emission lines Hβ, [O III], Hα, [N II], and [S II], as well as in the molecular lines CO (J = 3‑2) and (J = 5‑4). Along the path of the relativistic jets of 3C 298, we detect conical outflows in ionized gas emission with velocities of up to 1700 {km} {{{s}}}-1 and an outflow rate of 450–1500 {M}ȯ {{yr}}-1 extended over 12 kpc. Near the spatial center of the conical outflow, CO (J = 3‑2) emission shows a molecular gas disk with a rotational velocity of ±150 {km} {{{s}}}-1 and total molecular mass ({M}{{{H}}2}) of 6.6+/- 0.36× {10}9 {M}ȯ . On the blueshifted side of the molecular disk, we observe broad extended emission that is due to a molecular outflow with a rate of 2300 {M}ȯ {{yr}}-1 and depletion timescale of 3 Myr. We detect no narrow Hα emission in the outflow regions, suggesting a limit on star formation of 0.3 {M}ȯ {{yr}}-1 {{kpc}}-2. Quasar-driven winds are evacuating the molecular gas reservoir, thereby directly impacting star formation in the host galaxy. The observed mass of the supermassive black hole is {10}9.37{--9.56} {M}ȯ , and we determine a dynamical bulge mass of {M}{bulge}=1{--}1.7× {10}10\\tfrac{R}{1.6 {kpc}} {M}ȯ . The bulge mass of 3C 298 lies 2–2.5 orders of magnitude below the expected value from the local galactic bulge—supermassive black hole mass ({M}{bulge}{--}{M}{BH}) relationship. A second galactic disk observed in nebular emission is offset from the quasar by 9 kpc, suggesting that the system is an intermediate-stage merger. These results show that galactic-scale negative feedback is occurring early in the merger

How to Make the Most of Math Manipulatives.

Science.gov (United States)

Burns, Marilyn

1996-01-01

A discussion of how to use math manipulatives to teach elementary students focuses on essential program elements: what math manipulatives are and why they are used, common questions about math manipulatives, how one teacher introduced the geoboard into the classroom, and pattern block activities. (SM)

Math Learning Begins at Home

Science.gov (United States)

Eason, Sarah H.; Levine, Susan C.

2017-01-01

Children demonstrate gaps in the math knowledge that they possess by the time they begin school, and these gaps have been found to predict long-term outcomes not only in math but also in reading. Consequently, it is important to identify what accounts for these early differences and how they can be addressed to ensure that all children enter…

Basic math and pre-algebra practice problems for dummies

CERN Document Server

Zegarelli, Mark

2013-01-01

1001 Basic Math & Pre- Algebra Practice Problems For  Dummies   Practice makes perfect-and helps deepen your understanding of basic math and pre-algebra 1001 Basic Math & Pre-Algebra Practice Problems For Dummies, with free access to online practice problems, takes you beyond the instruction and guidance offered in Basic Math & Pre-Algebra For Dummies, giving you 1,001 opportunities to practice solving problems from the major topics in your math course. You begin with some basic arithmetic practice, move on to fractions, decimals, and per

Math Academy: Are You Game? Explorations in Probability. Supplemental Math Materials for Grades 3-6

Science.gov (United States)

Rimbey, Kimberly

2007-01-01

Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the themed program "Are You Game? Math Academy--Explorations in Probability," which teachers can use to…

Primary maths anyone can feed skittles to sharks

CERN Document Server

Tiley-Nunn, Nick

2014-01-01

Primary maths is stereotypically loved by a few hairy oddballs, tolerated by most sane primary practitioners; loathed by many. With the right approach, however; the right mindset and sense of the impossible being achievable, maths can be moulded into the diamond in the rough of the primary curriculum. Enter Nick Tiley-Nunn: Britain's most imaginative, most exciting primary maths specialist. Over years of practice he has generated ideas about the teaching of maths that are so distinct, so far out and so utterly brilliant that any primary teacher struggling to grasp the nettle of teaching long division will emerge from communing with his ideas not just with some clichéd sense that ‘maths can be fun', but that it can be brilliant, life-enhancing and truly hilarious. This book presents ideas for primary maths teaching so wildly creative and so full of the joy of life that any classroom of kids will be grateful you read it.

Training the approximate number system improves math proficiency.

Science.gov (United States)

Park, Joonkoo; Brannon, Elizabeth M

2013-10-01

Humans and nonhuman animals share an approximate number system (ANS) that permits estimation and rough calculation of quantities without symbols. Recent studies show a correlation between the acuity of the ANS and performance in symbolic math throughout development and into adulthood, which suggests that the ANS may serve as a cognitive foundation for the uniquely human capacity for symbolic math. Such a proposition leads to the untested prediction that training aimed at improving ANS performance will transfer to improvement in symbolic-math ability. In the two experiments reported here, we showed that ANS training on approximate addition and subtraction of arrays of dots selectively improved symbolic addition and subtraction. This finding strongly supports the hypothesis that complex math skills are fundamentally linked to rudimentary preverbal quantitative abilities and provides the first direct evidence that the ANS and symbolic math may be causally related. It also raises the possibility that interventions aimed at the ANS could benefit children and adults who struggle with math.

Specific Cognitive Predictors of Early Math Problem Solving

Science.gov (United States)

Decker, Scott L.; Roberts, Alycia M.

2015-01-01

Development of early math skill depends on a prerequisite level of cognitive development. Identification of specific cognitive skills that are important for math development may not only inform instructional approaches but also inform assessment approaches to identifying children with specific learning problems in math. This study investigated the…

The Aftermath of Remedial Math: Investigating the Low Rate of Certificate Completion among Remedial Math Students

Science.gov (United States)

Bahr, Peter Riley

2013-01-01

Nationally, a majority of community college students require remedial assistance with mathematics, but comparatively few students who begin the remedial math sequence ultimately complete it and achieve college-level math competency. The academic outcomes of students who begin the sequence but do not complete it are disproportionately unfavorable:…

46 CFR 298.42 - Reporting requirements-financial statements.

Science.gov (United States)

2010-10-01

... statements be in accordance with generally accepted accounting principles, by accountants as described in... report and an annual financial report, prepared in accordance with generally accepted accounting... 46 Shipping 8 2010-10-01 2010-10-01 false Reporting requirements-financial statements. 298.42...

Business math for dummies

CERN Document Server

Sterling, Mary Jane

2008-01-01

Now, it is easier than ever before to understand complex mathematical concepts and formulas and how they relate to real-world business situations. All you have to do it apply the handy information you will find in Business Math For Dummies. Featuring practical practice problems to help you expand your skills, this book covers topics like using percents to calculate increases and decreases, applying basic algebra to solve proportions, and working with basic statistics to analyze raw data. Find solutions for finance and payroll applications, including reading financial statements, calculating wages and commissions, and strategic salary planning. Navigate fractions, decimals, and percents in business and real estate transactions, and take fancy math skills to work. You'll be able to read graphs and tables and apply statistics and data analysis. You'll discover ways you can use math in finance and payroll investments, banking and payroll, goods and services, and business facilities and operations. You'll learn ho...

Warming up, turning sour, losing breath: ocean biogeochemistry under global change.

Science.gov (United States)

Gruber, Nicolas

2011-05-28

In the coming decades and centuries, the ocean's biogeochemical cycles and ecosystems will become increasingly stressed by at least three independent factors. Rising temperatures, ocean acidification and ocean deoxygenation will cause substantial changes in the physical, chemical and biological environment, which will then affect the ocean's biogeochemical cycles and ecosystems in ways that we are only beginning to fathom. Ocean warming will not only affect organisms and biogeochemical cycles directly, but will also increase upper ocean stratification. The changes in the ocean's carbonate chemistry induced by the uptake of anthropogenic carbon dioxide (CO(2)) (i.e. ocean acidification) will probably affect many organisms and processes, although in ways that are currently not well understood. Ocean deoxygenation, i.e. the loss of dissolved oxygen (O(2)) from the ocean, is bound to occur in a warming and more stratified ocean, causing stress to macro-organisms that critically depend on sufficient levels of oxygen. These three stressors-warming, acidification and deoxygenation-will tend to operate globally, although with distinct regional differences. The impacts of ocean acidification tend to be strongest in the high latitudes, whereas the low-oxygen regions of the low latitudes are most vulnerable to ocean deoxygenation. Specific regions, such as the eastern boundary upwelling systems, will be strongly affected by all three stressors, making them potential hotspots for change. Of additional concern are synergistic effects, such as ocean acidification-induced changes in the type and magnitude of the organic matter exported to the ocean's interior, which then might cause substantial changes in the oxygen concentration there. Ocean warming, acidification and deoxygenation are essentially irreversible on centennial time scales, i.e. once these changes have occurred, it will take centuries for the ocean to recover. With the emission of CO(2) being the primary driver

Texte, Mathématiques, Philosophie et Sujet

Directory of Open Access Journals (Sweden)

Jean-Michel Salanskis

2004-04-01

Full Text Available Dans cet article sont menées deux réflexions. La première tente de juger du rapport de la philosophie à sa textualisation d’après le rapport des mathématiques à leur textualisation, et ce à trois niveaux : 1 en essayant de tirer des manières dont le texte mathématique excède sa forme logique des enseignements quant à la pertinence et la viabilité d’une réduction du texte philosophique à sa forme logique ; 2 en posant le problème d’une étude externaliste du texte philosophique à la lumière des difficultés particulières que suscite l’approche externaliste du texte mathématique ; 3 en examinant ce qu’il en est de l’hybridation du philosophique et du mathématique dans certains textes. La seconde porte sur un aspect particulier de la textualisation : sur l’intervention du marqueur du sujet de l’énonciation (« Je » dans les textes philosophiques.Two reflexions are carried out in this article. The first one tries to judge the relationship between philosophy and its textualization after the relationship between mathematics and their textualization at three different levels : 1 trying to draw ways in which the mathematical text exceeds the logical form of teaching with regards to the relevance and the viability of a reduction of the philosophical text up to its logical form ; 2 setting the problem of an externalist study of the philosophical text in the light of the peculiar difficulties aroused by the externalist approach of the mathematical text ; 3 examining what concerns the hybridization of the philosophical and the mathematical in certain texts. The second one deals with a particular aspect of textualization : with the intervention of the marker of enunciation subject (« I » in philosophical texts.

A Correlation of Community College Math Readiness and Student Success

Science.gov (United States)

Brown, Jayna Nicole

Although traditional college students are more prepared for college-level math based on college admissions tests, little data have been collected on nontraditional adult learners. The purpose of this study was to investigate relationships between math placement tests and community college students' success in math courses and persistence to degree or certificate completion. Guided by Tinto's theory of departure and student retention, the research questions addressed relationships and predictability of math Computer-adaptive Placement Assessment and Support System (COMPASS) test scores and students' performance in math courses, persistence in college, and degree completion. After conducting correlation and regression analyses, no significant relationships were identified between COMPASS Math test scores and students' performance (n = 234) in math courses, persistence in college, or degree completion. However, independent t test and chi-squared analyses of the achievements of college students who tested into Basic Math (n = 138) vs. Introduction to Algebra (n = 96) yielded statistically significant differences in persistence (p = .039), degree completion (p college students' math competencies and degree achievement.

Carnegie Math Pathways 2015-2016 Impact Report: A Five-Year Review. Carnegie Math Pathways Technical Report

Science.gov (United States)

Hoang, Hai; Huang, Melrose; Sulcer, Brian; Yesilyurt, Suleyman

2017-01-01

College math is a gateway course that has become a constraining gatekeeper for tens of thousands of students annually. Every year, over 500,000 students fail developmental mathematics, preventing them from achieving their college and career goals. The Carnegie Math Pathways initiative offers students an alternative. It comprises two Pathways…

Inhibition Performance in Children with Math Disabilities

OpenAIRE

Winegar, Kathryn Lileth

2013-01-01

This study examined the inhibition deficit hypothesis in children with math disabilities (MD). Children with and without MD were compared on two inhibition tasks that included the random generation of numbers and letters. The results addressed three hypotheses. Weak support was found for the first hypothesis which stated difficulties related to inhibition are significantly related to math performance. I found partial support for this hypothesis in that inhibition was related to math problem s...

Teachers’ ability in using math learning media

Science.gov (United States)

Masniladevi; Prahmana, R. C. I.; Helsa, Y.; Dalais, M.

2017-12-01

The studies aim to enhance teachers’ knowledge and skill in making math instructional media, develop math instructional media, train and assist the use of instructional media in learning math in the classroom. The method used in the activities adopted the pattern of preventive implementation, planning stage, program implementation, observation and evaluation and reflection. The research results show that the evaluation of teachers’ ability is still in average category. The result required more intensive training.

Number-specific and general cognitive markers of preschoolers' math ability profiles.

Science.gov (United States)

Gray, Sarah A; Reeve, Robert A

2016-07-01

Different number-specific and general cognitive markers have been claimed to underlie preschoolers' math ability. It is unclear, however, whether similar/different cognitive markers, or combinations of them, are associated with different patterns of emerging math abilities (i.e., different patterns of strength and weakness). To examine this question, 103 preschoolers (40-60 months of age) completed six math tasks (count sequence, object counting, give a number, naming numbers, ordinal relations, and arithmetic), three number-specific markers of math ability (dot enumeration, magnitude comparison, and spontaneous focusing on numerosity), and four general markers (working memory, response inhibition, attention, and vocabulary). A three-step latent profile modeling procedure identified five math ability profiles that differed in their patterns of math strengths and weaknesses; specifically, the profiles were characterized by (a) excellent math ability on all math tasks, (b) good arithmetic ability, (c) good math ability but relatively poor count sequence recitation ability, (d) average ability on all math tasks, and (e) poor ability on all math tasks. After controlling for age, only dot enumeration and spontaneous focusing on numerosity were associated with the math ability profiles, whereas vocabulary was also marginally significant, and these markers were differentially associated with different profiles; that is, different cognitive markers were associated with different patterns of strengths and weaknesses in math abilities. Findings are discussed in terms of their implications for the development of math cognition. Copyright © 2016 Elsevier Inc. All rights reserved.

Simple arithmetic: not so simple for highly math anxious individuals.

Science.gov (United States)

Chang, Hyesang; Sprute, Lisa; Maloney, Erin A; Beilock, Sian L; Berman, Marc G

2017-12-01

Fluency with simple arithmetic, typically achieved in early elementary school, is thought to be one of the building blocks of mathematical competence. Behavioral studies with adults indicate that math anxiety (feelings of tension or apprehension about math) is associated with poor performance on cognitively demanding math problems. However, it remains unclear whether there are fundamental differences in how high and low math anxious individuals approach overlearned simple arithmetic problems that are less reliant on cognitive control. The current study used functional magnetic resonance imaging to examine the neural correlates of simple arithmetic performance across high and low math anxious individuals. We implemented a partial least squares analysis, a data-driven, multivariate analysis method to measure distributed patterns of whole-brain activity associated with performance. Despite overall high simple arithmetic performance across high and low math anxious individuals, performance was differentially dependent on the fronto-parietal attentional network as a function of math anxiety. Specifically, low-compared to high-math anxious individuals perform better when they activate this network less-a potential indication of more automatic problem-solving. These findings suggest that low and high math anxious individuals approach even the most fundamental math problems differently. © The Author (2017). Published by Oxford University Press.

Preschool Math Exposure in Private Center-Based Care and Low-SES Children's Math Development

Science.gov (United States)

Bachman, Heather J.; Degol, Jessica L.; Elliott, Leanne; Scharphorn, Laura; El Nokali, Nermeen E.; Palmer, Kalani M.

2018-01-01

Research Findings: The present study examined the amount of exposure to math activities that children of low socioeconomic status (SES) encounter in private community-based preschool classrooms and whether greater time in these activities predicted higher math skills. Three cohorts of 4- to 5-year-old children were recruited from 30 private…

Building a Math-Positive Culture: How to Support Great Math Teaching in Your School (ASCD Arias)

Science.gov (United States)

Seeley, Cathy L.

2016-01-01

Cathy L. Seeley, former president of the National Council of Teachers of Mathematics, turns the spotlight on administrative leaders who are seeking to improve their math programs, offering an overview of what an effective program looks like and examples of actions to take to achieve that goal. "Building a Math-Positive Culture" addresses…

Neural correlates of math anxiety – an overview and implications

OpenAIRE

Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph

2015-01-01

Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that pr...

Identification of a novel zinc finger protein gene (ZNF298) in the GAP2 of human chromosome 21q

International Nuclear Information System (INIS)

Shibuya, Kazunori; Kudoh, Jun; Okui, Michiyo; Shimizu, Nobuyoshi

2005-01-01

We have isolated a novel zinc finger protein gene, designated ZNF298, as a candidate gene for a particular phenotype of Down syndrome or bipolar affective disorder (BPAD) which maps to human chromosome 21q22.3. ZNF298 gene consists of 25 exons spanning approximately 80 kb in a direction from the telomere to centromere. There are four kinds of transcripts that harbor three types of 3' UTR. These four transcripts (ZNF298a, ZNF298b, ZNF298c, and ZNF298d) contain putative open reading frames encoding 1178, 1198, 555, and 515 amino acids, respectively. ZNF298 gene was ubiquitously expressed in various tissues at very low level. The protein motif analysis revealed that ZNF298 proteins contain a SET [Su(var)3-9, Enhancer-of-zeste, Trithorax] domain, multiple C2H2-type zinc finger (ZnF C 2H2) domains, several nuclear localization signals (NLSs), and PEST sequences. Nuclear localization of ZNF298 protein was confirmed by transfection of expression vector of GFP-tagged protein into two human cell lines. Interestingly, this gene crosses over a clone gap (GAP2) remaining in the band 21q22.3. We obtained the DNA fragments corresponding to GAP2 using ZNF298 cDNA sequence as anchor primers for PCR and determined its genomic DNA sequence

Using the Intel Math Kernel Library on Peregrine | High-Performance

Science.gov (United States)

Computing | NREL the Intel Math Kernel Library on Peregrine Using the Intel Math Kernel Library on Peregrine Learn how to use the Intel Math Kernel Library (MKL) with Peregrine system software. MKL architectures. Core math functions in MKL include BLAS, LAPACK, ScaLAPACK, sparse solvers, fast Fourier

Efficacy of the FIFA 11+ Warm-Up Programme in Male Youth Football: A Cluster Randomised Controlled Trial

Science.gov (United States)

Owoeye, Oluwatoyosi B. A.; Akinbo, Sunday R. A.; Tella, Bosede A.; Olawale, Olajide A.

2014-01-01

The FIFA 11+ is a structured warm-up programme specially designed to prevent injuries among football players from age 14 years and above. However, studies to prove its efficacy are generally few and it is yet to be tested in male youth footballers and among African players. The purpose of the study was to examine the efficacy of the FIFA 11+ programme in reducing the risk of injuries among male youth football players of the Lagos Junior League. A cluster randomised controlled trial was conducted. All the 20 teams (414 players aged 14 -19 years) in the Premier League division were block-randomised into either an intervention (INT) or a control (CON) group. The INT group performed the FIFA 11+ exercises as warm-up during training sessions and the CON group performed usual warm-up. Participating teams were prospectively followed through an entire league season of 6 months in which they were visited every week to assess injured players for time-loss injuries in both groups. The primary outcomes were any injury to the players, injuries by type of exposure and injuries specific to the lower extremities. The secondary outcomes were injuries reported by body location, aetiology, mechanism and severity. In total, 130 injuries were recorded affecting 104 (25%) of the 416 players. Team and player compliance with the INT was 60% and 74% respectively. Based on the primary outcome measures of the study, the FIFA 11+ programme significantly reduced the overall rate of injury in the INT group by 41% [RR = 0.59 (95% CI: 0.40 – 0.86; p = 0.006)] and all lower extremity injuries by 48% [RR = 0.52 (95% CI: 0.34 – 0.82; p = 0.004)]. However, the rate of injury reduction based on secondary outcomes mostly did not reach the level of statistical significance. The FIFA 11+ programme is effective in reducing the rates of injuries in male youth football players. Key points The FIFA 11+ has only been tested in randomised controlled trials conducted on female youth football players; this

Teachers and Counselors: Building Math Confidence in Schools

Directory of Open Access Journals (Sweden)

Joseph M. Furner

2017-08-01

Full Text Available Mathematics teachers need to take on the role of counselors in addressing the math anxious in today's math classrooms. This paper looks at the impact math anxiety has on the future of young adults in our high-tech society. Teachers and professional school counselors are encouraged to work together to prevent and reduce math anxiety. It is important that all students feel confident in their ability to do mathematics in an age that relies so heavily on problem solving, technology, science, and mathematics. It really is a school's obligation to see that their students value and feel confident in their ability to do math, because ultimately a child's life: all decisions they will make and careers choices may be determined based on their disposition toward mathematics. This paper raises some interesting questions and provides some strategies (See Appendix A for teachers and counselors for addressing the issue of math anxiety while discussing the importance of developing mathematically confident young people for a high-tech world of STEM.

Metacognitive awareness and math anxiety in gifted students

Directory of Open Access Journals (Sweden)

Hakan Sarıcam

2015-12-01

Full Text Available The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing the data, Spearman correlation analysis, the Mann Whitney U test, and linear regression analysis were used. According to the findings: firstly, gifted students’ metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students’ maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety. Finally, the findings of linear regression analysis indicated that metacognitive awareness is explained by 48% total variance of maths anxiety in gifted students.

Briefing paper for universities on Core Maths

OpenAIRE

Glaister, Paul

2015-01-01

This briefing paper outlines the rationale for and development of the new Core Maths qualifications, the characteristics of Core Maths, and why Core Maths is important for higher education. It is part of a communication to university vice-chancellors from the Department for Business, Innovation and Skills (BIS) comprising this paper and a joint Ministerial letter from Jo Johnson, Minister of State for Universities and Science in BIS, and Nick Gibb, Minister of State for Schools in the Departm...

Instant Math Storymats with Hands-on Activities for Building Essential Primary Math Skills, Grades K-2.

Science.gov (United States)

Spann, Mary Beth

This book contains 18 reproducible Math Storymats which can be a refreshing addition to any early elementary math program. Each storymat is accompanied by two separate read-aloud story selections that guide children in using plastic disk-shaped markers to interact with the mats in specific and open-ended ways. Together the mats and the…

Metacognition and Confidence: Comparing Math to Other Academic Subjects

Directory of Open Access Journals (Sweden)

Shanna eErickson

2015-06-01

Full Text Available Two studies addressed student metacognition in math, measuring confidence accuracy about math performance. Underconfidence would be expected in light of pervasive math anxiety. However, one might alternatively expect overconfidence based on previous results showing overconfidence in other subject domains. Metacognitive judgments and performance were assessed for biology, literature, and mathematics tests. In Study 1, high school students took three different tests and provided estimates of their performance both before and after taking each test. In Study 2, undergraduates similarly took three shortened SAT II Subject Tests. Students were overconfident in predicting math performance, indeed showing greater overconfidence compared to other academic subjects. It appears that both overconfidence and anxiety can adversely affect metacognitive ability and can lead to math avoidance. The results have implications for educational practice and other environments that require extensive use of math.

Childcare Quality and Preschoolers' Math Development

Science.gov (United States)

Choi, Ji Young; Dobbs-Oates, Jennifer

2014-01-01

This study examined the associations between four types of childcare quality (i.e. teacher-child closeness, frequency of math-related activities, and teacher education and experience) and preschoolers' residualised gain in math over the course of six months. Additionally, potential interactions between teacher-child closeness and other indicators…

More than Counting: Whole Math Activities for Preschool and Kindergarten.

Science.gov (United States)

Moomaw, Sally; Hieronymus, Brenda

This book presents extensive sampling of a "whole math" curriculum for preschool and kindergarten children ages 3 and older. An introductory chapter is followed by seven curriculum chapters that discuss math manipulatives, collections, grid games, path games, graphing, math and gross-motor play, and the "math suitcase." Each chapter is divided…

Math Anxiety and the "Math Gap": How Attitudes toward Mathematics Disadvantages Students as Early as Preschool

Science.gov (United States)

Geist, Eugene

2015-01-01

This study was conducted to examine the attitudes of Head Start teachers toward mathematics and how it may influence how and what they teach in the classroom. In general, the findings of this study can be summarized as this: 1) Math anxiety affects how teachers assess their ability at mathematics. The more math anxiety they report, the lower they…

Supporting English Language Learners in Math Class, Grades 6-8

Science.gov (United States)

Melanese, Kathy; Chung, Luz; Forbes, Cheryl

2011-01-01

This new addition to Math Solutions "Supporting English Language Learners in Math Class series" offers a wealth of lessons and strategies for modifying grades 6-8 instruction. Section I presents an overview of teaching math to English learners: the research, the challenges, the linguistic demands of a math lesson, and specific strategies and…

Five Keys for Teaching Mental Math

Science.gov (United States)

Olsen, James R.

2015-01-01

After studying the Common Core State Standards for Mathematics (CCSSM) and brain-based learning research, James Olsen believes mental math instruction in secondary school mathematics (grades 7-12) and in teacher education programs needs increased attention. The purpose of this article is to share some keys for teaching mental math. Olsen also…

Mini-Portfolio on Math and Science.

Science.gov (United States)

Teaching PreK-8, 1996

1996-01-01

Presents six articles dealing with math and science education: "Sneaker Geometry" (Jack George), "Fairs with a Flair" (Diane McCarty), "Generating Excitement with Math Projects" (Jeffrey Kostecky and Louis Roe), "Playing with Numbers" (Diana Smith), "When Student Teachers Want to Do Hands-On Science" (Betsy Feldkamp-Price), and "Science ala Carte"…

Decreasing Math Anxiety in College Students

Science.gov (United States)

Perry, Andrew B.

2004-01-01

This paper examines the phenomenon of mathematics anxiety in contemporary college and university students. Forms of math anxiety range from moderate test anxiety to extreme anxiety including physiological symptoms such as nausea. For each of several types of math anxiety, one or more case studies is analyzed. Selected strategies for coping with…

Contextual Factors Related to Math Anxiety in Second-Grade Children

Science.gov (United States)

Jameson, Molly M.

2014-01-01

As the United States falls farther behind other countries in standardized math assessments, the author seeks to understand why U.S. students perform so poorly. One of the possible explanations to U.S. students' poor math performance may be math anxiety. However, math anxiety in elementary school children is a neglected area in the research. The…

Impact of Math Snacks Games on Students' Conceptual Understanding

Science.gov (United States)

Winburg, Karin; Chamberlain, Barbara; Valdez, Alfred; Trujillo, Karen; Stanford, Theodore B.

2016-01-01

This "Math Snacks" intervention measured 741 fifth grade students' gains in conceptual understanding of core math concepts after game-based learning activities. Teachers integrated four "Math Snacks" games and related activities into instruction on ratios, coordinate plane, number systems, fractions and decimals. Using a…

Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers

Directory of Open Access Journals (Sweden)

Emily Szkudlarek

2018-05-01

Full Text Available Recent studies suggest that practice with approximate and non-symbolic arithmetic problems improves the math performance of adults, school aged children, and preschoolers. However, the relative effectiveness of approximate arithmetic training compared to available educational games, and the type of math skills that approximate arithmetic targets are unknown. The present study was designed to (1 compare the effectiveness of approximate arithmetic training to two commercially available numeral and letter identification tablet applications and (2 to examine the specific type of math skills that benefit from approximate arithmetic training. Preschool children (n = 158 were pseudo-randomly assigned to one of three conditions: approximate arithmetic, letter identification, or numeral identification. All children were trained for 10 short sessions and given pre and post tests of informal and formal math, executive function, short term memory, vocabulary, alphabet knowledge, and number word knowledge. We found a significant interaction between initial math performance and training condition, such that children with low pretest math performance benefited from approximate arithmetic training, and children with high pretest math performance benefited from symbol identification training. This effect was restricted to informal, and not formal, math problems. There were also effects of gender, socio-economic status, and age on post-test informal math score after intervention. A median split on pretest math ability indicated that children in the low half of math scores in the approximate arithmetic training condition performed significantly better than children in the letter identification training condition on post-test informal math problems when controlling for pretest, age, gender, and socio-economic status. Our results support the conclusion that approximate arithmetic training may be especially effective for children with low math skills, and that

Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers.

Science.gov (United States)

Szkudlarek, Emily; Brannon, Elizabeth M

2018-01-01

Recent studies suggest that practice with approximate and non-symbolic arithmetic problems improves the math performance of adults, school aged children, and preschoolers. However, the relative effectiveness of approximate arithmetic training compared to available educational games, and the type of math skills that approximate arithmetic targets are unknown. The present study was designed to (1) compare the effectiveness of approximate arithmetic training to two commercially available numeral and letter identification tablet applications and (2) to examine the specific type of math skills that benefit from approximate arithmetic training. Preschool children ( n = 158) were pseudo-randomly assigned to one of three conditions: approximate arithmetic, letter identification, or numeral identification. All children were trained for 10 short sessions and given pre and post tests of informal and formal math, executive function, short term memory, vocabulary, alphabet knowledge, and number word knowledge. We found a significant interaction between initial math performance and training condition, such that children with low pretest math performance benefited from approximate arithmetic training, and children with high pretest math performance benefited from symbol identification training. This effect was restricted to informal, and not formal, math problems. There were also effects of gender, socio-economic status, and age on post-test informal math score after intervention. A median split on pretest math ability indicated that children in the low half of math scores in the approximate arithmetic training condition performed significantly better than children in the letter identification training condition on post-test informal math problems when controlling for pretest, age, gender, and socio-economic status. Our results support the conclusion that approximate arithmetic training may be especially effective for children with low math skills, and that approximate arithmetic

Enthalpies of fusion and enthalpies of solvation of aromatic hydrocarbons derivatives: Estimation of sublimation enthalpies at 298.15 K

Energy Technology Data Exchange (ETDEWEB)

Solomonov, Boris N., E-mail: boris.solomonov@kpfu.ru; Nagrimanov, Ruslan N.; Varfolomeev, Mikhail A.; Buzyurov, Aleksey V.; Mukhametzyanov, Timur A.

2016-03-20

Graphical abstract: - Highlights: • Solution enthalpies of aromatic hydrocarbons derivatives (ArHD) were measured at 298.15 K. • Solution enthalpies of ArHD in benzene at 298.15 K are equal to their fusion enthalpy at melting point. • Sublimation enthalpies of 80 ArHD were calculated as a sum of fusion and solvation enthalpies. • Obtained sublimation enthalpies are in good agreement with the recommended literature data. - Abstract: Enthalpy of sublimation of solid compound can be found using the values of solution enthalpy and solvation enthalpy in any solvent. In this work enthalpies of solution at infinite dilution of a number of aromatic hydrocarbons derivatives in benzene were measured at 298.15 K. Comparison between experimental and literature solution enthalpies in benzene at 298.15 K and fusion enthalpies at melting temperature of aromatic hydrocarbon derivatives showed, that these values are approximately equal. Thereby, fusion enthalpies at melting temperature can be used instead of their solution enthalpies in benzene at 298.15 K for calculation of sublimation enthalpies at 298.15 K. Solvation enthalpies in benzene at 298.15 K required for this procedure were calculated using group additivity scheme. The sublimation enthalpies of 80 aromatic hydrocarbons derivatives at 298.15 K were evaluated as a difference between fusion enthalpies at melting temperature and solvation enthalpies in benzene at 298.15 K. Obtained in this work values of sublimation enthalpy at 298.15 K for studied compounds were in a good agreement with available literature data.

14 CFR 298.70 - Public disclosure of data.

Science.gov (United States)

2010-01-01

... Disclosure of Data § 298.70 Public disclosure of data. (a) Detailed domestic on-flight market data and nonstop segment data except military data shall be made publicly available after processing. Domestic data... operations are reported under service codes N or R. (b) Detailed international on-flight market and nonstop...

The Influence of Math Anxiety, Math Performance, Worry, and Test Anxiety on the Iowa Gambling Task and Balloon Analogue Risk Task.

Science.gov (United States)

Buelow, Melissa T; Barnhart, Wesley R

2017-01-01

Multiple studies have shown that performance on behavioral decision-making tasks, such as the Iowa Gambling Task (IGT) and Balloon Analogue Risk Task (BART), is influenced by external factors, such as mood. However, the research regarding the influence of worry is mixed, and no research has examined the effect of math or test anxiety on these tasks. The present study investigated the effects of anxiety (including math anxiety) and math performance on the IGT and BART in a sample of 137 undergraduate students. Math performance and worry were not correlated with performance on the IGT, and no variables were correlated with BART performance. Linear regressions indicated math anxiety, physiological anxiety, social concerns/stress, and test anxiety significantly predicted disadvantageous selections on the IGT during the transition from decision making under ambiguity to decision making under risk. Implications for clinical evaluation of decision making are discussed. © The Author(s) 2015.

Tutoring math platform accessible for visually impaired people.

Science.gov (United States)

Maćkowski, Michał Sebastian; Brzoza, Piotr Franciszek; Spinczyk, Dominik Roland

2018-04-01

There are many problems with teaching and assessing impaired students in higher education, especially in technical science, where the knowledge is represented mostly by structural information like: math formulae, charts, graphs, etc. Developing e-learning platform for distance education solves this problem only partially due to the lack of accessibility for the blind. The proposed method is based on the decomposition of the typical mathematical exercise into a sequence of elementary sub-exercises. This allows for interactive resolving of math exercises and assessment of the correctness of exercise solutions at every stage. The presented methods were prepared and evaluated by visually impaired people and students. The article presents the accessible interactive tutoring platform for math teaching and assessment, and experience in exploring it. The results of conducted research confirm good understanding of math formulae described according to elaborated rules. Regardless of the level of complexity of the math formulae the level of math formulae understanding is higher for alternative structural description. The proposed solution enables alternative descriptions of math formulae. Based on the research results, the tool for computer-aided interactive learning of mathematics adapted to the needs of the blind has been designed, implemented and deployed as a platform for on-site and online and distance learning. The designed solution can be very helpful in overcoming many barriers that occur while teaching impaired students. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Math-Biology Values Instrument: Development of a Tool to Measure Life Science Majors' Task Values of Using Math in the Context of Biology.

Science.gov (United States)

Andrews, Sarah E; Runyon, Christopher; Aikens, Melissa L

2017-01-01

In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory, students' personal values toward using math in a biological context will influence their achievement and behavioral outcomes, but a validated instrument is needed to determine this empirically. We developed the Math-Biology Values Instrument (MBVI), an 11-item college-level self--report instrument grounded in expectancy-value theory, to measure life science students' interest in using math to understand biology, the perceived usefulness of math to their life science career, and the cost of using math in biology courses. We used a process that integrates multiple forms of validity evidence to show that scores from the MBVI can be used as a valid measure of a student's value of math in the context of biology. The MBVI can be used by instructors and researchers to help identify instructional strategies that influence math-biology values and understand how math-biology values are related to students' achievement and decisions to pursue more advanced quantitative-based courses. © 2017 S. E. Andrews et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Tangible Math

Science.gov (United States)

Scarlatos, Lori L.

2006-01-01

Educators recognize that group work and physical involvement with learning materials can greatly enhance the understanding and retention of difficult concepts. As a result, math manipulatives--such as pattern blocks and number lines--have increasingly been making their way into classrooms and children's museums. Yet without the constant guidance…

What to Do About Canada's Declining Math Scores?

OpenAIRE

Anna Stokke

2015-01-01

The declining performance of Canadian students on international math assessments should worry Canadians and their provincial governments. Strong mathematics knowledge is required for success in the workforce, and early achievement in math is one of the best predictors of later academic success and future career options. Between 2003 and 2012, all but two Canadian provinces showed statistically significant declines in math scores on international exams administered by the Organization for Econ...

Math anxiety in second and third graders and its relation to mathematics achievement.

Science.gov (United States)

Wu, Sarah S; Barth, Maria; Amin, Hitha; Malcarne, Vanessa; Menon, Vinod

2012-01-01

Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in second and third graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA), a new measure for assessing math anxiety in second and third graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Mathematical Reasoning and Numerical Operations subtests of the Wechsler Individual Achievement Test (WIAT-II). Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were strongly correlated with Mathematical Reasoning scores, which involves more complex verbal problem solving. SEMA scores were weakly correlated with Numerical Operations which assesses basic computation skills, suggesting that math anxiety has a pronounced effect on more demanding calculations. We also found that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement

The role of early language abilities on math skills among Chinese children.

Directory of Open Access Journals (Sweden)

Juan Zhang

Full Text Available The present study investigated the role of early language abilities in the development of math skills among Chinese K-3 students. About 2000 children in China, who were on average aged 6 years, were assessed for both informal math (e.g., basic number concepts such as counting objects and formal math (calculations including addition and subtraction skills, language abilities and nonverbal intelligence.Correlation analysis showed that language abilities were more strongly associated with informal than formal math skills, and regression analyses revealed that children's language abilities could uniquely predict both informal and formal math skills with age, gender, and nonverbal intelligence controlled. Mediation analyses demonstrated that the relationship between children's language abilities and formal math skills was partially mediated by informal math skills.The current findings indicate 1 Children's language abilities are of strong predictive values for both informal and formal math skills; 2 Language abilities impacts formal math skills partially through the mediation of informal math skills.

Mathematizing: An Emergent Math Curriculum Approach for Young Children

Science.gov (United States)

Rosales, Allen C.

2015-01-01

Based on years of research with early childhood teachers, author Allen Rosales provides an approach to create an emergent math curriculum that integrates children's interests with math concepts. The mathematizing approach is different from traditional math curriculums, as it immerses children in a process that is designed to develop their…

More Value through Greater Differentiation: Gender Differences in Value Beliefs about Math

Science.gov (United States)

Gaspard, Hanna; Dicke, Anna-Lena; Flunger, Barbara; Schreier, Brigitte; Häfner, Isabelle; Trautwein, Ulrich; Nagengast, Benjamin

2015-01-01

Expectancy-value theory (Eccles et al., 1983) is a prominent approach to explaining gender differences in math-related academic choices, with value beliefs acting as an important explanatory factor. Expectancy-value theory defines 4 value components: intrinsic value, attainment value, utility value, and cost. The present study followed up on…

Community translation of the Math Interactive Learning Experience Program for children with FASD.

Science.gov (United States)

Kable, Julie A; Taddeo, Elles; Strickland, Dorothy; Coles, Claire D

2015-04-01

The Math Interactive Learning Experience (MILE), a program designed to address academic and behavioral problems found in children with Fetal Alcohol Spectrum Disorders (FASD), was found to be effective in a randomized clinical trials with results that persisted at a 6-month follow-up. The current study evaluated the effectiveness of a community translation, in partnership with several community sites in the metropolitan Atlanta area. A total of 60 participants were randomly assigned to one of the three treatment groups: the MILE program administered at a specialty care center (Center MILE) or in the community (Community MILE), or to parent math instruction only (Parent Instruction). This study evaluated instructor satisfaction with the training program, knowledge related to FASD and the MILE program, adherence to the MILE teaching methodology, participant math outcomes, and parents' satisfaction with their treatment experience. Instructors reported a high degree of satisfaction with the overall training and mean site fidelity ratings were positively correlated with change in math performance. Those in the MILE intervention groups demonstrated more positive gains in math skills than those in the Parent Instruction group but did not differ from each other. Parents in the Parent Instruction group reported less satisfaction with their intervention than those assigned to the Center MILE group but satisfaction ratings did not differ between those in the MILE intervention groups. These results indicate that the community translation and the MILE instructor training program developed as part of this process were well-received and effective in producing positive treatment outcomes. Copyright © 2014 Elsevier Ltd. All rights reserved.

Math anxiety in second and third graders and its relation to mathematics achievement

Directory of Open Access Journals (Sweden)

Sarah eWu

2012-06-01

Full Text Available Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in 2nd and 3rd graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA, a new measure for assessing math anxiety in 2nd and 3rd graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Wechsler Individual Achievement Test (WIAT-II. Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were significantly correlated with scores on the Math Reasoning subtest, which involves more complex verbal problem solving, but not with the Numerical Operations subtest which assesses basic computation skills. Our results suggest that math anxiety has a pronounced effect on more demanding calculations. Our results further suggest that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement in young children.

Strategies for Reducing Math Anxiety. Information Capsule. Volume 1102

Science.gov (United States)

Blazer, Christie

2011-01-01

Approximately 93 percent of Americans indicate that they experience some level of math anxiety. Math anxiety is defined as negative emotions that interfere with the solving of mathematical problems. Studies have found that some students who perform poorly on math assessments actually have a full understanding of the concepts being tested; however,…

Math Game(s) - an alternative (approach) to teaching math?

NARCIS (Netherlands)

Ruttkay, Z.M.; Eliens, A.P.W.; Breitlauch, L.

2009-01-01

Getting students to read, digest and practice material is difficult in any discipline, but even more so for math, since many students have to cope with motivational problems and feelings of inadequacy, often due to prior unsuccesful training and teaching methods. In this paper we look at the

Membangun Karakter Anak Usia Dini melalui Pembelajaran Math Character

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Titin Faridatun Nisa’

2016-09-01

Full Text Available Penelitian ini bertujuan untuk mengetahui penerapan pembelajaran math character untuk membangun karakter Anak Usia Dini (AUD dan kesulitan-kesulitan yang dialami guru dalam penerapan pembelajaran math character. Target penelitian ini adalah terbentuknya karakter anak usia dini melalui pembelajaran math character. Jenis penelitian ini adalah penelitian deskriptif dengan metode penelitian kualitatif. Teknik pengumpulan informasi penelitian ini dengan metode observasi dan wawancara. Analisis data penelitian ini menggunakan analisis deskriptif. Hasil penelitian menunjukkan bahwa penerapan pembelajaran math character dapat membangun delapan belas nilai-nilai karakter AUD. Kesulitan-kesulitan yang dialami guru dalam pembentukan karakter AUD melalui pembelajaran math character meliputi tema yang digunakan termasuk tema baru, siswa belum terbiasa dengan pembelajaran berbasis sentra, usia siswa bervariasi, dan adanya ikut campur wali siswa dalam kegiatan pembelajaran di kelas sehingga siswa menjadi kurang mandiri.

Math Clock: Perangkat Penunjuk Waktu Kreatif untuk Olahraga Otak

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Galuh Boy Hertantyo

2014-11-01

Full Text Available Brain is one of the most vital parts for humans, with the number of brain function that is needed for the body, the brain becomes a very important part of the human body. If there is damage to the brain will certainly cause the performance of the human body will not run properly. Because of that, it’s very important to maintain brain health. There is a way to maintain brain health, for example is by doing brain exercise. Examples of brain exercise is to do simple math calculations or doing brain games like sudoku. Because of that, created a tool that can help the brain to maintain brain exercise. The tool is called math clock. Making math clock tool consists of hardware and software. The hardware consists of RTC as real time data input, ATmega328 as microcontroller and dot matrix 32x16 as a tool to display the output that has been processed by the microcontroller. The software is built using C with Arduino IDE. Math clock will process the data from RTC then processed it, in microcontroller so when output displayed on dot matrix, output will be simple mathematical operation with real time clock data on it. Test results show that, math clock is capable of displaying a simple mathematical calculation operations such as addition, subtraction, multiplication and division. The mathematical operation that display on math clock, appears to be random, so it’s not triggered by same mathematical operation. In math clock the display will change every 20 second, so in 1 minute there are 3 different kinds of mathematical operations. The results of questionnaires of 10 different students, showed 9 out of 10 students said math clock is a tool that easy to use as a clock. Math clock will be alternative for doing brain exercise every day.

Formula for Success: Engaging Families in Early Math Learning

Science.gov (United States)

Global Family Research Project, 2017

2017-01-01

Early math ability is one of the best predictors of children's later success in school. Because children's learning begins in the home, families are fundamental in shaping children's interest and skills in math. The experience of learning and doing math, however, looks different from the instruction that was offered when most adults were in…

Elementary Teachers' Perceptions of Their Professional Teaching Competencies: Differences between Teachers of Math/Science Majors and Non-Math/Science Majors in Taiwan

Science.gov (United States)

Wu, Li-Chen; Chao, Li-ling; Cheng, Pi-Yun; Tuan, Hsiao-Lin; Guo, Chorng-Jee

2018-01-01

The purpose of this study was to probe the differences of perceived professional teaching competence between elementary school math/science teachers in Taiwan who are majored in math/science and those who are not. A researcher-developed Math/Science Teachers' Professional Development Questionnaire was used in a nationwide survey, using a two-stage…

Football to improve math and reading performance

NARCIS (Netherlands)

Van Klaveren, Chris; De Witte, Kristof

2015-01-01

Schools frequently increase the instructional time to improve primary school children's math and reading skills. There is, however, little evidence that math and reading skills are effectively improved by these instruction-time increases. This study evaluates ‘Playing for Success’ (PfS), an extended

Validation of the CancerMath prognostic tool for breast cancer in Southeast Asia

NARCIS (Netherlands)

Miao, Hui; Hartman, Mikael; Verkooijen, Helena M; Taib, Nur Aishah; Wong, Hoong-Seam; Subramaniam, Shridevi; Yip, Cheng-Har; Tan, Ern-Yu; Chan, Patrick; Lee, Soo-Chin; Bhoo-Pathy, Nirmala

2016-01-01

BACKGROUND: CancerMath is a set of web-based prognostic tools which predict nodal status and survival up to 15 years after diagnosis of breast cancer. This study validated its performance in a Southeast Asian setting. METHODS: Using Singapore Malaysia Hospital-Based Breast Cancer Registry, clinical

Insecure attachment is associated with math anxiety in middle childhood.

Science.gov (United States)

Bosmans, Guy; De Smedt, Bert

2015-01-01

Children's anxiety for situations requiring mathematical problem solving, a concept referred to as math anxiety, has a unique and detrimental impact on concurrent and long-term mathematics achievement and life success. Little is known about the factors that contribute to the emergence of math anxiety. The current study builds on the hypothesis that math anxiety might reflect a maladaptive affect regulation mechanism that is characteristic for insecure attachment relationships. To test this hypothesis, 87 children primary school children (M age = 10.34 years; SD age = 0.63) filled out questionnaires measuring insecure attachment and math anxiety. They all completed a timed and untimed standardized test of mathematics achievement. Our data revealed that individual differences in math anxiety were significantly related to insecure attachment, independent of age, sex, and IQ. Both tests of mathematics achievement were associated with insecure attachment and this effect was mediated by math anxiety. This study is the first to indicate that math anxiety might develop in the context of insecure parent-child attachment relationships.

Insecure attachment is associated with math anxiety in middle childhood

Directory of Open Access Journals (Sweden)

Guy eBosmans

2015-10-01

Full Text Available Children’s anxiety for situations requiring mathematical problem solving, a concept referred to as math anxiety, has a unique and detrimental impact on concurrent and long-term mathematics achievement and life success. Little is known about the factors that contribute to the emergence of math anxiety. The current study builds on the hypothesis that math anxiety might reflect a maladaptive affect-regulation mechanism that is characteristic for insecure attachment relationships. To test this hypothesis, 87 children primary school children (Mage = 10.34 years; SDage = 0.63 filled out questionnaires measuring insecure attachment and math anxiety. They all completed a timed and untimed standardized test of mathematics achievement. Our data revealed that individual differences in math anxiety were significantly related to insecure attachment, independent of age, sex and IQ. Both tests of mathematics achievement were associated with insecure attachment and this effect was mediated by math anxiety. This study is the first to indicate that math anxiety might develop in the context of insecure parent-child attachment relationships.

Technical Math For Dummies

CERN Document Server

Schoenborn, Barry

2010-01-01

Technical Math For Dummies is your one-stop, hands-on guide to acing the math courses you’ll encounter as you work toward getting your degree, certifacation, or�license in the skilled trades. You’ll get easy-to-follow, plain-English guidance on mathematical formulas and methods that professionals use every day in the automotive, health, construction, licensed trades, maintenance, and other trades. You’ll learn how to apply concepts of algebra, geometry, and trigonometry and their formulas related to occupational areas of study. Plus, you’ll find out how to perform basic arithmetic

District Finds the Right Equation to Improve Math Instruction

Science.gov (United States)

Holmstrom, Annette

2010-01-01

The math problem is common to most U.S. school districts, and education leaders are well aware that U.S. math achievement lags far behind many other countries in the world. University Place (Washington) School District Superintendent Patti Banks found the conspicuous income gap for math scores even more disturbing. In her school district, only 23%…

The influence of math anxiety on symbolic and non-symbolic magnitude processing.

Science.gov (United States)

Dietrich, Julia F; Huber, Stefan; Moeller, Korbinian; Klein, Elise

2015-01-01

Deficits in basic numerical abilities have been investigated repeatedly as potential risk factors of math anxiety. Previous research suggested that also a deficient approximate number system (ANS), which is discussed as being the foundation for later math abilities, underlies math anxiety. However, these studies examined this hypothesis by investigating ANS acuity using a symbolic number comparison task. Recent evidence questions the view that ANS acuity can be assessed using a symbolic number comparison task. To investigate whether there is an association between math anxiety and ANS acuity, we employed both a symbolic number comparison task and a non-symbolic dot comparison task, which is currently the standard task to assess ANS acuity. We replicated previous findings regarding the association between math anxiety and the symbolic distance effect for response times. High math anxious individuals showed a larger distance effect than less math anxious individuals. However, our results revealed no association between math anxiety and ANS acuity assessed using a non-symbolic dot comparison task. Thus, our results did not provide evidence for the hypothesis that a deficient ANS underlies math anxiety. Therefore, we propose that a deficient ANS does not constitute a risk factor for the development of math anxiety. Moreover, our results suggest that previous interpretations regarding the interaction of math anxiety and the symbolic distance effect have to be updated. We suggest that impaired number comparison processes in high math anxious individuals might account for the results rather than deficient ANS representations. Finally, impaired number comparison processes might constitute a risk factor for the development of math anxiety. Implications for current models regarding the origins of math anxiety are discussed.

The influence of math anxiety on symbolic and non-symbolic magnitude processing

Directory of Open Access Journals (Sweden)

Julia Felicitas Dietrich

2015-10-01

Full Text Available Deficits in basic numerical abilities have been investigated repeatedly as potential risk factors of math anxiety. Previous research suggested that also a deficient approximate number system (ANS, which is discussed as being the foundation for later math abilities, underlies math anxiety. However, these studies examined this hypothesis by investigating ANS acuity using a symbolic number comparison task. Recent evidence questions the view that ANS acuity can be assessed using a symbolic number comparison task. To investigate whether there is an association between math anxiety and ANS acuity, we employed both a symbolic number comparison task and a non-symbolic dot comparison task, which is currently the standard task to assess ANS acuity. We replicated previous findings regarding the association between math anxiety and the symbolic distance effect for response times. High math anxious individuals showed a larger distance effect than less math anxious individuals. However, our results revealed no association between math anxiety and ANS acuity assessed using a non-symbolic dot comparison task. Thus, our results did not provide evidence for the hypothesis that a deficient ANS underlies math anxiety. Therefore, we propose that a deficient ANS does not constitute a risk factor for the development of math anxiety. Moreover, our results suggest that previous interpretations regarding the interaction of math anxiety and the symbolic distance effect have to be updated. We suggest that impaired number comparison processes in high math anxious individuals might account for the results rather than deficient ANS representations. Finally, impaired number comparison processes might constitute a risk factor for the development of math anxiety. Implications for current models regarding the origins of math anxiety are discussed.

Math Academy: Play Ball! Explorations in Data Analysis & Statistics. Book 3: Supplemental Math Materials for Grades 3-8

Science.gov (United States)

Rimbey, Kimberly

2008-01-01

Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Play Ball! Explorations in Data Analysis & Statistics," which teachers can use to…

Math Academy: Dining Out! Explorations in Fractions, Decimals, & Percents. Book 4: Supplemental Math Materials for Grades 3-8

Science.gov (United States)

Rimbey, Kimberly

2007-01-01

Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Dining Out! Explorations in Fractions, Decimals, and Percents," which teachers can use…

Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology

Science.gov (United States)

Redish, Edward F.; Kuo, Eric

2015-07-01

Mathematics is a critical part of much scientific research. Physics in particular weaves math extensively into its instruction beginning in high school. Despite much research on the learning of both physics and math, the problem of how to effectively include math in physics in a way that reaches most students remains unsolved. In this paper, we suggest that a fundamental issue has received insufficient exploration: the fact that in science, we don't just use math, we make meaning with it in a different way than mathematicians do. In this reflective essay, we explore math as a language and consider the language of math in physics through the lens of cognitive linguistics. We begin by offering a number of examples that show how the use of math in physics differs from the use of math as typically found in math classes. We then explore basic concepts in cognitive semantics to show how humans make meaning with language in general. The critical elements are the roles of embodied cognition and interpretation in context. Then, we show how a theoretical framework commonly used in physics education research, resources, is coherent with and extends the ideas of cognitive semantics by connecting embodiment to phenomenological primitives and contextual interpretation to the dynamics of meaning-making with conceptual resources, epistemological resources, and affect. We present these ideas with illustrative case studies of students working on physics problems with math and demonstrate the dynamical nature of student reasoning with math in physics. We conclude with some thoughts about the implications for instruction.

Symbolic math for computation of radiation shielding

International Nuclear Information System (INIS)

Suman, Vitisha; Datta, D.; Sarkar, P.K.; Kushwaha, H.S.

2010-01-01

Radiation transport calculations for shielding studies in the field of accelerator technology often involve intensive numerical computations. Traditionally, radiation transport equation is solved using finite difference scheme or advanced finite element method with respect to specific initial and boundary conditions suitable for the geometry of the problem. All these computations need CPU intensive computer codes for accurate calculation of scalar and angular fluxes. Computation using symbols of the analytical expression representing the transport equation as objects is an enhanced numerical technique in which the computation is completely algorithm and data oriented. Algorithm on the basis of symbolic math architecture is developed using Symbolic math toolbox of MATLAB software. Present paper describes the symbolic math algorithm and its application as a case study in which shielding calculation of rectangular slab geometry is studied for a line source of specific activity. Study of application of symbolic math in this domain evolves a new paradigm compared to the existing computer code such as DORT. (author)

Representation of numerical magnitude in math-anxious individuals.

Science.gov (United States)

Colomé, Àngels

2018-01-01

Larger distance effects in high math-anxious individuals (HMA) performing comparison tasks have previously been interpreted as indicating less precise magnitude representation in this population. A recent study by Dietrich, Huber, Moeller, and Klein limited the effects of math anxiety to symbolic comparison, in which they found larger distance effects for HMA, despite equivalent size effects. However, the question of whether distance effects in symbolic comparison reflect the properties of the magnitude representation or decisional processes is currently under debate. This study was designed to further explore the relation between math anxiety and magnitude representation through three different tasks. HMA and low math-anxious individuals (LMA) performed a non-symbolic comparison, in which no group differences were found. Furthermore, we did not replicate previous findings in an Arabic digit comparison, in which HMA individuals showed equivalent distance effects to their LMA peers. Lastly, there were no group differences in a counting Stroop task. Altogether, an explanation of math anxiety differences in terms of less precise magnitude representation is not supported.

Promotive and Corrosive Factors in African American Students' Math Beliefs and Achievement.

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Diemer, Matthew A; Marchand, Aixa D; McKellar, Sarah E; Malanchuk, Oksana

2016-06-01

Framed by expectancy-value theory (which posits that beliefs about and the subjective valuation of a domain predict achievement and decision-making in that domain), this study examined the relationships among teacher differential treatment and relevant math instruction on African American students' self-concept of math ability, math task value, and math achievement. These questions were examined by applying structural equation modeling to 618 African American youth (45.6 % female) followed from 7th to 11th grade in the Maryland Adolescent Development in Context Study. While controlling for gender and prior math achievement, relevant math instruction promoted and teacher differential treatment corroded students' math beliefs and achievement over time. Further, teacher discrimination undermined students' perceptions of their teachers, a mediating process under-examined in previous inquiry. These findings suggest policy and practice levers to narrow opportunity gaps, as well as foster math achievement and science, technology, engineering and math success.

Improving Student Achievement in Math and Science

Science.gov (United States)

Sullivan, Nancy G.; Hamsa, Irene Schulz; Heath, Panagiota; Perry, Robert; White, Stacy J.

1998-01-01

As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order

Response to intervention in math

CERN Document Server

Riccomini, Paul J

2010-01-01

Boost academic achievement for all students in your mathematics classroom! This timely resource leads the way in applying RTI to mathematics instruction. The authors describe how the three tiers can be implemented in specific math areas and illustrate RTI procedures through case studies. Aligned with the NMAP final report and IES practice guide, this book includes: Intervention strategies for number sense, fractions, problem solving, and more Procedures for teaching math using systematic and explicit instruction for assessment, instructional planning, and evaluation Essential components to con

Math Problem

Science.gov (United States)

Oguntoyinbo, Lekan

2012-01-01

Many experts give the nation's schools a poor grade for their approach to teaching mathematics and for their preparation of mathematics teachers. While many policymakers make much of data that suggest children in the United States lag behind many other advanced countries in math, many experts call for a change in mathematics education,…

Talking Maths

Science.gov (United States)

Murray, Jenny

2006-01-01

Discussion in maths lessons has always been something encouraged by ATM but can be difficult to initiate for non-specialist and inexperienced teachers who may feel they need material in books to get them going. In this article, the author describes resources aimed at encouraging discussion among primary mathematicians. These resources include: (1)…

Long range global warming

International Nuclear Information System (INIS)

Rolle, K.C.; Pulkrabek, W.W.; Fiedler, R.A.

1995-01-01

This paper explores one of the causes of global warming that is often overlooked, the direct heating of the environment by engineering systems. Most research and studies of global warming concentrate on the modification that is occurring to atmospheric air as a result of pollution gases being added by various systems; i.e., refrigerants, nitrogen oxides, ozone, hydrocarbons, halon, and others. This modification affects the thermal radiation balance between earth, sun and space, resulting in a decrease of radiation outflow and a slow rise in the earth's steady state temperature. For this reason the solution to the problem is perceived as one of cleaning up the processes and effluents that are discharged into the environment. In this paper arguments are presented that suggest, that there is a far more serious cause for global warming that will manifest itself in the next two or three centuries; direct heating from the exponential growth of energy usage by humankind. Because this is a minor contributor to the global warming problem at present, it is overlooked or ignored. Energy use from the combustion of fuels and from the output of nuclear reactions eventually is manifest as warming of the surroundings. Thus, as energy is used at an ever increasing rate the consequent global warming also increases at an ever increasing rate. Eventually this rate will become equal to a few percent of solar radiation. When this happens the earth's temperature will have risen by several degrees with catastrophic results. The trends in world energy use are reviewed and some mathematical models are presented to suggest future scenarios. These models can be used to predict when the global warming problem will become undeniably apparent, when it will become critical, and when it will become catastrophic

The Relationship between Cognitive Reserve and Math Abilities

Directory of Open Access Journals (Sweden)

Giorgio Arcara

2017-12-01

Full Text Available Cognitive Reserve is the capital of knowledge and experiences that an individual acquires over their life-span. Cognitive Reserve is strictly related to Brain Reserve, which is the ability of the brain to cope with damage. These two concepts could explain many phenomena such as the modality of onset in dementia or the different degree of impairment in cognitive abilities in aging. The aim of this study is to verify the effect of Cognitive Reserve, as measured by a questionnaire, on a variety of numerical abilities (number comprehension, reading and writing numbers, rules and principles, mental calculations and written calculations, in a group of healthy older people (aged 65–98 years. Sixty older individuals were interviewed with the Cognitive Reserve Index questionnaire (CRIq, and assessed with the Numerical Activities of Daily Living battery (NADL, which included formal tasks on math abilities, an informal test on math, one interview with the participant, and one interview with a relative on the perceived math abilities. We also took into account the years of education, as another proxy for Cognitive Reserve. In the multiple regression analyses on all formal tests, CRIq scores did not significantly predict math performance. Other variables, i.e., years of education and Mini-Mental State Examination score, accounted better for math performance on NADL. Only a subsection of CRIq, CRIq-Working-activity, was found to predict performance on a NADL subtest assessing informal use of math in daily life. These results show that education might better explain abstract math functions in late life than other aspects related to Cognitive Reserve, such as lifestyle or occupational attainment.

The Relationship between Cognitive Reserve and Math Abilities.

Science.gov (United States)

Arcara, Giorgio; Mondini, Sara; Bisso, Alice; Palmer, Katie; Meneghello, Francesca; Semenza, Carlo

2017-01-01

Cognitive Reserve is the capital of knowledge and experiences that an individual acquires over their life-span. Cognitive Reserve is strictly related to Brain Reserve, which is the ability of the brain to cope with damage. These two concepts could explain many phenomena such as the modality of onset in dementia or the different degree of impairment in cognitive abilities in aging. The aim of this study is to verify the effect of Cognitive Reserve, as measured by a questionnaire, on a variety of numerical abilities (number comprehension, reading and writing numbers, rules and principles, mental calculations and written calculations), in a group of healthy older people (aged 65-98 years). Sixty older individuals were interviewed with the Cognitive Reserve Index questionnaire (CRIq), and assessed with the Numerical Activities of Daily Living battery (NADL), which included formal tasks on math abilities, an informal test on math, one interview with the participant, and one interview with a relative on the perceived math abilities. We also took into account the years of education, as another proxy for Cognitive Reserve. In the multiple regression analyses on all formal tests, CRIq scores did not significantly predict math performance. Other variables, i.e., years of education and Mini-Mental State Examination score, accounted better for math performance on NADL. Only a subsection of CRIq, CRIq-Working-activity, was found to predict performance on a NADL subtest assessing informal use of math in daily life. These results show that education might better explain abstract math functions in late life than other aspects related to Cognitive Reserve, such as lifestyle or occupational attainment.

Football to Improve Math and Reading Performance

Science.gov (United States)

Van Klaveren, Chris; De Witte, Kristof

2015-01-01

Schools frequently increase the instructional time to improve primary school children's math and reading skills. There is, however, little evidence that math and reading skills are effectively improved by these instruction-time increases. This study evaluates "Playing for Success" (PfS), an extended school day program for underachieving…

Metacognitive awareness and math anxiety in gifted students

OpenAIRE

Hakan Sarıcam; Üzeyir Ogurlu

2015-01-01

The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary S...

Explaining Math Achievement: Personality, Motivation, and Trust

Science.gov (United States)

Kilic-Bebek, Ebru

2009-01-01

This study investigated the statistical significance of student trust next to the well-tested constructs of personality and motivation to determine whether trust is a significant predictor of course achievement in college math courses. Participants were 175 students who were taking undergraduate math courses in an urban public university. The…

Neurocognitive and Behavioral Predictors of Math Performance in Children With and Without ADHD.

Science.gov (United States)

Antonini, Tanya N; Kingery, Kathleen M; Narad, Megan E; Langberg, Joshua M; Tamm, Leanne; Epstein, Jeffery N

2016-02-01

This study examined neurocognitive and behavioral predictors of math performance in children with and without ADHD. Neurocognitive and behavioral variables were examined as predictors of (a) standardized mathematics achievement scores, (b) productivity on an analog math task, and (c) accuracy on an analog math task. Children with ADHD had lower achievement scores but did not significantly differ from controls on math productivity or accuracy. N-back accuracy and parent-rated attention predicted math achievement. N-back accuracy and observed attention predicted math productivity. Alerting scores on the attentional network task predicted math accuracy. Mediation analyses indicated that n-back accuracy significantly mediated the relationship between diagnostic group and math achievement. Neurocognition, rather than behavior, may account for the deficits in math achievement exhibited by many children with ADHD. © The Author(s) 2013.

PTC MathCAD and Workgroup Manager: Implementation in a Multi-Org System

Science.gov (United States)

Jones, Corey

2015-01-01

In this presentation, the presenter will review what was done at Kennedy Space Center to deploy and implement PTC MathCAD and PTC Workgroup Manager in a multi-org system. During the presentation the presenter will explain how they configured PTC Windchill to create custom soft-types and object initialization rules for their custom numbering scheme and why they choose these methods. This presentation will also include how to modify the EPM default soft-type file in the PTC Windchill server codebase folder. The presenter will also go over the code used in a start up script to initiate PTC MathCAD and PTC Workgroup Manager in the proper order, and also set up the environment variables when running both PTC Workgroup Manager and PTC Creo. The configuration.ini file the presenter used will also be reviewed to show you how to set up the PTC Workgroup Manager and customized it to their user community. This presentation will be of interest to administrators trying to create a similar set-up in either a single org or multiple org system deployment. The big take away will be ideas and best practices learned through implementing this system, and the lessons learned what to do and not to do when setting up this configuration. Attendees will be exposed to several different sets of code used and that worked well and will hear some limitations on what the software can accomplish when configured this way.