On the study and difficulties of mathematics

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De Morgan, Augustus

2005-01-01

One of the twentieth century's most eminent mathematical writers, Augustus De Morgan enriched his expositions with insights from history and psychology. On the Study and Difficulties of Mathematics represents some of his best work, containing points usually overlooked by elementary treatises, and written in a fresh and natural tone that provides a refreshing contrast to the mechanical character of common textbooks.Presuming only a knowledge of the rules of algebra and Euclidean theorems, De Morgan begins with some introductory remarks on the nature and objects of mathematics. He discusses the

Phonological Storage and Executive Function Deficits in Children with Mathematics Difficulties

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Peng, Peng; Congying, Sun; Beilei, Li; Sha, Tao

2012-01-01

Children with mathematics difficulties suffer from working memory deficits. This study investigated the deficit profile of phonological storage and executive functions in working memory among children with mathematics difficulties. Based on multiple instruments and two assessment points, 68 children were screened out of 805 fifth graders. Of these…

Mathematics-Related Emotions among Finnish Adolescents across Different Performance Levels

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Holm, Marja Eliisa; Hannula, Markku Sakari; Björn, Piia Maria

2017-01-01

This study examined the relation of mathematics performance and gender with seven mathematics-related emotions (enjoyment, pride, anger, anxiety, shame, hopelessness and boredom) among adolescents. Using strict and lenient mathematics performance cut-off scores, respective groups of adolescents with mathematics difficulties (MD, n = 136), low (LA,…

Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties

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Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun

2015-01-01

Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil’s Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children’s LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions. PMID:26090806

Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties.

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Yinghui Lai

Full Text Available Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA and mathematical metacognition on word problem solving (WPS. We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56 with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA, typical achieving (TA, low achieving (LA, and mathematical learning difficulty (MLD. Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA than the TA and HA children, but not in mathematical evaluation anxiety (MEA. MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.

Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties.

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Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun

2015-01-01

Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.

Mathematical Interventions for Secondary Students with Learning Disabilities and Mathematics Difficulties: A Meta-Analysis

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Jitendra, Asha K.; Lein, Amy E.; Im, Soo-hyun; Alghamdi, Ahmed A.; Hefte, Scott B.; Mouanoutoua, John

2018-01-01

This meta-analysis is the first to provide a quantitative synthesis of empirical evaluations of mathematical intervention programs implemented in secondary schools for students with learning disabilities and mathematics difficulties. Included studies used a treatment-control group design. A total of 19 experimental and quasi-experimental studies…

Socioeconomic variation, number competence, and mathematics learning difficulties in young children.

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Jordan, Nancy C; Levine, Susan C

2009-01-01

As a group, children from disadvantaged, low-income families perform substantially worse in mathematics than their counterparts from higher-income families. Minority children are disproportionately represented in low-income populations, resulting in significant racial and social-class disparities in mathematics learning linked to diminished learning opportunities. The consequences of poor mathematics achievement are serious for daily functioning and for career advancement. This article provides an overview of children's mathematics difficulties in relation to socioeconomic status (SES). We review foundations for early mathematics learning and key characteristics of mathematics learning difficulties. A particular focus is the delays or deficiencies in number competencies exhibited by low-income children entering school. Weaknesses in number competence can be reliably identified in early childhood, and there is good evidence that most children have the capacity to develop number competence that lays the foundation for later learning.

Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia.

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Simms, Victoria; Gilmore, Camilla; Cragg, Lucy; Clayton, Sarah; Marlow, Neil; Johnson, Samantha

2015-02-01

Children born very preterm (mathematics learning difficulties that are out of proportion to other academic and cognitive deficits. However, the etiology of mathematics difficulties in very preterm children is unknown. We sought to identify the nature and origins of preterm children's mathematics difficulties. One hundred and fifteen very preterm children aged 8-10 y were assessed in school with a control group of 77 term-born classmates. Achievement in mathematics, working memory, visuospatial processing, inhibition, and processing speed were assessed using standardized tests. Numerical representations and specific mathematics skills were assessed using experimental tests. Very preterm children had significantly poorer mathematics achievement, working memory, and visuospatial skills than term-born controls. Although preterm children had poorer performance in specific mathematics skills, there was no evidence of imprecise numerical representations. Difficulties in mathematics were associated with deficits in visuospatial processing and working memory. Mathematics difficulties in very preterm children are associated with deficits in working memory and visuospatial processing not numerical representations. Thus, very preterm children's mathematics difficulties are different in nature from those of children with developmental dyscalculia. Interventions targeting general cognitive problems, rather than numerical representations, may improve very preterm children's mathematics achievement.

Mathematics Difficulties: Does One Approach Fit All?

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Gifford, Sue; Rockliffe, Freda

2012-01-01

This article reviews the nature of learning difficulties in mathematics and, in particular, the nature and prevalence of dyscalculia, a condition that affects the acquisition of arithmetical skills. The evidence reviewed suggests that younger children (under the age of 10) often display a combination of problems, including minor physical…

Processes of Learning with Regard to Students’ Learning Difficulties in Mathematics

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Amalija Zakelj

2014-06-01

Full Text Available In the introduction, we write about the process of learning mathematics: the development of mathematical concepts, numerical and spatial imagery on reading and understanding of texts, etc. The central part of the paper is devoted to the study, in which we find that identifying the learning processes associated with learning difficulties of students in mathematics, is not statistically significantly different between primary school teachers and teachers of mathematics. Both groups expose the development of numerical concepts, logical reasoning, and reading and understanding the text as the ones with which difficulties in learning mathematics appear the most frequently. All the processes of learning that the teachers assessed as the ones that represent the greatest barriers to learning have a fairly uniform average estimates of the degree of complexity, ranging from 2.6 to 2.8, which is very close to the estimate makes learning very difficult.

Improvement of Word Problem Solving and Basic Mathematics Competencies in Students with Attention Deficit/Hyperactivity Disorder and Mathematical Learning Difficulties

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González-Castro, Paloma; Cueli, Marisol; Areces, Débora; Rodríguez, Celestino; Sideridis, Georgios

2016-01-01

Problem solving represents a salient deficit in students with mathematical learning difficulties (MLD) primarily caused by difficulties with informal and formal mathematical competencies. This study proposes a computerized intervention tool, the integrated dynamic representation (IDR), for enhancing the early learning of basic mathematical…

Difficulties First-Year University Mathematics Students Have in Reading Their Mathematics Textbook. Technical Report. No. 2009-1

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Shepherd, Mary D.; Selden, Annie; Selden, John

2009-01-01

This exploratory study examined the experiences and difficulties certain first-year university students displayed in reading new passages from their mathematics textbooks. We interviewed eleven precalculus and calculus students who were considered to be good at mathematics, as indicated by high ACT mathematics scores. These students were also …

On the difficulties of acquiring mathematical experience: Case rural education

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Booss-Bavnbek, Bernhelm

2014-01-01

Based on a variety of philosophical approaches and my own work for decades in pure and applied mathematics teaching and research, I explain my view upon the basic difficulties of acquiring the “Mathematical Experience” (in the sense of P.J. Davis and R. Hersh 1981) and submit a list of claims how...

Differentiating Students with Mathematics Difficulty in College: Mathematics Disabilities vs. No Diagnosis

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McGlaughlin, Sean M.; Knoop, Andrew J.; Holliday, Gregory A.

2005-01-01

Difficulties with college algebra can be the gatekeeper for earning a degree. Students struggle with algebra for many reasons. The focus of study was to examine students struggling with entry-level algebra courses and differentiate between those who were identified as having a mathematics disability and those who were not. Variables related to…

Observations on Student Difficulties with Mathematics in Upper-Division Electricity and Magnetism

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Pepper, Rachel E.; Chasteen, Stephanie V.; Pollock, Steven J.; Perkins, Katherine K.

2012-01-01

We discuss common difficulties in upper-division electricity and magnetism (E&M) in the areas of Gauss's law, vector calculus, and electric potential using both quantitative and qualitative evidence. We also show that many of these topical difficulties may be tied to student difficulties with mathematics. At the junior level, some students…

Investigating middle school students’ difficulties in mathematical literacy problems level 1 and 2

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Setiawati, S.; Herman, T.; Jupri, A.

2017-11-01

The background of this study is the lack of mathematical literacy skills of students. The proficiency of students’ mathematical literacy skills based on the results of the PISA 2015 study shows that Indonesian students at the proficiency level 1. This fact gave rise to this study which aims to investigate middle school students’ difficulties in mathematical literacy problems level 1 and 2. Qualitative research was used in this study. An individual written test on mathematical literacy problems was administered, followed by interviews. The subjects of the study were 61 students grade VII in Bandung and 26 of them were interviewed afterward. Data analysis revealed that students’ error in performing arithmetic most frequently observed. Other observed difficulties concerned understanding about algebra concept, applying arithmetic operation in algebraic expressions, and interpreting symbols to represent the unknown. In solving mathematical literacy problems, students use their prior knowledge, although sometimes not relevant to the questions. Based on the results, we suggest that mathematics learning in contextual learning and which invites students to participate in the processes of understanding the concepts.

Challenges in Teaching Mathematics: Perspectives From Students’ Learning Difficulties

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Steve Chinn

2016-04-01

Full Text Available Alcock et al (2016, this issue have set out and discussed a potential research agenda for mathematical cognition. It is timely that research topics, along with knowledge uncovered to date, should be incorporated into a coordinated agenda for further research. This commentary focuses on the perspectives that learning difficulties, and dyscalculia, reveal. These perspectives potentially add much to that research agenda. [Commentary on: Alcock, L., Ansari, D., Batchelor, S., Bisson, M.-J., De Smedt, B., Gilmore, C., . . . Weber, K. (2016. Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition, 2, 20-41. doi:10.5964/jnc.v2i1.10

[Difficulties in learning mathematics].

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Rebollo, M A; Rodríguez, A L

2006-02-13

To discuss our concern for some aspects of mathematics learning disorders related to the nomenclature employed and their diagnosis; these aspects refer to the term 'dyscalculia' and to its diagnosis (especially syndromatic diagnosis). We also intend to propose a classification that could help to define the terminology. Lastly we are going to consider the different aspects of diagnosis and to determine which of them are indispensable in the diagnosis of primary and secondary disorders. As far as the nomenclature is concerned, we refer to the term 'dyscalculia'. The origins of the term are analysed along with the reasons why it should not be used in children with difficulties in learning mathematics. We propose a classification and denominations for the different types that should undoubtedly be discussed. With respect to the diagnosis, several problems related to the syndromatic diagnosis are considered, since in our country there are no standardised tests with which to study performance in arithmetic and geometry. This means that criterion reference tests are conducted to try to establish current and potential performance. At this stage of the diagnosis pedagogical and psychological studies must be conducted. The important factors with regard to the topographical and aetiological diagnoses are prior knowledge, results from the studies that have been carried out and findings from imaging studies. The importance of a genetic study must be defined in the aetiological diagnosis. We propose a nomenclature to replace the term 'dyscalculia'. Standardised tests are needed for the diagnosis. The need to establish current and potential performance is hierarchized. With regard to the topographical diagnosis, we highlight the need for more information about geometry, and in aetiological studies the analyses must be conducted with greater numbers of children.

Interventions for Primary School Children With Difficulties in Mathematics.

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Dowker, Ann

2017-01-01

Difficulty with arithmetic is a common problem for children and adults, though there has been some work on the topic for a surprisingly long time. This chapter will review some of the research that has been done over the years on interventions with primary school children. Interventions can be of various levels of intensiveness, ranging from whole-class approaches that take account of individual differences through small-group and limited-time individual interventions to extended-time individual interventions. Interventions discussed here include those involving peer tuition and group collaboration; those involving board and computer games; and those that involve assessing children's strengths and weaknesses in different components of mathematics; and targeting remedial activities to the assessed weaknesses. Most of the interventions discussed in this chapter specifically involve mathematics (usually mainly arithmetic), but there is also some discussion of attempts to improve mathematics by training children in domain-general skills, including Piagetian operations, metacognition, and executive functions. © 2017 Elsevier Inc. All rights reserved.

Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children With Mathematics Difficulties.

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Jordan, Nancy C; Resnick, Ilyse; Rodrigues, Jessica; Hansen, Nicole; Dyson, Nancy

The goal of the present article is to synthesize findings to date from the Delaware Longitudinal Study of Fraction Learning. The study followed a large cohort of children ( N = 536) between Grades 3 and 6. The findings showed that many students, especially those with diagnosed learning disabilities, made minimal growth in fraction knowledge and that some showed only a basic grasp of the meaning of a fraction even after several years of instruction. Children with low growth in fraction knowledge during the intermediate grades were much more likely to fail to meet state standards on a broad mathematics measure at the end of Grade 6. Although a range of general and mathematics-specific competencies predicted fraction outcomes, the ability to estimate numerical magnitudes on a number line was a uniquely important marker of fraction success. Many children with mathematics difficulties have deep-seated problems related to whole number magnitude representations that are complicated by the introduction of fractions into the curriculum. Implications for helping students with mathematics difficulties are discussed.

Basic number processing in children with specific learning disorders: Comorbidity of reading and mathematics disorders.

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Moll, Kristina; Göbel, Silke M; Snowling, Margaret J

2015-01-01

As well as being the hallmark of mathematics disorders, deficits in number processing have also been reported for individuals with reading disorders. The aim of the present study was to investigate separately the components of numerical processing affected in reading and mathematical disorders within the framework of the Triple Code Model. Children with reading disorders (RD), mathematics disorders (MD), comorbid deficits (RD + MD), and typically developing children (TD) were tested on verbal, visual-verbal, and nonverbal number tasks. As expected, children with MD were impaired across a broad range of numerical tasks. In contrast, children with RD were impaired in (visual-)verbal number tasks but showed age-appropriate performance in nonverbal number skills, suggesting their impairments were domain specific and related to their reading difficulties. The comorbid group showed an additive profile of the impairments of the two single-deficit groups. Performance in speeded verbal number tasks was related to rapid automatized naming, a measure of visual-verbal access in the RD but not in the MD group. The results indicate that deficits in number skills are due to different underlying cognitive deficits in children with RD compared to children with MD: a phonological deficit in RD and a deficit in processing numerosities in MD.

Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties.

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Powell, Sarah R; Fuchs, Lynn S; Fuchs, Douglas; Cirino, Paul T; Fletcher, Jack M

2009-01-01

The purpose of this study was to assess the efficacy of fact retrieval tutoring as a function of math difficulty (MD) subtype, that is, whether students have MD alone (MD-only) or have concurrent difficulty with math and reading (MDRD). Third graders (n = 139) at two sites were randomly assigned, blocking by site and MD subtype, to four tutoring conditions: fact retrieval practice, conceptual fact retrieval instruction with practice, procedural computation/estimation instruction, and control (no tutoring). Tutoring occurred for 45 sessions over 15weeks for 15-25 minutes per session. Results provided evidence of an interaction between tutoring condition and MD subtype status for assessment of fact retrieval. For MD-only students, students in both fact retrieval conditions achieved comparably and outperformed MD-only students in the control group as well as those in the procedural computation/estimation instruction group. By contrast, for MDRD students, there were no significant differences among intervention conditions.

Building Knowledge Structures by Testing Helps Children With Mathematical Learning Difficulty.

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Zhang, Yiyun; Zhou, Xinlin

2016-01-01

Mathematical learning difficulty (MLD) is prevalent in the development of mathematical abilities. Previous interventions for children with MLD have focused on number sense or basic mathematical skills. This study investigated whether mathematical performance of fifth grade children with MLD could be improved by developing knowledge structures by testing using a web-based curriculum learning system. A total of 142 children with MLD were recruited; half of the children were in the experimental group (using the system), and the other half were in the control group (not using the system). The children were encouraged to use the web-based learning system at home for at least a 15-min session, at least once a week, for one and a half months. The mean accumulated time of testing on the system for children in the experimental group was 56.2 min. Children in the experimental group had significantly higher scores on their final mathematical examination compared to the control group. The results suggest that web-based curriculum learning through testing that promotes the building of knowledge structures for a mathematical course was helpful for children with MLD. © Hammill Institute on Disabilities 2014.

Understanding technology use and constructivist strategies when addressing Saudi primary students' mathematics difficulties.

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Alabdulaziz, M.; Higgins, S.

2017-01-01

This paper will investigate the relationship between technology use and the use of constructivist strategies when addressing Saudi primary students' mathematics difficulties. Semi-structured interviews and observations were used for the purpose of this research, which were undertaken with three mathematics teachers from school A which used technology, and the other three from school B, which did not use technology. We found that technology can support constructivist approach when teaching and...

Difficulties encountered by the teachers in fifth grade applications of mathematics course

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Fatma Nur Çoban

2013-12-01

Full Text Available The purpose of this study was to determine the teachers’ practices and the difficulties encountered by the teachers in 5th grade optional ‘mathematics applications’ course, which came into effect with the new 4+4+4 educational system.  The study was conducted in 2012-2013 academic year using the qualitative research method of semi-structured interview with 8 mathematics teachers who were teaching this course. The teachers were from four schools situated in socioeconomically average quarters of Eskişehir. The interview consisted of questions under three categories; aims and contents of the course, teachers’ practices and assessment of the course.Key Words:    Mathematics applications course, curriculum, teaching resources, teacher views

Symbolic and Nonsymbolic Equivalence Tasks: The Influence of Symbols on Students with Mathematics Difficulty

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Driver, Melissa K.; Powell, Sarah R.

2015-01-01

Students often experience difficulty with attaching meaning to mathematics symbols. Many students react to symbols, such as the equal sign, as a command to "do something" or "write an answer" without reflecting upon the proper relational meaning of the equal sign. One method for assessing equal-sign understanding is through…

The Effects of a Tier 3 Intervention on the Mathematics Performance of Second Grade Students With Severe Mathematics Difficulties.

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Bryant, Brian R; Bryant, Diane Pedrotty; Porterfield, Jennifer; Dennis, Minyi Shih; Falcomata, Terry; Valentine, Courtney; Brewer, Chelsea; Bell, Kathy

2016-01-01

The purpose of this study was to determine the effectiveness of a systematic, explicit, intensive Tier 3 (tertiary) intervention on the mathematics performance of students in second grade with severe mathematics difficulties. A multiple-baseline design across groups of participants showed improved mathematics performance on number and operations concepts and procedures, which are the foundation for later mathematics success. In the previous year, 12 participants had experienced two doses (first and second semesters) of a Tier 2 intervention. In second grade, the participants continued to demonstrate low performance, falling below the 10th percentile on a researcher-designed universal screener and below the 16th percentile on a distal measure, thus qualifying for the intensive intervention. A project interventionist, who met with the students 5 days a week for 10 weeks (9 weeks for one group), conducted the intensive intervention. The intervention employed more intensive instructional design features than the previous Tier 2 secondary instruction, and also included weekly games to reinforce concepts and skills from the lessons. Spring results showed significantly improved mathematics performance (scoring at or above the 25th percentile) for most of the students, thus making them eligible to exit the Tier 3 intervention. © Hammill Institute on Disabilities 2014.

Reading Stories to Learn Math: Mathematics Vocabulary Instruction for Children with Early Numeracy Difficulties.

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Hassinger-Das, Brenna; Jordan, Nancy C; Dyson, Nancy

2015-12-01

The present study involved examining whether a storybook reading intervention targeting mathematics vocabulary, such as "equal," "more," and "less," and associated number concepts would increase at-risk children's vocabulary knowledge and number competencies. Children with early numeracy difficulties (N = 124) were recruited from kindergarten classes in four schools. Participants were randomly assigned to one of three groups: a storybook number competencies (SNC) intervention, a number sense intervention, or a business-as-usual control. Interventions were carried out in groups of four children over 8 weeks (24 thirty-minute sessions). Findings demonstrated that the SNC intervention group outperformed the other groups on measures of mathematics vocabulary, both in terms of words that were closely aligned to the intervention and those that were not. There was no effect of the SNC intervention, however, on general mathematics measures, suggesting a need to provide the mathematics vocabulary work along with more intensive instruction in number concepts.

Examining Primary Pre-Service Teachers' Difficulties of Mathematics Teaching with the Micro-Teaching Method

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Savas Basturk; Tastepe, Mehtap

2015-01-01

The purpose of the study was to examine primary pre-service teachers' difficulties of the teaching of mathematics with micro-teaching method. The participants of the study were 15 third grade pre-service teachers from the department of primary education in the faculty of education. In this grade which includes four sections, there were…

[Executive functioning and motivation in preschool children at risk for learning difficulties in mathematics].

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Presentación-Herrero, M Jesús; Mercader-Ruiz, Jessica; Siegenthaler-Hierro, Rebeca; Fernández-Andrés, Inmaculada; Miranda-Casas, Ana

2015-02-25

Early identification of the factors involved in the development of learning difficulties in mathematics is essential to be able to understand their origin and implement successful interventions. This study analyses the capacity of executive functioning and of variables from the motivational belief system to differentiate and classify preschool children with and without risk of having difficulties in mathematics. A total of 146 subjects from the third year of preschool education took part in the study, divided into risk/no risk according to the score obtained on the operations subtest of the TEDI-MATH test. Working memory (verbal and visuospatial) and inhibition (with auditory and visual stimuli) neuropsychological tasks were applied. Teachers filled in a questionnaire on the children's motivation with regard to learning. Significant differences were found between the two groups on the working memory and inhibition-auditory factors, as well as on all the motivation variables. The results also show a similar power of classification, with percentages above 80%, for both groups of variables. The implications of these findings for educational practice are discussed.

Beyond Epistemological Deficits: Dynamic explanations of engineering students' difficulties with mathematical sense-making

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Gupta, Ayush; Elby, Andrew

2011-12-01

Researchers have argued against deficit-based explanations of students' difficulties with mathematical sense-making, pointing instead to factors such as epistemology. Students' beliefs about knowledge and learning can hinder the activation and integration of productive knowledge they have. Such explanations, however, risk falling into a 'deficit trap'-substituting a concepts/skills deficit with an epistemological one. Our interview-based case study of a freshman engineering major, 'Jim,' explains his difficulty solving a physics problem (on hydrostatic pressure) in terms of his epistemology, but avoids a deficit trap by modeling the dynamics of his epistemological stabilities and shifts in terms of fine-grained cognitive elements that include the seeds of epistemological expertise. Specifically, during a problem-solving episode in the interview, Jim reaches and sticks with an incorrect answer that violates common sense. We show that Jim has all the mathematical skills and physics knowledge he would need to resolve the contradiction. We argue that his difficulty doing so stems in part from his epistemological views that (i) physics equations are much more trustworthy than everyday reasoning, and (ii) physics equations do not express meaning that tractably connects to common sense. For these reasons, he does not view reconciling between common sense and formalism as either necessary or plausible to accomplish. But Jim's in-the-moment shift to a more sophisticated epistemological stance highlights the seeds of epistemological expertise that were present all along: he does see common sense as connected to formalism (though not always tractably so), and in some circumstances, this connection is both salient and valued.

An extension of the procedural deficit hypothesis from developmental language disorders to mathematical disability

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Tanya Marie Evans

2016-09-01

Full Text Available Math disability (MD is a neurodevelopmental disorder affecting mathematical abilities. Here we propose a new explanatory account of MD, the Procedural Deficit Hypothesis (PDH, that may further our understanding of the disorder. According to the PDH of MD, abnormalities of brain structures underlying the procedural memory system can lead to difficulties with math skills learned in this system, as well as problems with other functions that depend on these brain structures. This brain-based account is motivated in part by the high comorbidity between MD and language disorders such as dyslexia that may be partly explained by the PDH, as well as by the likelihood that learning automatized math skills should depend on procedural memory. Here we first lay out the PDH of MD, and then present specific predictions, examining the existing literature for each while pointing out weaknesses and gaps to be addressed by future research. Although we do not claim that the PDH is likely to fully explain MD, we do suggest that the hypothesis could have substantial explanatory power, and that it provides a useful theoretical framework that may advance our understanding of the disorder.

From "five" to 5 for 5 minutes: Arabic number transcoding as a short, specific, and sensitive screening tool for mathematics learning difficulties.

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Moura, Ricardo; Lopes-Silva, Júlia Beatriz; Vieira, Laura Rodrigues; Paiva, Giulia Moreira; Prado, Ana Carolina de Almeida; Wood, Guilherme; Haase, Vitor Geraldi

2015-02-01

Number transcoding (e.g., writing 29 when hearing "twenty-nine") is one of the most basic numerical abilities required in daily life and is paramount for mathematics achievement. The aim of this study is to investigate psychometric properties of an Arabic number-writing task and its capacity to identify children with mathematics difficulties. We assessed 786 children (55% girls) from first to fourth grades, who were classified as children with mathematics difficulties (n = 103) or controls (n = 683). Although error rates were low, the task presented adequate internal consistency (0.91). Analyses revealed effective diagnostic accuracy in first and second school grades (specificity equals to 0.67 and 0.76 respectively, and sensitivity equals to 0.70 and 0.88 respectively). Moreover, items tapping the understanding of place-value syntax were the most sensitive to mathematics achievement. Overall, we propose that number transcoding is a useful tool for the assessment of mathematics abilities in early elementary school. © The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Students’ difficulties in solving linear equation problems

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Wati, S.; Fitriana, L.; Mardiyana

2018-03-01

A linear equation is an algebra material that exists in junior high school to university. It is a very important material for students in order to learn more advanced mathematics topics. Therefore, linear equation material is essential to be mastered. However, the result of 2016 national examination in Indonesia showed that students’ achievement in solving linear equation problem was low. This fact became a background to investigate students’ difficulties in solving linear equation problems. This study used qualitative descriptive method. An individual written test on linear equation tasks was administered, followed by interviews. Twenty-one sample students of grade VIII of SMPIT Insan Kamil Karanganyar did the written test, and 6 of them were interviewed afterward. The result showed that students with high mathematics achievement donot have difficulties, students with medium mathematics achievement have factual difficulties, and students with low mathematics achievement have factual, conceptual, operational, and principle difficulties. Based on the result there is a need of meaningfulness teaching strategy to help students to overcome difficulties in solving linear equation problems.

Analysis of anatomic variability in children with low mathematical skills

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Han, Zhaoying; Fuchs, Lynn; Davis, Nikki; Cannistraci, Christopher J.; Anderson, Adam W.; Gore, John C.; Dawant, Benoit M.

2008-03-01

Mathematical difficulty affects approximately 5-9% of the population. Studies on individuals with dyscalculia, a neurologically based math disorder, provide important insight into the neural correlates of mathematical ability. For example, cognitive theories, neuropsychological studies, and functional neuroimaging studies in individuals with dyscalculia suggest that the bilateral parietal lobes and intraparietal sulcus are central to mathematical performance. The purpose of the present study was to investigate morphological differences in a group of third grade children with poor math skills. We compare population averages of children with low math skill (MD) to gender and age matched controls with average math ability. Anatomical data were gathered with high resolution MRI and four different population averaging methods were used to study the effect of the normalization technique on the results. Statistical results based on the deformation fields between the two groups show anatomical differences in the bilateral parietal lobes, right frontal lobe, and left occipital/parietal lobe.

Mathematical difficulties in nonverbal learning disability or co-morbid dyscalculia and dyslexia.

Science.gov (United States)

Mammarella, Irene C; Bomba, Monica; Caviola, Sara; Broggi, Fiorenza; Neri, Francesca; Lucangeli, Daniela; Nacinovich, Renata

2013-01-01

The main goal of the present study was to shed further light on the weaknesses of children with different profiles of mathematical difficulties, testing children with nonverbal learning disability (NLD), co-morbid dyscalculia and dyslexia (D&D), or typical development (TD). Sixteen children with NLD, 15 with D&D, and 16 with TD completed tasks derived from Butterworth (2003 ) and divided into: a capacity subscale (i.e., a number-dots comparison task, a number comparison task, and a dots comparison task); and an achievement subscale (i.e., mental calculations and arithmetical fact retrieval). Children with NLD were impaired in the dots comparison task, children with D&D in the mental calculation and arithmetical facts.

Analysis of difficulties in mathematics learning on students with guardian personality type in problem-solving HOTS geometry test

Science.gov (United States)

Karimah, R. K. N.; Kusmayadi, T. A.; Pramudya, I.

2018-04-01

Learning in the current 2013 curriculum is based on contextual issues based on questions that can encourage students to think broadly. HOTS is a real-life based assessment of everyday life, but in practice, the students are having trouble completing the HOTS issue. Learning difficulty is also influenced by personality type Based on the fact that the real difference one can see from a person is behavior. Kersey classifies the personality into 4 types, namely Idealist, Rational, Artisan, and Guardian. The researcher focuses on the type of guardian personality that is the type of personality that does not like the picture. This study aims to describe the difficulty of learning mathematics in students with a type of guardian personality in the completion of Geometry materials especially in solving HOTS. This research type is descriptive qualitative research. Instruments used in this study were the researchers themselves, personality class test sheets, learning difficulty test sheets in the form of HOTS Geometry test, and interview guides. The results showed that students with guardian personality it was found that a total of 3.37 % difficulties of number fact skill, 4.49 % difficulties of arithmetics skill, 37.08 % difficulties of information skill, 31.46% difficulties of language skill, 23.60 % difficulties of visual-spatial skill.

Protocol for Targeted School-Based Interventions for Improving Reading and Mathematics for Students With or At-Risk of Academic Difficulties in Grade 7 to 12

DEFF Research Database (Denmark)

Dietrichson, Jens; Bøg, Martin; Filges, Trine

2016-01-01

This systematic review will examine the effects of targeted interventions to students with or at-risk of academic difficulties in grades 7 to 12 on standardized tests in reading and mathematics. We will examine interventions such as for example tutoring, cooperative learning, computer-assisted in......This systematic review will examine the effects of targeted interventions to students with or at-risk of academic difficulties in grades 7 to 12 on standardized tests in reading and mathematics. We will examine interventions such as for example tutoring, cooperative learning, computer...

Predictive value of health-related fitness tests for self-reported mobility difficulties among high-functioning elderly men and women.

Science.gov (United States)

Hämäläinen, H Pauliina; Suni, Jaana H; Pasanen, Matti E; Malmberg, Jarmo J; Miilunpalo, Seppo I

2006-06-01

The functional independence of elderly populations deteriorates with age. Several tests of physical performance have been developed for screening elderly persons who are at risk of losing their functional independence. The purpose of the present study was to investigate whether several components of health-related fitness (HRF) are valid in predicting the occurrence of self-reported mobility difficulties (MD) among high-functioning older adults. Subjects were community-dwelling men and women, born 1917-1941, who participated in the assessment of HRF [6.1-m (20-ft) walk, one-leg stand, backwards walk, trunk side-bending, dynamic back extension, one-leg squat, 1-km walk] and who were free of MD in 1996 (no difficulties in walking 2- km, n=788; no difficulties in climbing stairs, n=647). Postal questionnaires were used to assess the prevalence of MD in 1996 and the occurrence of new MD in 2002. Logistic regression analysis was used as the statistical method. Both inability to perform the backwards walk and a poorer result in it were associated with risk of walking difficulties in the logistic model, with all the statistically significant single test items included. Results of 1-km walk time and one-leg squat strength test were also associated with risk, although the squat was statistically significant only in two older birth cohorts. Regarding stair-climbing difficulties, poorer results in the 1-km walk, dynamic back extension and one-leg squat tests were associated with increased risk of MD. The backwards walk, one-leg squat, dynamic back extension and 1-km walk tests were the best predictors of MD. These tests are recommended for use in screening high-functioning older people at risk of MD, as well as to target physical activity counseling to those components of HRF that are important for functional independence.

Students’ difficulties in probabilistic problem-solving

Science.gov (United States)

Arum, D. P.; Kusmayadi, T. A.; Pramudya, I.

2018-03-01

There are many errors can be identified when students solving mathematics problems, particularly in solving the probabilistic problem. This present study aims to investigate students’ difficulties in solving the probabilistic problem. It focuses on analyzing and describing students errors during solving the problem. This research used the qualitative method with case study strategy. The subjects in this research involve ten students of 9th grade that were selected by purposive sampling. Data in this research involve students’ probabilistic problem-solving result and recorded interview regarding students’ difficulties in solving the problem. Those data were analyzed descriptively using Miles and Huberman steps. The results show that students have difficulties in solving the probabilistic problem and can be divided into three categories. First difficulties relate to students’ difficulties in understanding the probabilistic problem. Second, students’ difficulties in choosing and using appropriate strategies for solving the problem. Third, students’ difficulties with the computational process in solving the problem. Based on the result seems that students still have difficulties in solving the probabilistic problem. It means that students have not able to use their knowledge and ability for responding probabilistic problem yet. Therefore, it is important for mathematics teachers to plan probabilistic learning which could optimize students probabilistic thinking ability.

Limited near and far transfer effects of Jungle Memory working memory training on learning mathematics in children with attentional and mathematical difficulties

Directory of Open Access Journals (Sweden)

Michel Nelwan

2016-09-01

Full Text Available The goal of this randomized controlled trial was to investigate whether Jungle Memory working memory training (JM affects performance on working memory tasks, performance in mathematics and gains made on a mathematics training (MT in school aged children between 9-12 years old (N = 64 with both difficulties in mathematics, as well as in attention and working memory. Children were randomly assigned to three groups and were trained in two periods: (1 JM first, followed by MT, (2 MT first, followed by JM, and (3 a control group that received MT only. Bayesian analyses showed possible short term effects of JM on near transfer measures of verbal working memory, but none on visual working memory. Furthermore, support was found for the hypothesis that children that received JM first, performed better after MT than children who did not follow JM first or did not train with JM at all. However, these effects could be explained at least partly by frequency of training effects, possibly due to motivational issues, and training-specific factors. Furthermore, it remains unclear whether the effects found on math improvement were actually mediated by gains in working memory. It is argued that JM might not train the components of working memory involved in mathematics sufficiently. Another possible explanation can be found in the training’s lack of adaptivity, therefore failing to provide the children with tailored instruction and feedback. Finally, it was hypothesized that, since effect sizes are generally small, training effects are bound to a critical period in development.

Difficulties in initial algebra learning in Indonesia

NARCIS (Netherlands)

Jupri, Al; Drijvers, Paulus; van den Heuvel - Panhuizen, Marja

2014-01-01

Within mathematics curricula, algebra has been widely recognized as one of the most difficult topics, which leads to learning difficulties worldwide. In Indonesia, algebra performance is an important issue. In the Trends in International Mathematics and Science Study (TIMSS) 2007, Indonesian

Self-reported learning difficulties and dietary intake in Norwegian adolescents.

Science.gov (United States)

Øverby, Nina Cecilie; Lüdemann, Eva; Høigaard, Rune

2013-11-01

The academic performance of children impacts future educational attainment which may increase socioeconomic status which again influences their health. One of several factors that might affect academic performance is the diet. The aim of this study was to investigate the cross sectional relation between diet and self-reported reading-, writing-, and mathematical difficulties in Norwegian adolescents. In total, 475 ninth- and tenth-grade students out of 625 eligible ones from four different secondary schools in three different municipalities in Vest-Agder County, Norway, participated, giving a participation rate of 77%. The students filled in a questionnaire with food frequency questions of selected healthy and unhealthy food items, questions of meal frequency and different learning difficulties. Regular breakfast was significantly associated with decreased odds of both writing and reading difficulties (OR: 0.44 (0.2-0.8), p = 0.01) and mathematical difficulties (OR: 0.33 (0.2-0.6), p ≤ 0.001). In addition, having lunch, dinner and supper regularly were associated with decreased odds of mathematical difficulties. Further, a high intake of foods representing a poor diet (sugar-sweetened soft drinks, sweets, chocolate, savory snacks, pizza and hot dogs) was significantly associated with increased odds of mathematical difficulties. Having a less-frequent intake of unhealthy foods and not skipping meals are associated with decreased odds of self-reported learning difficulties in Norwegian adolescents in this study. The results of this study support the need for a larger study with a more representative sample.

Crystal twinning of human MD-2 recognizing endotoxin cores of lipopolysaccharide

International Nuclear Information System (INIS)

Ohto, Umeharu; Satow, Yoshinori

2008-01-01

Twinned crystals of humaan MD-2 are transformed into single crystals with cryoprotectant optimization. Twinning of crystals causes overlapping of two or more reciprocal lattice points, and hence structure amplitudes for a single crystalline domain are hardly obtained from X-ray diffraction intensities. MD-2 protein forms a stable complex with Toll-like receptor 4 and recognizes bacterial lipopolysaccharide (LPS). Excessive immune responses activated by LPS cause septic shocks. Saccharide-trimmed human MD-2 crystallizes in the tetragonal form with apparent Laue symmetry of 4/mmm, and diffraction intensities from these crystals indicate crystal twinning. The crystal consists of two different domains, A and B. The c A axis of domain A coincides with the c B axis of domain B with a smaller lattice, and the a A axis corresponds to the (a B + b B ) axis. This twinning severely imposes difficulty in structure determination. Through optimization of cryoprotectant, domain A was thoroughly transformed into domain B. The crystal containing only domain B is in space group P4 1 2 1 2 with one MD-2 molecule in the asymmetric unit. The structure of this form of MD-2 as well as its complex with antiendotoxic lipid IVa was successfully determined using the multiple isomorphous replacement method

Dyslexia, Dyspraxia and Mathematics.

Science.gov (United States)

Yeo, Dorian

This book explores how primary school children with dyslexia or dyspraxia and difficulty in math can learn math and provides practical support and detailed teaching suggestions. It considers cognitive features that underlie difficulty with mathematics generally or with specific aspects of mathematics. It outlines the ways in which children usually…

Towards Understanding the Origins of Children's Difficulties in Mathematics Learning

Science.gov (United States)

Mulligan, Joanne

2011-01-01

Contemporary research from a psychology of mathematics education perspective has turned increasing attention to the structural development of mathematics as an explanation for the wide differences in mathematical competence shown upon school entry and in the early school years. Patterning, multiplicative reasoning and spatial structuring are three…

Difficulties in Initial Algebra Learning in Indonesia

Science.gov (United States)

Jupri, Al; Drijvers, Paul; van den Heuvel-Panhuizen, Marja

2014-01-01

Within mathematics curricula, algebra has been widely recognized as one of the most difficult topics, which leads to learning difficulties worldwide. In Indonesia, algebra performance is an important issue. In the Trends in International Mathematics and Science Study (TIMSS) 2007, Indonesian students' achievement in the algebra domain was…

The discovery of 260Md and the decay properties of 258Fm, 258m,gMd and 259Md

International Nuclear Information System (INIS)

Lougheed, R.W.; Hulet, E.K.; Dougan, R.J.; Wild, J.F.; Dupzyk, R.J.; Henderson, C.M.; Moody, K.J.; Hahn, R.L.; Suemmerer, K.; Bethune, G.

1986-01-01

We have discovered a new neutron-rich isotope, 260 Md, from 18 O and 22 Ne bombardments of 254 Es. We observed a spontaneous-fission (SF) activity with a half-life of 32 days in electromagnetically separated fractions with mass number 260 from these bombardments and we measured the mass and kinetic energy distributions of this SF activity. The mass distribution was symmetric with the principal energy peak at a total kinetic energy (TKE) of 234 MeV, similar to previous observations for heavy fermium isotopes. Surprisingly, we also observed a smaller symmetric component with a TKE of 195 MeV. We interpret these two peaks in the TKE distribution as arising from two types of fission in the same nucleus, or bimodal fission. The observed fission activity may be either from the SF decay of 260 Md or from 260 Fm which would arise from electron-capture (EC) decay of 260 Md. We have eliminated the possible β - decay of 260 Md by measuring β - -SF time correlations for the decay of 260 Md and we plan to determine whether 260 Md decays by EC by measuring time correlations between fermium X-rays and SF events. We also measured various properties of the heavy fermium and mendelevium isotopes and obtained 1. more accurate cross-sections for the neutron-rich mendelevium isotopes which we use to predict the production rates of yet undiscovered nuclides, 2. improved half-life measurements for 258m,g Md and 259 Md, 3. confirmation of the EC decay of 258m Md by measurement of the fermium X-rays preceding the SF decay of 258 Fm and 4. very substantially improved mass and TKE distributions for the SF decay of 258 Fm and 259 Md. (orig.)

Does Cognitive Strategy Training on Word Problems Compensate for Working Memory Capacity in Children with Math Difficulties?

Science.gov (United States)

Swanson, H. Lee

2014-01-01

Cognitive strategies are important tools for children with math difficulties (MD) in learning to solve word problems. The effectiveness of strategy training, however, depends on working memory capacity (WMC). Thus, children with MD but with relatively higher WMC are more likely to benefit from strategy training, whereas children with lower WMC may…

Investigating Students' Mathematical Difficulties with Quadratic Equations

Science.gov (United States)

O'Connor, Bronwyn Reid; Norton, Stephen

2016-01-01

This paper examines the factors that hinder students' success in working with and understanding the mathematics of quadratic equations using a case study analysis of student error patterns. Twenty-five Year 11 students were administered a written test to examine their understanding of concepts and procedures associated with this topic. The…

Aligning Mathematical Tasks to the Common Core Standards for Mathematical Practice

OpenAIRE

Johnson, Raymond

2016-01-01

How do algebra teachers align mathematical tasks to the CCSSM Standards of Mathematical Practice? Using methods of design-based implementation research, we identified difficulties of alignment to practices and developed strategies identifying high-quality tasks.

Assessing College-Level Learning Difficulties and "At Riskness" for Learning Disabilities and ADHD: Development and Validation of the Learning Difficulties Assessment

Science.gov (United States)

Kane, Steven T.; Walker, John H.; Schmidt, George R.

2011-01-01

This article describes the development and validation of the "Learning Difficulties Assessment" (LDA), a normed and web-based survey that assesses perceived difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. The LDA is designed to…

Protocol for Targeted School-Based Interventions for Improving Reading and Mathematics for Students With or At-Risk of Academic Difficulties in Grade K to 6

DEFF Research Database (Denmark)

Dietrichson, Jens; Bøg, Martin; Eiberg, Misja

2016-01-01

This systematic review will examine the effects of targeted interventions to students with or at-risk of academic difficulties in Kindergarten to grade 6 on standardized tests in reading and mathematics. We will examine interventions such as for example tutoring, cooperative learning, computer...

Analysis of difficulties in mathematics problem solving based on revised Bloom’s Taxonomy viewed from high self-efficacy

Science.gov (United States)

Prismana, R. D. E.; Kusmayadi, T. A.; Pramudya, I.

2018-04-01

The ability of solving problem is a part of the mathematic curriculum that is very important. Problem solving prefers the process and strategy that is done by students in solving a problem rather than the result. This learning concept in accordance with the stages on the revised bloom’s taxonomy. The revised Bloom’s Taxonomy has two dimensions, namely the dimension of cognitive process and the dimension of knowledge. Dimension of knowledge has four categories, but this study only restricted on two knowledge, conceptual knowledge and procedural knowledge. Dimensions of cognitive processes are categorized into six kinds, namely remembering, understanding, applying, analyzing, evaluating, and creating. Implementation of learning more emphasis on the role of students. Students must have their own belief in completing tasks called self-efficacy. This research is a qualitative research. This research aims to know the site of the students’ difficulty based on revised Bloom’s Taxonomy viewed from high self-efficacy. The results of the study stated the students with high self efficacy have difficulties site. They are evaluating conceptual knowledge, evaluating procedural knowledge, creating conceptual knowledge, and creating procedural knowledge. It could be the consideration of teachers in the teaching, so as to reduce the difficulties of learning in students.

Md Naimuddin

Indian Academy of Sciences (India)

Home; Journals; Pramana – Journal of Physics. Md Naimuddin. Articles written in Pramana – Journal of Physics. Volume 79 Issue 5 November 2012 pp 1255-1258 Poster Presentations. Model unspecific search for new physics in collision at s = 7 TeV · Shivali Malhotra Md Naimuddin Thomas Hebbeker Arnd Meyer ...

Metacognition Difficulty of Students with Visual-Spatial Intelligence during Solving Open-Ended Problem

Science.gov (United States)

Rimbatmojo, S.; Kusmayadi, T. A.; Riyadi, R.

2017-09-01

This study aims to find out students metacognition difficulty during solving open-ended problem in mathematics. It focuses on analysing the metacognition difficulty of students with visual-spatial intelligence in solving open-ended problem. A qualitative research with case study strategy is used in this study. Data in the form of visual-spatial intelligence test result and recorded interview during solving open-ended problems were analysed qualitatively. The results show that: (1) students with high visual-spatial intelligence have no difficulty on each metacognition aspects, (2) students with medium visual-spatial intelligence have difficulty on knowledge aspect on strategy and cognitive tasks, (3) students with low visual-spatial intelligence have difficulty on three metacognition aspects, namely knowledge on strategy, cognitive tasks and self-knowledge. Even though, several researches about metacognition process and metacognition literature recommended the steps to know the characteristics. It is still important to discuss that the difficulties of metacognitive is happened because of several factors, one of which on the characteristics of student’ visual-spatial intelligence. Therefore, it is really important for mathematics educators to consider and pay more attention toward students’ visual-spatial intelligence and metacognition difficulty in designing better mathematics learning.

Apple fruit acidity is genetically diversified by natural variations in three hierarchical epistatic genes MdSAUR37, MdPP2CH and MdALMTII.

Science.gov (United States)

Jia, Dongjie; Shen, Fei; Wang, Yi; Wu, Ting; Xu, Xuefeng; Zhang, Xinzhong; Han, Zhenhai

2018-05-11

Many efforts have been made to map quantitative trait loci (QTLs) to facilitate practical marker-assisted selection (MAS) in plants. In the present study, we identified four genome-wide major QTLs responsible for apple fruit acidity by MapQTL and BSA-seq analyses using two independent pedigree-based populations. Candidate genes were screened in major QTL regions, and three functional gene markers, including a non-synonymous A/G single nucleotide polymorphism (SNP) in the coding region of MdPP2CH, a 36-bp insertion in the promoter of MdSAUR37, and a previously reported SNP in MdALMTII, were validated to influence the malate content of apple fruits. In addition, MdPP2CH inactivated three vacuolar H + -ATPases (MdVHA-A3, MdVHA-B2 and MdVHA-D2) and one aluminium-activated malate transporter (MdALMTII) via dephosphorylation and negatively influenced fruit malate accumulation. The dephosphotase activity of MdPP2CH was suppressed by MdSAUR37, which implied a higher hierarchy of genetic interaction. Therefore, the MdSAUR37/MdPP2CH/MdALMTII chain cascaded hierarchical epistatic genetic effects to precisely determine apple fruit malate content. An A/G SNP (-1010) on MdMYB44 promoter region from a major QTL (qtl08.1) was closely associated with fruit malate content. The predicted phenotype values (PPVs) were estimated using the tentative genotype values of the gene markers, and the PPVs were significantly correlated with the observed phenotype values. Our findings provide an insight into plant genome-based selection in apples and will aid in conducting research to understand the physiological fundamentals of quantitative genetics. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

Injector MD Days 2017

CERN Document Server

Rumolo, G

2017-01-01

The Injector Machine Development (MD) days 2017 were held on 23-24 March, 2017, at CERN with thefollowing main goals:Give a chance to the MD users to present their results and show the relevant progress made in 2016 onseveral fronts.Provide the MD users and the Operation (OP) crews with a general overview on the outcome and theimpact of all ongoing MD activities.Identify the open questions and consequently define - with priorities - a list of machine studies in theinjectors for 2017 (covering the operational beams, LHC Injectors Upgrade, High Luminosity LHC,Physics Beyond Colliders, other projects).Create the opportunity to collect and document the highlights of the 2016 MDs and define the perspectivesfor 2017.Discuss how to make best use of the MD time, in particular let the main MD user express their wishesand see whether/how OP teams can contribute to their fulfilment.

Mathematics related anxiety: Mathematics bogeyman or not?

Directory of Open Access Journals (Sweden)

Videnović Marina

2011-01-01

Full Text Available Data of the PISA 2003 survey indicate high levels of mathematics anxiety of students in Serbia. More than half of our students worry whether they will have difficulties in mathematics class or whether they will earn poor marks. Aims of this study therefore are: examining relationship between math anxiety and achievement at mathematics literacy scale; establishing possible predictors of math anxiety and identification of students' groups in relations to their relationship towards mathematics as a subject. Mathematics anxiety is statistically negatively correlated with school achievement and achievement at mathematics literacy scale. Socio-demographic factors, motivational and cognitive aspects related to learning mathematics, perception of school and classroom climate explain 40% variance of mathematics anxiety. Based on students' relationship towards mathematics they cam be divided into three groups; while dimensions that apart them are uninterested-interested in mathematics and presence-absence of anxiety. The group displaying anxiety scores lowest among the three. Applying qualitative analysis students' and teachers' attitudes on specific issues related to teaching and learning mathematics was examined.

Relation between brain architecture and mathematical ability in children: a DBM study.

Science.gov (United States)

Han, Zhaoying; Davis, Nicole; Fuchs, Lynn; Anderson, Adam W; Gore, John C; Dawant, Benoit M

2013-12-01

Population-based studies indicate that between 5 and 9 percent of US children exhibit significant deficits in mathematical reasoning, yet little is understood about the brain morphological features related to mathematical performances. In this work, deformation-based morphometry (DBM) analyses have been performed on magnetic resonance images of the brains of 79 third graders to investigate whether there is a correlation between brain morphological features and mathematical proficiency. Group comparison was also performed between Math Difficulties (MD-worst math performers) and Normal Controls (NC), where each subgroup consists of 20 age and gender matched subjects. DBM analysis is based on the analysis of the deformation fields generated by non-rigid registration algorithms, which warp the individual volumes to a common space. To evaluate the effect of registration algorithms on DBM results, five nonrigid registration algorithms have been used: (1) the Adaptive Bases Algorithm (ABA); (2) the Image Registration Toolkit (IRTK); (3) the FSL Nonlinear Image Registration Tool; (4) the Automatic Registration Tool (ART); and (5) the normalization algorithm available in SPM8. The deformation field magnitude (DFM) was used to measure the displacement at each voxel, and the Jacobian determinant (JAC) was used to quantify local volumetric changes. Results show there are no statistically significant volumetric differences between the NC and the MD groups using JAC. However, DBM analysis using DFM found statistically significant anatomical variations between the two groups around the left occipital-temporal cortex, left orbital-frontal cortex, and right insular cortex. Regions of agreement between at least two algorithms based on voxel-wise analysis were used to define Regions of Interest (ROIs) to perform an ROI-based correlation analysis on all 79 volumes. Correlations between average DFM values and standard mathematical scores over these regions were found to be significant

Exploring intentions of physician-scientist trainees: factors influencing MD and MD/PhD interest in research careers.

Science.gov (United States)

Kwan, Jennifer M; Daye, Dania; Schmidt, Mary Lou; Conlon, Claudia Morrissey; Kim, Hajwa; Gaonkar, Bilwaj; Payne, Aimee S; Riddle, Megan; Madera, Sharline; Adami, Alexander J; Winter, Kate Quinn

2017-07-11

Prior studies have described the career paths of physician-scientist candidates after graduation, but the factors that influence career choices at the candidate stage remain unclear. Additionally, previous work has focused on MD/PhDs, despite many physician-scientists being MDs. This study sought to identify career sector intentions, important factors in career selection, and experienced and predicted obstacles to career success that influence the career choices of MD candidates, MD candidates with research-intense career intentions (MD-RI), and MD/PhD candidates. A 70-question survey was administered to students at 5 academic medical centers with Medical Scientist Training Programs (MSTPs) and Clinical and Translational Science Awards (CTSA) from the NIH. Data were analyzed using bivariate or multivariate analyses. More MD/PhD and MD-RI candidates anticipated or had experienced obstacles related to balancing academic and family responsibilities and to balancing clinical, research, and education responsibilities, whereas more MD candidates indicated experienced and predicted obstacles related to loan repayment. MD/PhD candidates expressed higher interest in basic and translational research compared to MD-RI candidates, who indicated more interest in clinical research. Overall, MD-RI candidates displayed a profile distinct from both MD/PhD and MD candidates. MD/PhD and MD-RI candidates experience obstacles that influence their intentions to pursue academic medical careers from the earliest training stage, obstacles which differ from those of their MD peers. The differences between the aspirations of and challenges facing MD, MD-RI and MD/PhD candidates present opportunities for training programs to target curricula and support services to ensure the career development of successful physician-scientists.

Cryptanalysis of MD2

DEFF Research Database (Denmark)

Knudsen, Lars Ramkilde; Mathiassen, John Erik; Muller, Frédéric

2010-01-01

This paper considers the hash function MD2 which was developed by Ron Rivest in 1989. Despite its age, MD2 has withstood cryptanalytic attacks until recently. This paper contains the state-of-the-art cryptanalytic results on MD2, in particular collision and preimage attacks on the full hash...

Identification of 253Md

International Nuclear Information System (INIS)

Kadkhodayan, B.; Czerwinski, K.R.; Kreek, S.A.; Hannink, N.J.; Gregorich, K.E.; Lee, D.M.; Nurmia, M.J.; Hoffman, D.C.; Hall, H.L.

1992-01-01

We have measured the half-life and production cross section of the new isotope 253 Md, produced via the 243 Am( 13 C,3n) reaction. Isolation of Md from other activities was accomplished using elution with ammonium α-hydroxyisobutyrate from a cation exchange resin column. Experiments were performed with different irradiation time intervals, but the chemical separation always began and ended at exactly the same length of time after the end of irradiation. All separations with the same irradation lengths were combined and analyzed for growth and decay of the 3.0-d 253 Fm daughter and 20.47-d 253 Es, granddaugther of 253 Md. The amount of 253 Es in each fraction depends on the length of each irradiation and the 253 Md half-life. An increase in the length of irradiation will cause a corresponding increase in the amount of the new isotope 253 Md and hence, in the amount of 253 Es produced, provided the length of irradiations are not very long compared to the half-life of 253 Md. In this way, the Md half-life was estimated to be about 6 minutes with a production cross section of the order of 50 nb. (orig.)

A Window into Mathematical Support: How Parents' Perceptions Change Following Observations of Mathematics Tutoring

Science.gov (United States)

Westenskow, Arla; Boyer-Thurgood, Jennifer; Moyer-Packenham, Patricia S.

2015-01-01

This research study examined the perceptions of 24 parents of rising 5th-grade students with mathematics learning difficulties as part of a 10-week summer mathematics tutoring experience. During the summer tutoring program, parents observed their children participating in mathematics learning experiences during one-to-one tutoring sessions. At the…

Effects of a Mathematics Fluency Program on Mathematics Performance of Students with Challenging Behaviors

Science.gov (United States)

Whitney, Todd; Hirn, Regina G.; Lingo, Amy S.

2016-01-01

In the present study, we examined the effects of a fluency-building mathematics program called Great Leaps Math on fluency of basic addition mathematics facts zero to nine and word problem solving using a multiple probe design across participants. Three elementary students with challenging behaviors and mathematics difficulty participated in the…

Upper-division student difficulties with the Dirac delta function

Directory of Open Access Journals (Sweden)

Bethany R. Wilcox

2015-03-01

Full Text Available The Dirac delta function is a standard mathematical tool that appears repeatedly in the undergraduate physics curriculum in multiple topical areas including electrostatics, and quantum mechanics. While Dirac delta functions are often introduced in order to simplify a problem mathematically, students still struggle to manipulate and interpret them. To characterize student difficulties with the delta function at the upper-division level, we examined students’ responses to traditional exam questions and a standardized conceptual assessment, and conducted think-aloud interviews. Our analysis was guided by an analytical framework that focuses on how students activate, construct, execute, and reflect on the Dirac delta function in the context of problem solving in physics. Here, we focus on student difficulties using the delta function to express charge distributions in the context of junior-level electrostatics. Common challenges included invoking the delta function spontaneously, translating a description of a charge distribution into a mathematical expression using delta functions, integrating 3D or non-Cartesian delta function expressions, and recognizing that the delta function can have units. We also briefly discuss implications of these difficulties for instruction.

Observing and analyzing children’s mathematical development, based on action theory

NARCIS (Netherlands)

Bunck, M. J. A.; Terlien, E.; van Groenestijn, L.M.; Toll, S. W. M.; Van Luit, J. E. H.

2017-01-01

Children who experience difficulties with learning mathematics should be taught by teachers who focus on the child’s best way of learning. Analyses of the mathematical difficulties are necessary for fine-tuning mathematics education to the needs of these children. For this reason, an instrument for

Strategies of solving arithmetic word problems in students with learning difficulties in mathematics

OpenAIRE

Kalan, Marko

2015-01-01

Problem solving as an important skill is, beside arithmetic, measure and algebra, included in standards of school mathematics (National Council of Teachers of Mathematics) (NCTM, 2000) and needed as a necessary skill for successfulness in science, technology, engineering and mathematics (STEM) (National Mathematics Advisory Panel, 2008). Since solving of human problems is connected to the real life, the arithmetic word problems (in short AWP) are an important kind of mathematics tasks in scho...

Verina Morton Jones, MD.

Science.gov (United States)

Rishworth, Susan K

2012-01-01

The purpose of this historical article is to demonstrate, as the biography of Verina Morton Jones, MD, is uncovered, the difficulties inherent in researching original source material on the lives of 19th- and early 20th-century African American physicians as well as the great benefits derived from doing this research. The procedures used include basic archival research and close examination of published materials about her in the past, in conjunction with oral history. Original correspondence from Dr Morton Jones to her niece and nephew is used to illustrate events in her life and the thoughts and attitudes she expressed. Some of these thoughts and attitudes reflect those current situations in which African Americans found themselves, and others are quite unique, no doubt owing to her privileged position in the African American community. The principle conclusions reached include the great benefits derived from doing this kind of research, as difficult and time-consuming as that may be, with the enhanced knowledge and appreciation of the heritage of African American physicians, and insights into American social history during this period.

Working Memory Updating Training Improves Mathematics Performance in Middle School Students With Learning Difficulties.

Science.gov (United States)

Zhang, Hongxia; Chang, Lei; Chen, Xiaoying; Ma, Liang; Zhou, Renlai

2018-01-01

Working memory (WM) deficit is considered the key cause of learning difficulties (LDs). Studies have shown that WM is plastic and thus can be improved through training. This positive effect is transferable to fluid intelligence and academic performance. This study investigated whether WM updating ability and academic performance in children with LDs could be improved through WM updating training and explored the effects of this training on the children's brain activity. We used a running memory task lasting approximately 40 min per day for 28 days to train a group of 23 children with LDs (TLDs group). We also selected two control groups of 22 children with LDs (CLDs group) and 20 children without LDs (normal control [NC] group). The behavioral results of a pretest indicated that WM updating ability and academic performance in the TLDs and CLDs groups were significantly lower than those in the NC group before training. Compared with the CLDs group, the TLDs group exhibited significant performance improvement in a 2-back WM task, as well as in mathematical ability. Event-related potentials (ERPs) results suggested that the amplitudes of N160 (representative of visual recognition) and P300 (representative of updating processing, which is a valid index for updating WM) in the TLDs and CLDs groups were markedly lower than those in the NC group before training. In the TLDs group, these two components increased considerably after training, approaching levels similar to those in the NC group. The results of this study suggest that WM updating training can improve WM updating ability in children with LDs and the training effect can transfer to mathematical performance in such children. Furthermore, the participants' brain activity levels can exhibit positive changes. This article provides experimental evidence that WM updating training could mitigate the symptoms of LDs to a certain degree.

Apple (Malus domestica) MdERF2 negatively affects ethylene biosynthesis during fruit ripening by suppressing MdACS1 transcription.

Science.gov (United States)

Li, Tong; Jiang, Zhongyu; Zhang, Lichao; Tan, Dongmei; Wei, Yun; Yuan, Hui; Li, Tianlai; Wang, Aide

2016-12-01

Ripening in climacteric fruit requires the gaseous phytohormone ethylene. Although ethylene signaling has been well studied, knowledge of the transcriptional regulation of ethylene biosynthesis is still limited. Here we show that an apple (Malus domestica) ethylene response factor, MdERF2, negatively affects ethylene biosynthesis and fruit ripening by suppressing the transcription of MdACS1, a gene that is critical for biosynthesis of ripening-related ethylene. Expression of MdERF2 was suppressed by ethylene during ripening of apple fruit, and we observed that MdERF2 bound to the promoter of MdACS1 and directly suppressed its transcription. Moreover, MdERF2 suppressed the activity of the promoter of MdERF3, a transcription factor that we found to bind to the MdACS1 promoter, thereby increasing MdACS1 transcription. We determined that the MdERF2 and MdERF3 proteins directly interact, and this interaction suppresses the binding of MdERF3 to the MdACS1 promoter. Moreover, apple fruit with transiently downregulated MdERF2 expression showed higher ethylene production and faster ripening. Our results indicate that MdERF2 negatively affects ethylene biosynthesis and fruit ripening in apple by suppressing the transcription of MdACS1 via multiple mechanisms, thereby acting as an antagonist of positive ripening regulators. Our findings offer a deep understanding of the transcriptional regulation of ethylene biosynthesis during climacteric fruit ripening. © 2016 The Authors The Plant Journal © 2016 John Wiley & Sons Ltd.

Role of cognitive theory in the study of learning disability in mathematics.

Science.gov (United States)

Geary, David C

2005-01-01

Gersten, Jordan, and Flojo (in this issue) provide the beginnings of an essential bridge between basic research on mathematical disabilities (MD) in young children and the application of this research for the early identification and remediation of these forms of learning disability. As they acknowledge, the field of MD is in the early stages of development, and thus recommendations regarding identification measures and remedial techniques must be considered preliminary. I discuss the importance of maintaining a tight link between theoretical and empirical research on children's developing numerical, arithmetical, and mathematical competencies and future research on learning disabilities in mathematics. This link will provide the foundation for transforming experimental procedures into assessment measures, understanding the cognitive strengths and weaknesses of children with these forms of learning disability, and developing remedial approaches based on the pattern of cognitive strengths and weaknesses for individual children.

Observing and Analyzing Children's Mathematical Development, Based on Action Theory

Science.gov (United States)

Bunck, M. J. A.; Terlien, E.; van Groenestijn, M.; Toll, S. W. M.; Van Luit, J. E. H.

2017-01-01

Children who experience difficulties with learning mathematics should be taught by teachers who focus on the child's best way of learning. Analyses of the mathematical difficulties are necessary for fine-tuning mathematics education to the needs of these children. For this reason, an instrument for Observing and Analyzing children's Mathematical…

Some unsolved problems in discrete mathematics and mathematical cybernetics

Science.gov (United States)

Korshunov, Aleksei D.

2009-10-01

There are many unsolved problems in discrete mathematics and mathematical cybernetics. Writing a comprehensive survey of such problems involves great difficulties. First, such problems are rather numerous and varied. Second, they greatly differ from each other in degree of completeness of their solution. Therefore, even a comprehensive survey should not attempt to cover the whole variety of such problems; only the most important and significant problems should be reviewed. An impersonal choice of problems to include is quite hard. This paper includes 13 unsolved problems related to combinatorial mathematics and computational complexity theory. The problems selected give an indication of the author's studies for 50 years; for this reason, the choice of the problems reviewed here is, to some extent, subjective. At the same time, these problems are very difficult and quite important for discrete mathematics and mathematical cybernetics. Bibliography: 74 items.

Some unsolved problems in discrete mathematics and mathematical cybernetics

International Nuclear Information System (INIS)

Korshunov, Aleksei D

2009-01-01

There are many unsolved problems in discrete mathematics and mathematical cybernetics. Writing a comprehensive survey of such problems involves great difficulties. First, such problems are rather numerous and varied. Second, they greatly differ from each other in degree of completeness of their solution. Therefore, even a comprehensive survey should not attempt to cover the whole variety of such problems; only the most important and significant problems should be reviewed. An impersonal choice of problems to include is quite hard. This paper includes 13 unsolved problems related to combinatorial mathematics and computational complexity theory. The problems selected give an indication of the author's studies for 50 years; for this reason, the choice of the problems reviewed here is, to some extent, subjective. At the same time, these problems are very difficult and quite important for discrete mathematics and mathematical cybernetics. Bibliography: 74 items.

Advances in mathematical economics

CERN Document Server

Maruyama, Toru

2015-01-01

The series is designed to bring together those mathematicians who are seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking effective mathematical tools for their research. A lot of economic problems can be formulated as constrained optimizations and equilibration of their solutions. Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories.

Advances in mathematical economics

CERN Document Server

Maruyama, Toru

2014-01-01

A lot of economic problems can be formulated as constrained optimizations and equilibration of their solutions. Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories. The series is designed to bring together those mathematicians who are seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking effective mathematical tools for their research.

Advances in mathematical economics

CERN Document Server

Yamazaki, Akira

2006-01-01

A lot of economic problems can formulated as constrained optimizations and equilibration of their solutions. Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories. The series is designed to bring together those mathematicians who were seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking for effective mathematical tools for their researchers.

Advances in mathematical economics

CERN Document Server

Yamazaki, Akira

2006-01-01

A lot of economic problems can formulated as constrained optimizations and equilibration of their solutions.Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories. The series is designed to bring together those mathematicians who were seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking for effective mathematical tools for their researchers.

Advances in mathematical economics

CERN Document Server

Maruyama, Toru

2017-01-01

The series is designed to bring together those mathematicians who are seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking effective mathematical tools for their research. A lot of economic problems can be formulated as constrained optimizations and equilibration of their solutions. Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories.

Advances in mathematical economics

CERN Document Server

Maruyama, Toru

2016-01-01

The series is designed to bring together those mathematicians who are seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking effective mathematical tools for their research. A lot of economic problems can be formulated as constrained optimizations and equilibration of their solutions. Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories.

Teaching Mathematical Problem Solving to Students with Limited English Proficiency.

Science.gov (United States)

Kaplan, Rochelle G.; Patino, Rodrigo A.

Many mainstreamed students with limited English proficiency continue to face the difficulty of learning English as a second language (ESL) while studying mathematics and other content areas framed in the language of native speakers. The difficulty these students often encounter in mathematics classes and their poor performance on subsequent…

The Deficit Profile of Working Memory, Inhibition, and Updating in Chinese Children with Reading Difficulties

Science.gov (United States)

Peng, Peng; Sha, Tao; Li, Beilei

2013-01-01

This study investigated executive function deficits among Chinese children with reading difficulties. Verbal and numerical measures of working memory, inhibition, updating, and processing speed were examined among children with only reading difficulties (RD), children with reading and mathematics difficulties (RDMD), and typically developing peers…

[The comorbidity of learning difficulties and ADHD symptoms in primary-school-age children].

Science.gov (United States)

Schuchardt, Kirsten; Fischbach, Anne; Balke-Melcher, Christina; Mähler, Claudia

2015-05-01

Children having difficulties in acquiring early literacy and mathematical skills often show an increased rate of inattention, hyperactivity, and impulsivity. This study provides data on the comorbidity rates of specific learning difficulties and ADHD symptoms. We analyzed the data of 273 children with learning difficulties despite an at least average IQ, 57 children with low IQ, and 270 children without learning difficulties and average IQ (comparison group). We assessed children’s IQ and school achievement using standardized achievement tests. ADHD symptoms were assessed via parents’ ratings. Our results showed that only 5 % of both the control group and the group with solely mathematical difficulties fulfilled the criteria of an ADHD subtype according to the DSM-IV based on parents’ ratings. In contrast, this was the case in even 20 % of the children with difficulties in reading/writing and of those with low IQ. Compared to girls, boys in the control group had a 150% higher risk for matching the criteria of one of the ADHD subtypes in parents’ ratings, whereas boys with learning difficulties and those with low IQ had an even 200% to 600% higher risk for it. The relationship between learning difficulties and ADHD symptoms can be found predominantly in the inattentive type. Possible reasons for the results are discussed.

75 FR 47203 - Airworthiness Directives; McDonnell Douglas Corporation Model MD-11 and MD-11F Airplanes Equipped...

Science.gov (United States)

2010-08-05

... Airworthiness Directives; McDonnell Douglas Corporation Model MD- 11 and MD-11F Airplanes Equipped With General... Sec. 39.13 by adding the following new AD: 2010-16-03 McDonnell Douglas Corporation: Amendment 39... applies to McDonnell Douglas Corporation Model MD-11 and MD-11F airplanes, certified in any category...

Mathematics and metacognition in adolescents and adults with learning disabilities

Directory of Open Access Journals (Sweden)

Annemie Desoete

2009-10-01

Full Text Available A majority of studies on learning disabilities have focused on elementary grades. Although problems with learning disabilities are life-affecting only a few studies focus on deficits in adults. In this study adults with isolated mathematical disabilities (n=101 and adults with combined mathematical and reading disabilities (n=130 solved tests on procedural calculation and number knowledge, numerical facility and visuospatial skills. Metacognitive skilfulness was assessed through calibration measures, a questionnaire, stimulated recall, and thematic analyses after a qualitative interactive interview with a flexible agenda to discover the interviewee’s own framework of meanings and to avoid imposing the researcher’s structures and assumptions. In our dataset the isolated group (MD did worse than the comorbid group (M+RD on mental representation, dealing with contextual information and number knowledge. However the comorbid group did worse on the number sense tasks. No significant differences were found between the MD and M+RD adults for fact retrieval, procedural calculation and visuo spatial tasks. In addition adults with MD overestimated their mathematics results, whereas individuals with M+RD underestimated their results in the calibration task. Moreover, adults with M+RD thought that they were worse on the evaluation of the own results, the evaluation of the own capacities and on monitoring when things went wrong compared with adults in the M+RD group. Thematic analyses revealed that many adults had problems with planning and keeping track of steps and that supporting surroundings were important protective factors towards the chances of success. Consequences for the assessment of metacognition in adults and for the support of adults with mathematical disabilities are discussed.

Md-miR156ab and Md-miR395 Target WRKY Transcription Factors to Influence Apple Resistance to Leaf Spot Disease.

Science.gov (United States)

Zhang, Qiulei; Li, Yang; Zhang, Yi; Wu, Chuanbao; Wang, Shengnan; Hao, Li; Wang, Shengyuan; Li, Tianzhong

2017-01-01

MicroRNAs (miRNAs) are key regulators of gene expression that post-transcriptionally regulate transcription factors involved in plant physiological activities. Little is known about the effects of miRNAs in disease resistance in apple ( Malus × domestica ). We globally profiled miRNAs in the apple cultivar Golden Delicious (GD) infected or not with the apple leaf spot fungus Alternaria alternaria f. sp. mali (ALT1), and identified 58 miRNAs that exhibited more than a 2-fold upregulation upon ALT1 infection. We identified a pair of miRNAs that target protein-coding genes involved in the defense response against fungal pathogens; Md-miR156ab targets a novel WRKY transcription factor, MdWRKYN1, which harbors a TIR and a WRKY domain. Md-miR395 targets another transcription factor, MdWRKY26, which contains two WRKY domains. Real-time PCR analysis showed that Md-miR156ab and Md-miR395 levels increased, while MdWRKYN1 and MdWRKY26 expression decreased in ALT1-inoculated GD leaves; furthermore, the overexpression of Md-miR156ab and Md-miR395 resulted in a significant reduction in MdWRKYN1 and MdWRKY26 expression. To investigate whether these miRNAs and their targets play a crucial role in plant defense, we overexpressed MdWRKYN1 or knocked down Md-miR156ab activity, which in both cases enhanced the disease resistance of the plants by upregulating the expression of the WRKY-regulated pathogenesis-related (PR) protein-encoding genes MdPR3-1, MdPR3-2, MdPR4, MdPR5, MdPR10-1 , and MdPR10-2 . In a similar analysis, we overexpressed MdWRKY26 or suppressed Md-miR395 activity, and found that many PR protein-encoding genes were also regulated by MdWRKY26 . In GD, ALT-induced Md-miR156ab and Md-miR395 suppress MdWRKYN1 and MdWRKY26 expression, thereby decreasing the expression of some PR genes, and resulting in susceptibility to ALT1.

Some unsolved problems in discrete mathematics and mathematical cybernetics

Energy Technology Data Exchange (ETDEWEB)

Korshunov, Aleksei D [S.L. Sobolev Institute for Mathematics, Siberian Branch of the Russian Academy of Sciences, Novosibirsk (Russian Federation)

2009-10-31

There are many unsolved problems in discrete mathematics and mathematical cybernetics. Writing a comprehensive survey of such problems involves great difficulties. First, such problems are rather numerous and varied. Second, they greatly differ from each other in degree of completeness of their solution. Therefore, even a comprehensive survey should not attempt to cover the whole variety of such problems; only the most important and significant problems should be reviewed. An impersonal choice of problems to include is quite hard. This paper includes 13 unsolved problems related to combinatorial mathematics and computational complexity theory. The problems selected give an indication of the author's studies for 50 years; for this reason, the choice of the problems reviewed here is, to some extent, subjective. At the same time, these problems are very difficult and quite important for discrete mathematics and mathematical cybernetics. Bibliography: 74 items.

Shrinkage and porosity evolution during air-drying of non-cellular food systems: Experimental data versus mathematical modelling.

Science.gov (United States)

Nguyen, Thanh Khuong; Khalloufi, Seddik; Mondor, Martin; Ratti, Cristina

2018-01-01

In the present work, the impact of glass transition on shrinkage of non-cellular food systems (NCFS) during air-drying will be assessed from experimental data and the interpretation of a 'shrinkage' function involved in a mathematical model. Two NCFS made from a mixture of water/maltodextrin/agar (w/w/w: 1/0.15/0.015) were created out of maltodextrins with dextrose equivalent 19 (MD19) or 36 (MD36). The NCFS made with MD19 had 30°C higher Tg than those with MD36. This information indicated that, during drying, the NCFS with MD19 would pass from rubbery to glassy state sooner than NCFS MD36, for which glass transition only happens close to the end of drying. For the two NCFS, porosity and volume reduction as a function of moisture content were captured with high accuracy when represented by the mathematical models previously developed. No significant differences in porosity and in maximum shrinkage between both samples during drying were observed. As well, no change in the slope of the shrinkage curve as a function of moisture content was perceived. These results indicate that glass transition alone is not a determinant factor in changes of porosity or volume during air-drying. Copyright © 2017 Elsevier Ltd. All rights reserved.

75 FR 80744 - Airworthiness Directives; McDonnell Douglas Corporation Model DC-9-81 (MD-81), DC-9-82 (MD-82...

Science.gov (United States)

2010-12-23

...-1203; Directorate Identifier 2010-NM-168-AD] RIN 2120-AA64 Airworthiness Directives; McDonnell Douglas... amends Sec. 39.13 by adding the following new airworthiness directive (AD): McDonnell Douglas Corporation... Douglas Corporation Model DC-9-81 (MD-81), DC-9-82 (MD-82), DC-9-83 (MD-83), DC-9-87 (MD-87) and MD-88...

Improving mathematical problem solving : A computerized approach

NARCIS (Netherlands)

Harskamp, EG; Suhre, CJM

Mathematics teachers often experience difficulties in teaching students to become skilled problem solvers. This paper evaluates the effectiveness of two interactive computer programs for high school mathematics problem solving. Both programs present students with problems accompanied by instruction

The Influence of Symbols and Equations on Understanding Mathematical Equivalence

Science.gov (United States)

Powell, Sarah R.

2015-01-01

Students with mathematics difficulty demonstrate lower mathematics performance than typical-performing peers. One contributing factor to lower mathematics performance may be misunderstanding of mathematics symbols. In several studies related to the equal sign (=), students who received explicit instruction on the relational definition (i.e.,…

mdFoam+: Advanced molecular dynamics in OpenFOAM

Science.gov (United States)

Longshaw, S. M.; Borg, M. K.; Ramisetti, S. B.; Zhang, J.; Lockerby, D. A.; Emerson, D. R.; Reese, J. M.

2018-03-01

This paper introduces mdFoam+, which is an MPI parallelised molecular dynamics (MD) solver implemented entirely within the OpenFOAM software framework. It is open-source and released under the same GNU General Public License (GPL) as OpenFOAM. The source code is released as a publicly open software repository that includes detailed documentation and tutorial cases. Since mdFoam+ is designed entirely within the OpenFOAM C++ object-oriented framework, it inherits a number of key features. The code is designed for extensibility and flexibility, so it is aimed first and foremost as an MD research tool, in which new models and test cases can be developed and tested rapidly. Implementing mdFoam+ in OpenFOAM also enables easier development of hybrid methods that couple MD with continuum-based solvers. Setting up MD cases follows the standard OpenFOAM format, as mdFoam+ also relies upon the OpenFOAM dictionary-based directory structure. This ensures that useful pre- and post-processing capabilities provided by OpenFOAM remain available even though the fully Lagrangian nature of an MD simulation is not typical of most OpenFOAM applications. Results show that mdFoam+ compares well to another well-known MD code (e.g. LAMMPS) in terms of benchmark problems, although it also has additional functionality that does not exist in other open-source MD codes.

Influence of Student Beliefs about Nature of School Mathematics on Their Achievement at Secondary Level in Kerala

Science.gov (United States)

Gafoor, Kunnathodi Abdul; Sarabi, M. K.

2016-01-01

This study probes students' beliefs about nature of mathematics, difficulty in learning mathematics sourcing from these and their influence on achievement in mathematics. Questionnaire survey on 458, 9th standard students randomly selected from schools of Malappuram district elicited data on nature of school mathematics and difficulty arising out…

Mathematical tapas

CERN Document Server

Hiriart-Urruty, Jean-Baptiste

This book contains a collection of exercises (called “tapas”) at undergraduate level, mainly from the fields of real analysis, calculus, matrices, convexity, and optimization. Most of the problems presented here are non-standard and some require broad knowledge of different mathematical subjects in order to be solved. The author provides some hints and (partial) answers and also puts these carefully chosen exercises into context, presents information on their origins, and comments on possible extensions. With stars marking the levels of difficulty, these tapas show or prove something interesting, challenge the reader to solve and learn, and may have surprising results. This first volume of Mathematical Tapas will appeal to mathematicians, motivated undergraduate students from science-based areas, and those generally interested in mathematics.

The Role of Self-Assessment in Foundation of Mathematics Learning

Science.gov (United States)

Masriyah

2018-01-01

This research is motivated by the low performance of students who took Foundations of Mathematics course. This study was aimed to describe (1) the learning outcomes of students who learned Mathematics Foundation after learning axiomatic applying self-assessment; (2) the difficulty of students and the alternative solutions; and (3) the response of students toward Foundation of Mathematics learning taught by applying self-assessment. This research was a descriptive research. The subjects were 25 mathematics students who studied Foundation of Mathematics in odd semester of the 2015/2016 academic year. Data collection was done using questionnaires, and testing methods. Based on the results of data analysis, it can be concluded that the learning outcomes of students were categorized as “good.” Student responses were positive; the difficulties lied in the sub material: Classification of Axiom Systems and the requirements, Theorem and how the formation, and finite geometry. The alternatives deal with these difficulties are to give emphasis and explanation as needed on these materials, as well as provide some more exercises to reinforce their understanding.

Preparing MD-PhD students for clinical rotations: navigating the interface between PhD and MD training.

Science.gov (United States)

Goldberg, Charles; Insel, Paul A

2013-06-01

Many aspects of MD-PhD training are not optimally designed to prepare students for their future roles as translational clinician-scientists. The transition between PhD research efforts and clinical rotations is one hurdle that must be overcome. MD-PhD students have deficits in clinical skills compared with those of their MD-only colleagues at the time of this transition. Reimmersion programs (RPs) targeted to MD-PhD students have the potential to help them navigate this transition.The authors draw on their experience creating and implementing an RP that incorporates multiple types of activities (clinical exam review, objective structured clinical examination, and supervised practice in patient care settings) designed to enhance the participants' skills and readiness for clinical efforts. On the basis of this experience, they note that MD-PhD students' time away from the clinical environment negatively affects their clinical skills, causing them to feel underprepared for clinical rotations. The authors argue that participation in an RP can help students feel more comfortable speaking with and examining patients and decrease their anxiety regarding clinical encounters. The authors propose that RPs can have positive outcomes for improving the transition from PhD to clinical MD training in dual-degree programs. Identifying and addressing this and other transitions need to be considered to improve the educational experience of MD-PhD students.

Discrete algorithmic mathematics

CERN Document Server

Maurer, Stephen B

2005-01-01

The exposition is self-contained, complemented by diverse exercises and also accompanied by an introduction to mathematical reasoning … this book is an excellent textbook for a one-semester undergraduate course and it includes a lot of additional material to choose from.-EMS, March 2006In a textbook, it is necessary to select carefully the statements and difficulty of the problems … in this textbook, this is fully achieved … This review considers this book an excellent one.-The Mathematical Gazette, March 2006

Modelling Difficulties and Their Overcoming Strategies in the Solution of a Modelling Problem

Science.gov (United States)

Dede, Ayse Tekin

2016-01-01

The purpose of the study is to reveal the elementary mathematics student teachers' difficulties encountered in the solution of a modelling problem, the strategies to overcome those difficulties and whether the strategies worked or not. Nineteen student teachers solved the modelling problem in their four or five-person groups, and the video records…

ACER: A framework on the use of mathematics in upper-division physics

Science.gov (United States)

Caballero, Marcos D.; Wilcox, Bethany R.; Pepper, Rachel E.; Pollock, Steven J.

2013-01-01

At the University of Colorado Boulder, as part of our broader efforts to transform middle- and upper-division physics courses, we research students' difficulties with particular concepts, methods, and tools in classical mechanics, electromagnetism, and quantum mechanics. Unsurprisingly, a number of difficulties are related to students' use of mathematical tools (e.g., approximation methods). Previous work has documented a number of challenges that students must overcome to use mathematical tools fluently in introductory physics (e.g., mapping meaning onto mathematical symbols). We have developed a theoretical framework to facilitate connecting students' difficulties to challenges with specific mathematical and physical concepts. In this paper, we motivate the need for this framework and demonstrate its utility for both researchers and course instructors by applying it to frame results from interview data on students' use of Taylor approximations.

First thoughts on MD priorities for 2012

CERN Document Server

Zimmermann, F; Assmann, R

2012-01-01

In 2012, 22 days of beam time will be allocated for LHC MDs. In this paper, after recalling the 2011 LHC MD experience, the MD rrequests for 2012 are reviewed. Three primary MD themes for 2012 can be identified: 1)pushing performance in 2012, 2)preparing for 2014/15, and 3)towards maximum luminosity. Example topics include emittance growth in collision or enhanced satellites for theme 1), 25 ns operation for 2), and ATS optics for 3). Structures lists of MD requests and topics for each theme as well as some initial thoughts on the MD priorities are presented. For certain topics, "start-of-fill MDs" are proposed in order to most efficiently use of the available beam time.

Cognitive Strategies, Working Memory, and Growth in Word Problem Solving in Children With Math Difficulties.

Science.gov (United States)

Swanson, H Lee; Lussier, Catherine M; Orosco, Michael J

2015-01-01

This study investigated the role of strategy instruction and working memory capacity (WMC) on word problem solving accuracy in children with (n = 100) and without (n = 92) math difficulties (MD). Within classrooms, children in Grades 2 and 3 were randomly assigned to one of four treatment conditions: verbal-only strategies (e.g., underlining question sentence), verbal + visual strategies, visual-only strategies (e.g., correctly placing numbers in diagrams), or untreated control. Strategy interventions included 20 sessions in both Year 1 and Year 2. The intent-to-treat as well as the "as-treated" analyses showed that treatment effects were significantly moderated by WMC. In general, treatment outcomes were higher when WMC was set to a high rather than low level. When set to a relatively high WMC level, children with MD performed significantly better under visual-only strategy conditions and children without MD performed better under verbal + visual conditions when compared to control conditions. © Hammill Institute on Disabilities 2013.

Modelling and Optimizing Mathematics Learning in Children

Science.gov (United States)

Käser, Tanja; Busetto, Alberto Giovanni; Solenthaler, Barbara; Baschera, Gian-Marco; Kohn, Juliane; Kucian, Karin; von Aster, Michael; Gross, Markus

2013-01-01

This study introduces a student model and control algorithm, optimizing mathematics learning in children. The adaptive system is integrated into a computer-based training system for enhancing numerical cognition aimed at children with developmental dyscalculia or difficulties in learning mathematics. The student model consists of a dynamic…

Determining Difficulty of Questions in Intelligent Tutoring Systems

Science.gov (United States)

Gunel, Korhan; Asliyan, Rifat

2009-01-01

The object of this study is to model the level of a question difficulty by a differential equation at a pre-specified domain knowledge, to be used in an educational support system. For this purpose, we have developed an intelligent tutoring system for mathematics education. Intelligent Tutoring Systems are computer systems designed for improvement…

Spontaneous fission of 259Md

International Nuclear Information System (INIS)

Hulet, E.K.; Wild, J.F.; Lougheed, R.W.; Baisden, P.A.; Landrum, J.H.; Dougan, R.J.; Mustafa, M.; Ghiorso, A.; Nitschke, J.M.

1979-01-01

The mass and kinetic energy distributions of fission fragments from the spontaneous fission of th newly discovered nuclide 259 Md were obtained. 259 Md was identified as the E. C. daughter of 259 No, and was found to decay entirely (> 95%) by spontaneous fission with a 95-min half-life. From the kinetic energies measured for 397 pairs of coincident fragments, a mass distribution was derived that is symmetric with sigma = 13 amu. 259 Md, together with 258 Fm and 259 Fm, form a select group of three nuclides whose mass division in spontaneous fission is highly symmetric. Unlike the total-kinetic-energy (TKE) distributions of 258 Fm and 259 Fm, which peak at approx. = to 240 MeV, this distribution for 259 Md is broad and is 50 MeV lower in energy. Analysis of the mass and energy distributions shows that events near mass symmetry also exhibit a broad TKE distribution, with one-third of the symmetric events having TKEs less than 200 MeV. The associated of low TKEs with symmetric mass division in the fission of very heavy actinides is anomalous and inconsistent with theories based upon the emergence of fragment shells near the scission point. Either three-body fragmentation or peculiar fragment shapes are assumed as the cause for the large consumption of Coulomb energy observed for a significant fraction of symmetric fissions in 259 Md. 6 figures

Mathematics ability and related skills in preschoolers born very preterm.

Science.gov (United States)

Hasler, Holly M; Akshoomoff, Natacha

2017-12-12

Children born very preterm (VPT) are at risk for academic, behavioral, and/or emotional problems. Mathematics is a particular weakness and better understanding of the relationship between preterm birth and early mathematics ability is needed, particularly as early as possible to aid in early intervention. Preschoolers born VPT (n = 58) and those born full term (FT; n = 29) were administered a large battery of measures within 6 months of beginning kindergarten. A multiple-mediation model was utilized to characterize the difference in skills underlying mathematics ability between groups. Children born VPT performed significantly worse than FT-born children on a measure of mathematics ability as well as full-scale IQ, verbal skills, visual-motor integration, phonological awareness, phonological working memory, motor skills, and executive functioning. Mathematics was significantly correlated with verbal skills, visual-motor integration, phonological processing, and motor skills across both groups. When entered into the mediation model, verbal skills, visual-motor integration, and phonological awareness were significant mediators of the group differences. This analysis provides insights into the pre-academic skills that are weak in preschoolers born VPT and their relationship to mathematics. It is important to identify children who will have difficulties as early as possible, particularly for VPT children who are at higher risk for academic difficulties. Therefore, this model may be used in evaluating VPT children for emerging difficulties as well as an indicator that if other weaknesses are found, an assessment of mathematics should be conducted.

Investigating student difficulties on integral calculus based on critical thinking aspects

Directory of Open Access Journals (Sweden)

Farida Nursyahidah

2017-11-01

Full Text Available Students of Mathematics education often struggle with integration problem, but yet the root of the problem related to critical thinking is rarely investigated. This article reports research where the first-year students of Mathematics Education of PGRI University Semarang were given an integral problem, then individually they were interviewed related to the answer they have made. The findings of students' difficulties in working on integration problem were confirmed through several questions in the interview which aimed to uncover their critical thinking process related to concepts, procedures, and problem solving. This study shows that student difficulties in Integration by disc method such as failure in identifying radius of a rotary object, specify partition, and integration bounds are closely related to their failure to think critically related to concept, skills, and problem solving aspects of critical thinking.

The Music of Mathematics: Toward a New Problem Typology

Science.gov (United States)

Quarfoot, David

Halmos (1980) once described problems and their solutions as "the heart of mathematics". Following this line of thinking, one might naturally ask: "What, then, is the heart of problems?". In this work, I attempt to answer this question using techniques from statistics, information visualization, and machine learning. I begin the journey by cataloging the features of problems delineated by the mathematics and mathematics education communities. These dimensions are explored in a large data set of students working thousands of problems at the Art of Problem Solving, an online company that provides adaptive mathematical training for students around the world. This analysis is able to concretely show how the fabric of mathematical problems changes across different subjects, difficulty levels, and students. Furthermore, it locates problems that stand out in the crowd -- those that synergize cognitive engagement, learning, and difficulty. This quantitatively-heavy side of the dissertation is partnered with a qualitatively-inspired portion that involves human scoring of 105 problems and their solutions. In this setting, I am able to capture elusive features of mathematical problems and derive a fuller picture of the space of mathematical problems. Using correlation matrices, principal components analysis, and clustering techniques, I explore the relationships among those features frequently discussed in mathematics problems (e.g., difficulty, creativity, novelty, affective engagement, authenticity). Along the way, I define a new set of uncorrelated features in problems and use these as the basis for a New Mathematical Problem Typology (NMPT). Grounded in the terminology of classical music, the NMPT works to quickly convey the essence and value of a problem, just as terms like "etude" and "mazurka" do for musicians. Taken together, these quantitative and qualitative analyses seek to terraform the landscape of mathematical problems and, concomitantly, the current thinking

Transcoding abilities in typical and atypical mathematics achievers: the role of working memory and procedural and lexical competencies.

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Moura, Ricardo; Wood, Guilherme; Pinheiro-Chagas, Pedro; Lonnemann, Jan; Krinzinger, Helga; Willmes, Klaus; Haase, Vitor Geraldi

2013-11-01

Transcoding between numerical systems is one of the most basic abilities acquired by children during their early school years. One important topic that requires further exploration is how mathematics proficiency can affect number transcoding. The aim of the current study was to investigate transcoding abilities (i.e., reading Arabic numerals and writing dictation) in Brazilian children with and without mathematics difficulties, focusing on different school grades. We observed that children with learning difficulties in mathematics demonstrated lower achievement in number transcoding in both early and middle elementary school. In early elementary school, difficulties were observed in both the basic numerical lexicon and the management of numerical syntax. In middle elementary school, difficulties appeared mainly in the transcoding of more complex numbers. An error analysis revealed that the children with mathematics difficulties struggled mainly with the acquisition of transcoding rules. Although we confirmed the previous evidence on the impact of working memory capacity on number transcoding, we found that it did not fully account for the observed group differences. The results are discussed in the context of a maturational lag in number transcoding ability in children with mathematics difficulties. Copyright © 2013 Elsevier Inc. All rights reserved.

Student Difficulties Regarding Symbolic and Graphical Representations of Vector Fields

Science.gov (United States)

Bollen, Laurens; van Kampen, Paul; Baily, Charles; Kelly, Mossy; De Cock, Mieke

2017-01-01

The ability to switch between various representations is an invaluable problem-solving skill in physics. In addition, research has shown that using multiple representations can greatly enhance a person's understanding of mathematical and physical concepts. This paper describes a study of student difficulties regarding interpreting, constructing,…

A Multiple Intelligence Pedagogical Approach in Fifth Grade Mathematics: A Mixed Method Study

Science.gov (United States)

Davis, Claudine Davillier

2012-01-01

The need for mathematics intervention has increased tremendously over the years, particularly after the No Child Left Behind Act of 2001.Students who lack basic mathematics skills and students who experience mathematics difficulties greatly benefit from mathematics interventions. This study examined mathematics intervention through the use of the…

Prevalence of Mathematic Disability in Primary Schools

Directory of Open Access Journals (Sweden)

Siavash Talepasand

2012-04-01

Full Text Available Objectives: One of the issues that have consistently been the concern for the health affair specialists and cure and massive social governors in health fields is the rate of disorders prevalence, diseases and the related subjects to epidemiology. Purpose of this study was to estimate the prevalence of mathematic disability amongst primary schools of Karaj. Methods: Totally 432 students were selected with multi-stage sampling method. Participants completed Raven test, Frostig Visual-Perception test and Wepman Auditory discrimination test, Rutter behavioral questionnaire and Iran Key-math test. In order to diagnosis mathematic disability, inter criterion was normal quotient intelligence and out criteria were to have one of visual perception, auditory and behavioral problems. The participants whose total standard scores in Iran Key-math test were one standard deviation below the mean were selected as a mathematical disability (MD. Results: The mathematic disability prevalence in primary students was estimated 0.46%. In addition, proportion of mathematic disability prevalence was not function of gender or grade. Discussion: The findings demonstrated that the prevalence of mathematic disability is much less than the previous researches. A possible explanation was that inappropriate screening co morbid disorders with the mathematic disability. The theoretical implications of findings are discussed in detail.

Number line estimation strategies in children with mathematical learning difficulties measured by eye tracking

NARCIS (Netherlands)

van 't Noordende, Jaccoline E|info:eu-repo/dai/nl/369862422; van Hoogmoed, Anne H|info:eu-repo/dai/nl/314839496; Schot, Willemijn D; Kroesbergen, Evelyn H|info:eu-repo/dai/nl/241607949

INTRODUCTION: Number line estimation is one of the skills related to mathematical performance. Previous research has shown that eye tracking can be used to identify differences in the estimation strategies children with dyscalculia and children with typical mathematical development use on number

Number line estimation strategies in children with mathematical learning difficulties measured by eye tracking

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van’t Noordende, Jaccoline E.; van Hoogmoed, Anne H.; Schot, Willemijn D.; Kroesbergen, Evelyn H.

2016-01-01

Introduction: Number line estimation is one of the skills related to mathematical performance. Previous research has shown that eye tracking can be used to identify differences in the estimation strategies children with dyscalculia and children with typical mathematical development use on number

MdMYB9 and MdMYB11 are involved in the regulation of the JA-induced biosynthesis of anthocyanin and proanthocyanidin in apples.

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An, Xiu-Hong; Tian, Yi; Chen, Ke-Qin; Liu, Xiao-Juan; Liu, Dan-Dan; Xie, Xing-Bin; Cheng, Cun-Gang; Cong, Pei-Hua; Hao, Yu-Jin

2015-04-01

Anthocyanin and proanthocyanidin (PA) are important secondary metabolites and beneficial to human health. Their biosynthesis is induced by jasmonate (JA) treatment and regulated by MYB transcription factors (TFs). However, which and how MYB TFs regulate this process is largely unknown in apple. In this study, MdMYB9 and MdMYB11 which were induced by methyl jasmonate (MeJA) were functionally characterized. Overexpression of MdMYB9 or MdMYB11 promoted not only anthocyanin but also PA accumulation in apple calluses, and the accumulation was further enhanced by MeJA. Subsequently, yeast two-hybrid, pull-down and bimolecular fluorescence complementation assays showed that both MYB proteins interact with MdbHLH3. Moreover, Jasmonate ZIM-domain (MdJAZ) proteins interact with MdbHLH3. Furthermore, chromatin immunoprecipitation-quantitative PCR and yeast one-hybrid assays demonstrated that both MdMYB9 and MdMYB11 bind to the promoters of ANS, ANR and LAR, whereas MdbHLH3 is recruited to the promoters of MdMYB9 and MdMYB11 and regulates their transcription. In addition, transient expression assays indicated that overexpression of MdJAZ2 inhibits the recruitment of MdbHLH3 to the promoters of MdMYB9 and MdMYB11. Our findings provide new insight into the mechanism of how MeJA regulates anthocyanin and PA accumulation in apple. © The Author 2014. Published by Oxford University Press on behalf of Japanese Society of Plant Physiologists. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Muscular Dystrophy (MD)

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... patients may need assisted ventilation to treat respiratory muscle weakness and a pacemaker for cardiac abnormalities. View Full Treatment Information Definition The muscular dystrophies (MD) are a group of more than 30 ...

Analysis of junior high school students' difficulty in resolving rectangular conceptual problems

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Utami, Aliksia Kristiana Dwi; Mardiyana, Pramudya, Ikrar

2017-08-01

Geometry is one part of the mathematics that must be learned in school and it has important effects on the development of creative thinking skills of learners, but in fact, there are some difficulties experienced by the students. This research focuses on analysis difficulty in resolving rectangular conceptual problems among junior high school students in every creative thinking skills level. This research used a descriptive method aimed to identify the difficulties and cause of the difficulties experienced by five students. The difficulties are associated with rectangular shapes and related problems. Data collection was done based on students' work through test, interview, and observations. The result revealed that student' difficulties in understanding the rectangular concept can be found at every creative thinking skills level. The difficulties are identifying the objects rectangular in the daily life except for a rectangle and square, analyzing the properties of rectangular shapes, and seeing the interrelationships between figures.

ProtoMD: A prototyping toolkit for multiscale molecular dynamics

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Somogyi, Endre; Mansour, Andrew Abi; Ortoleva, Peter J.

2016-05-01

ProtoMD is a toolkit that facilitates the development of algorithms for multiscale molecular dynamics (MD) simulations. It is designed for multiscale methods which capture the dynamic transfer of information across multiple spatial scales, such as the atomic to the mesoscopic scale, via coevolving microscopic and coarse-grained (CG) variables. ProtoMD can be also be used to calibrate parameters needed in traditional CG-MD methods. The toolkit integrates 'GROMACS wrapper' to initiate MD simulations, and 'MDAnalysis' to analyze and manipulate trajectory files. It facilitates experimentation with a spectrum of coarse-grained variables, prototyping rare events (such as chemical reactions), or simulating nanocharacterization experiments such as terahertz spectroscopy, AFM, nanopore, and time-of-flight mass spectroscopy. ProtoMD is written in python and is freely available under the GNU General Public License from github.com/CTCNano/proto_md.

Nursing mathematics: the importance of application.

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Hutton, B M

This study explores the effectiveness of a revision programme in nursing mathematics for student nurses. Students who took the revision programme achieved a marked improvement in test results, although some still scored low in written tests. When interviewed, the students reported that they had difficulty applying written work in the classroom to actual calculations in the workplace. They found that only by 'doing' mathematics did the theory make sense. The author recommends that students should be encouraged to maximise the opportunities to practise mathematics in the clinical setting.

A cumulative risk factor model for early identification of academic difficulties in premature and low birth weight infants.

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Roberts, G; Bellinger, D; McCormick, M C

2007-03-01

Premature and low birth weight children have a high prevalence of academic difficulties. This study examines a model comprised of cumulative risk factors that allows early identification of these difficulties. This is a secondary analysis of data from a large cohort of premature (mathematics. Potential predictor variables were categorized into 4 domains: sociodemographic, neonatal, maternal mental health and early childhood (ages 3 and 5). Regression analysis was used to create a model to predict reading and mathematics scores. Variables from all domains were significant in the model, predicting low achievement scores in reading (R (2) of 0.49, model p-value mathematics (R (2) of 0.44, model p-value intelligence, visual-motor skill and higher behavioral disturbance scores (early childhood). Lower mathematics scores were predicted by lower maternal education, income and age and Black or Hispanic race (sociodemographic); lower birth weight and higher head circumference (neonatal); lower maternal responsivity (maternal mental health); lower intelligence, visual-motor skill and higher behavioral disturbance scores (early childhood). Sequential early childhood risk factors in premature and LBW children lead to a cumulative risk for academic difficulties and can be used for early identification.

Harvesting graphics power for MD simulations

NARCIS (Netherlands)

van Meel, J.A.; Arnold, A.; Frenkel, D.; Portegies Zwart, S.F.; Belleman, R.G.

2008-01-01

We discuss an implementation of molecular dynamics (MD) simulations on a graphic processing unit (GPU) in the NVIDIA CUDA language. We tested our code on a modern GPU, the NVIDIA GeForce 8800 GTX. Results for two MD algorithms suitable for short-ranged and long-ranged interactions, and a

Harvesting graphics power for MD simulations

NARCIS (Netherlands)

Meel, J.A. van; Arnold, A.; Frenkel, D.; Portegies Zwart, S.F.; Belleman, R.G.

We discuss an implementation of molecular dynamics (MD) simulations on a graphic processing unit (GPU) in the NVIDIA CUDA language. We tested our code on a modern GPU, the NVIDIA GeForce 8800 GTX. Results for two MD algorithms suitable for short-ranged and long-ranged interactions, and a

Short report The DeDiMa battery: a tool for identifying students’ mathematical learning profiles

Directory of Open Access Journals (Sweden)

Giannis Karagiannakis

2014-10-01

Full Text Available Background The DeDiMa battery is designed for assessing students’ mathematical learning profiles, and it has been used to validate a 4-dimensional model for classifying mathematical learning difficulties. The model arises from existing hypotheses in the cognitive psychology and neuroscience literature, while the DeDiMa battery provides a reliable set of mathematical tasks that help to match characteristics of students’ mathematical performances to their more basic learning difficulties. Participants and procedure In this report we address the question of how these tools can help sketch out a student’s mathematical learning profile. The participants are 5th and 6th grade students. Results We compare the emerging profiles of two students with mathematical learning difficulties (MLD matched for age, performance on a standardized test, non-verbal IQ, and educational experiences. The profiles are very different. Conclusions We believe that this approach can inform the design of individualized remedial interventions for MLD students.

Shared and unique risk factors underlying mathematical disability and reading and spelling disability

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Slot, Esther M.; Viersen, Sietske van; de Bree, Elise H.; Kroesbergen, Evelyn H.

2016-01-01

High comorbidity rates have been reported between mathematical learning disabilities (MD) and reading and spelling disabilities (RSD). Research has identified skills related to math, such as number sense (NS) and visuospatial working memory (visuospatial WM), as well as to literacy, such as

Insights into teaching mathematics

CERN Document Server

Orton, Anthony

2004-01-01

Providing essential guidance and background information about teaching mathematics, this book is intended particularly for teachers who do not regard themselves as specialists in mathematics. It deals with issues of learning and teaching, including the delivery of content and the place of problems and investigations. Difficulties which pupils encounter in connection with language and symbols form important sections of the overall discussion of how to enhance learning. The curriculum is considered in brief under the headings of number, algebra, shape and space, and data handling, and special at

Combining Rosetta with molecular dynamics (MD): A benchmark of the MD-based ensemble protein design.

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Ludwiczak, Jan; Jarmula, Adam; Dunin-Horkawicz, Stanislaw

2018-07-01

Computational protein design is a set of procedures for computing amino acid sequences that will fold into a specified structure. Rosetta Design, a commonly used software for protein design, allows for the effective identification of sequences compatible with a given backbone structure, while molecular dynamics (MD) simulations can thoroughly sample near-native conformations. We benchmarked a procedure in which Rosetta design is started on MD-derived structural ensembles and showed that such a combined approach generates 20-30% more diverse sequences than currently available methods with only a slight increase in computation time. Importantly, the increase in diversity is achieved without a loss in the quality of the designed sequences assessed by their resemblance to natural sequences. We demonstrate that the MD-based procedure is also applicable to de novo design tasks started from backbone structures without any sequence information. In addition, we implemented a protocol that can be used to assess the stability of designed models and to select the best candidates for experimental validation. In sum our results demonstrate that the MD ensemble-based flexible backbone design can be a viable method for protein design, especially for tasks that require a large pool of diverse sequences. Copyright © 2018 Elsevier Inc. All rights reserved.

Developing A-level physics students' mathematical skills - a way forward?

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Raw, A. J.

1999-09-01

This article outlines research that details the mathematical difficulties of physics students and it also discusses various projects to overcome these difficulties. The successes of these projects are very encouraging and show a way forward for A-level physics teaching.

MD2190: Q" Stabilization during injection

CERN Document Server

Schenk, Michael; Li, Kevin Shing Bruce; Malina, Lukas; Metral, Elias; Tomas Garcia, Rogelio; CERN. Geneva. ATS Department

2018-01-01

This MD is a follow-up study of MD1831, where single bunches were stabilized against impedance-driven instabilities at 6.5 TeV in the LHC with Q''. The goals are (i) to explore whether an amplitude detuning free Q'' knob can be implemented at injection energy, and (ii) whether Q'' can provide beam stability at injection, where the beams suffer mostly from electron cloud effects. Ideally, this would relax the use of the Landau octupoles and may help in preserving the beam quality by reducing dynamic aperture limitations originating from the octupoles. The MD has been split into two parts: First, optics corrections were put in place to minimize beta-beating and linear coupling introduced by the knobs. The corrections were achieved by means of orbit bumps and skew quadrupole knobs. Machine safety was then validated with loss maps. While the betatron loss maps were approved, the off-momentum maps showed a priori unexpected losses in several arcs and the MD was stopped at this point for reasons of machine protecti...

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.

University Students' Reading of Their First-Year Mathematics Textbooks

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Shepherd, Mary D.; Selden, Annie; Selden, John

2012-01-01

This article reports the observed behaviors and difficulties that 11 precalculus and calculus students exhibited in reading new passages from their mathematics textbooks. To gauge the "effectiveness" of these students' reading, we asked them to attempt straightforward mathematical tasks, based directly on what they had just read. The…

Control Engineering, System Theory and Mathematics: The Teacher's Challenge

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Zenger, K.

2007-01-01

The principles, difficulties and challenges in control education are discussed and compared to the similar problems in the teaching of mathematics and systems science in general. The difficulties of today's students to appreciate the classical teaching of engineering disciplines, which are based on rigorous and scientifically sound grounds, are…

Student difficulties regarding symbolic and graphical representations of vector fields

Directory of Open Access Journals (Sweden)

Laurens Bollen

2017-08-01

Full Text Available The ability to switch between various representations is an invaluable problem-solving skill in physics. In addition, research has shown that using multiple representations can greatly enhance a person’s understanding of mathematical and physical concepts. This paper describes a study of student difficulties regarding interpreting, constructing, and switching between representations of vector fields, using both qualitative and quantitative methods. We first identified to what extent students are fluent with the use of field vector plots, field line diagrams, and symbolic expressions of vector fields by conducting individual student interviews and analyzing in-class student activities. Based on those findings, we designed the Vector Field Representations test, a free response assessment tool that has been given to 196 second- and third-year physics, mathematics, and engineering students from four different universities. From the obtained results we gained a comprehensive overview of typical errors that students make when switching between vector field representations. In addition, the study allowed us to determine the relative prevalence of the observed difficulties. Although the results varied greatly between institutions, a general trend revealed that many students struggle with vector addition, fail to recognize the field line density as an indication of the magnitude of the field, confuse characteristics of field lines and equipotential lines, and do not choose the appropriate coordinate system when writing out mathematical expressions of vector fields.

Student difficulties regarding symbolic and graphical representations of vector fields

Science.gov (United States)

Bollen, Laurens; van Kampen, Paul; Baily, Charles; Kelly, Mossy; De Cock, Mieke

2017-12-01

The ability to switch between various representations is an invaluable problem-solving skill in physics. In addition, research has shown that using multiple representations can greatly enhance a person's understanding of mathematical and physical concepts. This paper describes a study of student difficulties regarding interpreting, constructing, and switching between representations of vector fields, using both qualitative and quantitative methods. We first identified to what extent students are fluent with the use of field vector plots, field line diagrams, and symbolic expressions of vector fields by conducting individual student interviews and analyzing in-class student activities. Based on those findings, we designed the Vector Field Representations test, a free response assessment tool that has been given to 196 second- and third-year physics, mathematics, and engineering students from four different universities. From the obtained results we gained a comprehensive overview of typical errors that students make when switching between vector field representations. In addition, the study allowed us to determine the relative prevalence of the observed difficulties. Although the results varied greatly between institutions, a general trend revealed that many students struggle with vector addition, fail to recognize the field line density as an indication of the magnitude of the field, confuse characteristics of field lines and equipotential lines, and do not choose the appropriate coordinate system when writing out mathematical expressions of vector fields.

Undergraduate Students' Perceptions of the Mathematics Courses Included in the Primary School Teacher Education Program

Science.gov (United States)

Serin, Mehmet Koray; Incikabi, Semahat

2017-01-01

Mathematics educators have reported on many issues regarding students' mathematical education, particularly students who received mathematics education at different departments such as engineering, science or primary school, including their difficulties with mathematical concepts, their understanding of and preferences for mathematical concepts.…

The small ubiquitin-like modifier E3 ligase MdSIZ1 promotes anthocyanin accumulation by sumoylating MdMYB1 under low-temperature conditions in apple.

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Zhou, Li-Jie; Li, Yuan-Yuan; Zhang, Rui-Fen; Zhang, Chun-Ling; Xie, Xing-Bin; Zhao, Cheng; Hao, Yu-Jin

2017-10-01

MdMYB1 acts as a crucial component of the MYB-bHLH-WD40 complex to regulate anthocyanin biosynthesis in red-skinned apples (Malus domestica), but little is known about its post-translational regulation. Here, a small ubiquitin-like modifier E3 ligase MdSIZ1 was screened out as an MdMYB1-interacting protein with a yeast two-hybridization approach. The interaction between MdSIZ1 and MdMYB1 was further verified with pull-down and CoIP assays. Furthermore, it was found that MdSIZ1 directly sumoylated MdMYB1 proteins in vivo and in vitro, especially under moderately low temperature (17 °C) conditions, and that this sumoylation was required for MdMYB1 protein stability. Moreover, the transcription level of MdSIZ1 gene was remarkably induced by low temperature and phosphorus deficiency, and MdSIZ1 overexpression exerted a large positive influence on anthocyanin accumulation and red fruit coloration, suggesting its important role in the regulation of anthocyanin biosynthesis under stress conditions. Our findings reveal an important role for a small ubiquitin-like modifier modification of MYB transcription factors in regulation of anthocyanin biosynthesis in plants. © 2017 John Wiley & Sons Ltd.

Meta-analysis of fluid intelligence tests of children from the Chinese mainland with learning difficulties.

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Tong, Fang; Fu, Tong

2013-01-01

To evaluate the differences in fluid intelligence tests between normal children and children with learning difficulties in China. PubMed, MD Consult, and other Chinese Journal Database were searched from their establishment to November 2012. After finding comparative studies of Raven measurements of normal children and children with learning difficulties, full Intelligent Quotation (FIQ) values and the original values of the sub-measurement were extracted. The corresponding effect model was selected based on the results of heterogeneity and parallel sub-group analysis was performed. Twelve documents were included in the meta-analysis, and the studies were all performed in mainland of China. Among these, two studies were performed at child health clinics, the other ten sites were schools and control children were schoolmates or classmates. FIQ was evaluated using a random effects model. WMD was -13.18 (95% CI: -16.50- -9.85). Children with learning difficulties showed significantly lower FIQ scores than controls (Pintelligence of children with learning difficulties was lower than that of normal children. Delayed development in sub-items of C, D, and E was more obvious.

TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items

Science.gov (United States)

Brese, Falk, Ed.

2012-01-01

The goal for selecting the released set of test items was to have approximately 25% of each of the full item sets for mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) that would represent the full range of difficulty, content, and item format used in the TEDS-M study. The initial step in the selection was to…

A readable introduction to real mathematics

CERN Document Server

Rosenthal, Daniel; Rosenthal, Peter

2014-01-01

Designed for an undergraduate course or for independent study, this text presents sophisticated mathematical ideas in an elementary and friendly fashion. The fundamental purpose of this book is to engage the reader and to teach a real understanding of mathematical thinking while conveying the beauty and elegance of mathematics. The text focuses on teaching the understanding of mathematical proofs. The material covered has applications both to mathematics and to other subjects. The book contains a large number of exercises of varying difficulty, designed to help reinforce basic concepts and to motivate and challenge the reader. The sole prerequisite for understanding the text is basic high school algebra; some trigonometry is needed for Chapters 9 and 12. Topics covered include: * mathematical induction * modular arithmetic * the fundamental theorem of arithmetic * Fermat's little theorem * RSA encryption * the Euclidean algorithm * rational and irrational numbers * complex numbers * cardinality * Euclidean pl...

Limited near and far transfer effects of jungle memory working memory training on learning mathematics in children with attentional and mathematical difficulties

NARCIS (Netherlands)

Nelwan, Michel; Kroesbergen, Evelyn H.

2016-01-01

The goal of this randomized controlled trial was to investigate whether Jungle Memory working memory training (JM) affects performance on working memory tasks, performance in mathematics and gains made on a mathematics training (MT) in school aged children between 9-12 years old (N = 64) with both

Mathematics Interventions for Students with High Functioning Autism/Asperger's Syndrome

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Donaldson, Jeffrey B.; Zager, Dianne

2010-01-01

Teachers are often at a loss when considering how to address mathematics difficulties for students with high functioning autism/Asperger's syndrome (HFA/AS). Students may show difficulty remembering operations throughout an equation, organizing information on the page, and comprehending the language in instructions of word problems. These…

Visuo–spatial working memory is an important source of domain-general vulnerability in the development of arithmetic cognition

Science.gov (United States)

Ashkenazi, Sarit; Rosenberg-Lee, Miriam; Metcalfe, Arron W.S.; Swigart, Anna G.; Menon, Vinod

2014-01-01

The study of developmental disorders can provide a unique window into the role of domain-general cognitive abilities and neural systems in typical and atypical development. Mathematical disabilities (MD) are characterized by marked difficulty in mathematical cognition in the presence of preserved intelligence and verbal ability. Although studies of MD have most often focused on the role of core deficits in numerical processing, domain-general cognitive abilities, in particular working memory (WM), have also been implicated. Here we identify specific WM components that are impaired in children with MD and then examine their role in arithmetic problem solving. Compared to typically developing (TD) children, the MD group demonstrated lower arithmetic performance and lower visuo-spatial working memory (VSWM) scores with preserved abilities on the phonological and central executive components of WM. Whole brain analysis revealed that, during arithmetic problem solving, left posterior parietal cortex, bilateral dorsolateral and ventrolateral prefrontal cortex, cingulate gyrus and precuneus, and fusiform gyrus responses were positively correlated with VSWM ability in TD children, but not in the MD group. Additional analyses using a priori posterior parietal cortex regions previously implicated in WM tasks, demonstrated a convergent pattern of results during arithmetic problem solving. These results suggest that MD is characterized by a common locus of arithmetic and VSWM deficits at both the cognitive and functional neuroanatomical levels. Unlike TD children, children with MD do not use VSWM resources appropriately during arithmetic problem solving. This work advances our understanding of VSWM as an important domain-general cognitive process in both typical and atypical mathematical skill development. PMID:23896444

MdCOP1 Ubiquitin E3 Ligases Interact with MdMYB1 to Regulate Light-Induced Anthocyanin Biosynthesis and Red Fruit Coloration in Apple1[W][OA

Science.gov (United States)

Li, Yuan-Yuan; Mao, Ke; Zhao, Cheng; Zhao, Xian-Yan; Zhang, Hua-Lei; Shu, Huai-Rui; Hao, Yu-Jin

2012-01-01

MdMYB1 is a crucial regulator of light-induced anthocyanin biosynthesis and fruit coloration in apple (Malus domestica). In this study, it was found that MdMYB1 protein accumulated in the light but degraded via a ubiquitin-dependent pathway in the dark. Subsequently, the MdCOP1-1 and MdCOP1-2 genes were isolated from apple fruit peel and were functionally characterized in the Arabidopsis (Arabidopsis thaliana) cop1-4 mutant. Yeast (Saccharomyces cerevisiae) two-hybrid, bimolecular fluorescence complementation, and coimmunoprecipitation assays showed that MdMYB1 interacts with the MdCOP1 proteins. Furthermore, in vitro and in vivo experiments indicated that MdCOP1s are necessary for the ubiquitination and degradation of MdMYB1 protein in the dark and are therefore involved in the light-controlled stability of the MdMYB1 protein. Finally, a viral vector-based transformation approach demonstrated that MdCOP1s negatively regulate the peel coloration of apple fruits by modulating the degradation of the MdMYB1 protein. Our findings provide new insight into the mechanism by which light controls anthocyanin accumulation and red fruit coloration in apple and even other plant species. PMID:22855936

Heuristic and algorithmic processing in English, mathematics, and science education.

Science.gov (United States)

Sharps, Matthew J; Hess, Adam B; Price-Sharps, Jana L; Teh, Jane

2008-01-01

Many college students experience difficulties in basic academic skills. Recent research suggests that much of this difficulty may lie in heuristic competency--the ability to use and successfully manage general cognitive strategies. In the present study, the authors evaluated this possibility. They compared participants' performance on a practice California Basic Educational Skills Test and on a series of questions in the natural sciences with heuristic and algorithmic performance on a series of mathematics and reading comprehension exercises. Heuristic competency in mathematics was associated with better scores in science and mathematics. Verbal and algorithmic skills were associated with better reading comprehension. These results indicate the importance of including heuristic training in educational contexts and highlight the importance of a relatively domain-specific approach to questions of cognition in higher education.

A refresher course in mathematics

CERN Document Server

Camm, F J

2003-01-01

Readers wishing to renew and extend their acquaintance with a variety of branches of mathematics will find this volume a practical companion. Geared toward those who already possess some familiarity with its subjects, the easy-to-follow explanations and straightforward tone make this book highly accessible. The contents are arranged logically and in order of difficulty: fractions, decimals, square and cube root, the metric system, algebra, quadratic and cubic equations, graphs, and the calculus are among the topics. Explanations of mathematical principles are followed by worked examples, and t

Hipatia: a hypermedia learning environment in mathematics

Directory of Open Access Journals (Sweden)

Marisol Cueli

2016-01-01

Full Text Available Literature revealed the benefits of different instruments for the development of mathematical competence, problem solving, self-regulated learning, affective-motivational aspects and intervention in students with specific difficulties in mathematics. However, no one tool combined all these variables. The aim of this study is to present and describe the design and development of a hypermedia tool, Hipatia. Hypermedia environments are, by definición, adaptive learning systems, which are usually a web-based application program that provide a personalized learning environment. This paper describes the principles on which Hipatia is based as well as a review of available technologies developed in different academic subjects. Hipatia was created to boost self-regulated learning, develop specific math skills, and promote effective problem solving. It was targeted toward fifth and sixth grade students with and without learning difficulties in mathematics. After the development of the tool, we concluded that it aligned well with the logic underlying the principles of self-regulated learning. Future research is needed to test the efficacy of Hipatia with an empirical methodology.

DIFFICULTIES TO LEARN AND TO TEACH MODERN PHYSICS.

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R. Antonowiski

2017-08-01

Full Text Available Physics is engaged in scientific and technological development in several areas, however, its learning in high school has high failure rates that demonstrate a low level of use. It is a science that allows us to understand the nature of the macroscopic and atomic matter, but it is taught in a disjointed manner, upon presentation of concepts, laws and mathematical sentences, repetitive exercises that have taken the preparatory character for college entrance. Thus, the student gets stuck sentences featuring a partial knowledge and disposable. This study aimed to analyze the main difficulties that undergraduate students in Physics have in Modern Physics learning. Point out the difficulties in teaching and learning Physics is not an easy task and to identify them comes the difficulty of how to solve them. After analysis of several hypotheses we can conclude that there is no single factor responsible for the difficulty of the teaching and learning of Modern Physics. The lack of time to work and developed since middle school, stimulating the curiosity of students, adequately trained teachers, lack of structure offered by the government, parents' responsibilities and students in learning, among others, constitute a major challenge for successful teaching and learning of Modern Physics

Identifying College Students at Risk for Learning Disabilities: Evidence for Use of the Learning Difficulties Assessment in Postsecondary Settings

Science.gov (United States)

Kane, Steven T.; Roy, Soma; Medina, Steffanie

2013-01-01

This article describes research supporting the use of the Learning Difficulties Assessment (LDA), a normed and no-cost, web-based survey that assesses difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. Previous research has supported…

Virtual Manipulatives: Tools for Teaching Mathematics to Students with Learning Disabilities

Science.gov (United States)

Shin, Mikyung; Bryant, Diane P.; Bryant, Brian R.; McKenna, John W.; Hou, Fangjuan; Ok, Min Wook

2017-01-01

Many students with learning disabilities demonstrate difficulty in developing a conceptual understanding of mathematical topics. Researchers recommend using visual models to support student learning of the concepts and skills necessary to complete abstract and symbolic mathematical problems. Virtual manipulatives (i.e., interactive visual models)…

Conservation Abilities, Visuospatial Skills, and Numerosity Processing Speed: Association With Math Achievement and Math Difficulties in Elementary School Children.

Science.gov (United States)

Lambert, Katharina; Spinath, Birgit

The aim of the present study was to investigate the associations between elementary school children's mathematical achievement and their conservation abilities, visuospatial skills, and numerosity processing speed. We also assessed differences in these abilities between children with different types of learning problems. In Study 1 ( N = 229), we investigated second to fourth graders and in Study 2 ( N = 120), third and fourth graders. Analyses revealed significant contributions of numerosity processing speed and visuospatial skills to math achievement beyond IQ. Conservation abilities were predictive in Study 1 only. Children with math difficulties showed lower visuospatial skills and conservation abilities than children with typical achievement levels and children with reading and/or spelling difficulties, whereas children with combined difficulties explicitly showed low conservation abilities. These findings provide further evidence for the relations between children's math skills and their visuospatial skills, conservation abilities, and processing speed and contribute to the understanding of deficits that are specific to mathematical difficulties.

Developing a Multi-Dimensional Early Elementary Mathematics Screener and Diagnostic Tool: The Primary Mathematics Assessment

Science.gov (United States)

Brendefur, Jonathan L.; Johnson, Evelyn S.; Thiede, Keith W.; Strother, Sam; Severson, Herb H.

2018-01-01

There is a critical need to identify primary level students experiencing difficulties in mathematics to provide immediate and targeted instruction that remediates their deficits. However, most early math screening instruments focus only on the concept of number, resulting in inadequate and incomplete information for teachers to design intervention…

The Construction of Mathematical Literacy Problems for Geometry

Science.gov (United States)

Malasari, P. N.; Herman, T.; Jupri, A.

2017-09-01

The students of junior high school should have mathematical literacy ability to formulate, apply, and interpret mathematics in problem solving of daily life. Teaching these students are not enough by giving them ordinary mathematics problems. Teaching activities for these students brings consequence for teacher to construct mathematical literacy problems. Therefore, the aim of this study is to construct mathematical literacy problems to assess mathematical literacy ability. The steps of this study that consists of analysing, designing, theoretical validation, revising, limited testing to students, and evaluating. The data was collected with written test to 38 students of grade IX at one of state junior high school. Mathematical literacy problems consist of three essays with three indicators and three levels at polyhedron subject. The Indicators are formulating and employing mathematics. The results show that: (1) mathematical literacy problems which are constructed have been valid and practical, (2) mathematical literacy problems have good distinguishing characteristics and adequate distinguishing characteristics, (3) difficulty levels of problems are easy and moderate. The final conclusion is mathematical literacy problems which are constructed can be used to assess mathematical literacy ability.

The AINTEGUMENTA genes, MdANT1 and MdANT2, are associated with the regulation of cell production during fruit growth in apple (Malus × domestica Borkh.).

Science.gov (United States)

Dash, Madhumita; Malladi, Anish

2012-06-25

Fruit growth in apple (Malus × domestica Borkh.) is mediated by cell production and expansion. Genes involved in regulating these processes and thereby fruit growth, are not well characterized. We hypothesized that the apple homolog(s) of AINTEGUMENTA (ANT), an APETALA2-repeat containing transcription factor, regulates cell production during fruit growth in apple. Two ANT genes, MdANT1 and MdANT2, were isolated from apple and their expression was studied during multiple stages of fruit development. MdANT1 and MdANT2 expression was high during early fruit growth coincident with the period of cell production, rapidly declined during exit from cell production, and remained low during the rest of fruit development. The effects of increase in carbohydrate availability during fruit growth were characterized. Increase in carbohydrate availability enhanced fruit growth largely through an increase in cell production. Expression of MdANT1 and MdANT2 increased sharply by up to around 5-fold in response to an increase in carbohydrate availability. Expression of the ANT genes was compared across two apple genotypes, 'Gala' and 'Golden Delicious Smoothee' (GS), which differ in the extent of fruit growth, largely due to differences in cell production. In comparison to 'Gala', the larger fruit-size genotype, GS, displayed higher levels and a longer duration of MdANT1 and MdANT2 expression. Expression of the ANTs and cell cycle genes in the fruit core and cortex tissues isolated using laser capture microdissection was studied. During early fruit growth, expression of the MdANTs was higher within the cortex, the tissue that constitutes the majority of the fruit. Additionally, MdANT1 and MdANT2 expression was positively correlated with that of A- and B-type CYCLINS, B-type CYCLIN-DEPENDENT-KINASES (CDKBs) and MdDEL1. Multiple lines of evidence from this study suggest that MdANT1 and MdANT2 regulate cell production during fruit growth in apple. ANTs may coordinate the expression of

Review of student difficulties in upper-level quantum mechanics

Directory of Open Access Journals (Sweden)

Chandralekha Singh

2015-09-01

Full Text Available [This paper is part of the Focused Collection on Upper Division Physics Courses.] Learning advanced physics, in general, is challenging not only due to the increased mathematical sophistication but also because one must continue to build on all of the prior knowledge acquired at the introductory and intermediate levels. In addition, learning quantum mechanics can be especially challenging because the paradigms of classical mechanics and quantum mechanics are very different. Here, we review research on student reasoning difficulties in learning upper-level quantum mechanics and research on students’ problem-solving and metacognitive skills in these courses. Some of these studies were multiuniversity investigations. The investigations suggest that there is large diversity in student performance in upper-level quantum mechanics regardless of the university, textbook, or instructor, and many students in these courses have not acquired a functional understanding of the fundamental concepts. The nature of reasoning difficulties in learning quantum mechanics is analogous to reasoning difficulties found via research in introductory physics courses. The reasoning difficulties were often due to overgeneralizations of concepts learned in one context to another context where they are not directly applicable. Reasoning difficulties in distinguishing between closely related concepts and in making sense of the formalism of quantum mechanics were common. We conclude with a brief summary of the research-based approaches that take advantage of research on student difficulties in order to improve teaching and learning of quantum mechanics.

Promoting the Understanding of Mathematics in Physics at Secondary Level

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Thompson, Alaric

2016-01-01

This article explores some of the common mathematical difficulties that 11- to 16-year-old students experience with respect to their learning of physics. The definition of "understanding" expressed in the article is in the sense of transferability of mathematical skills from topic to topic within physics as well as between the separate…

Time Processing Impairments in Preschoolers at Risk of Developing Difficulties in Mathematics

Science.gov (United States)

Tobia, Valentina; Rinaldi, Luca; Marzocchi, Gian Marco

2018-01-01

The occurrence of time processing problems in individuals with Development Dyscalculia (DD) has favored the view of a general magnitude system devoted to both numerical and temporal information. Yet, this scenario has been partially challenged by studies indicating that time difficulties can be attributed to poor calculation or counting skills,…

The effect of Missouri mathematics project learning model on students’ mathematical problem solving ability

Science.gov (United States)

Handayani, I.; Januar, R. L.; Purwanto, S. E.

2018-01-01

This research aims to know the influence of Missouri Mathematics Project Learning Model to Mathematical Problem-solving Ability of Students at Junior High School. This research is a quantitative research and uses experimental research method of Quasi Experimental Design. The research population includes all student of grade VII of Junior High School who are enrolled in the even semester of the academic year 2016/2017. The Sample studied are 76 students from experimental and control groups. The sampling technique being used is cluster sampling method. The instrument is consisted of 7 essay questions whose validity, reliability, difficulty level and discriminating power have been tested. Before analyzing the data by using t-test, the data has fulfilled the requirement for normality and homogeneity. The result of data shows that there is the influence of Missouri mathematics project learning model to mathematical problem-solving ability of students at junior high school with medium effect.

Developing a Multi-Dimensional Early Elementary Mathematics Screener and Diagnostic Tool: The Primary Mathematics Assessment.

Science.gov (United States)

Brendefur, Jonathan L; Johnson, Evelyn S; Thiede, Keith W; Strother, Sam; Severson, Herb H

2018-01-01

There is a critical need to identify primary level students experiencing difficulties in mathematics to provide immediate and targeted instruction that remediates their deficits. However, most early math screening instruments focus only on the concept of number, resulting in inadequate and incomplete information for teachers to design intervention efforts. We propose a mathematics assessment that screens and provides diagnostic information in six domains that are important to building a strong foundation in mathematics. This article describes the conceptual framework and psychometric qualities of a web-based assessment tool, the Primary Math Assessment (PMA). The PMA includes a screener to identify students at risk for poor math outcomes and a diagnostic tool to provide a more in-depth profile of children's specific strengths and weaknesses in mathematics. The PMA allows teachers and school personnel to make better instructional decisions by providing more targeted analyses.

Apple MdACS6 Regulates Ethylene Biosynthesis During Fruit Development Involving Ethylene-Responsive Factor.

Science.gov (United States)

Li, Tong; Tan, Dongmei; Liu, Zhi; Jiang, Zhongyu; Wei, Yun; Zhang, Lichao; Li, Xinyue; Yuan, Hui; Wang, Aide

2015-10-01

Ethylene biosynthesis in plants involves different 1-aminocyclopropane-1-carboxylic acid synthase (ACS) genes. The regulation of each ACS gene during fruit development is unclear. Here, we characterized another apple (Malus×domestica) ACS gene, MdACS6. The transcript of MdACS6 was observed not only in fruits but also in other tissues. During fruit development, MdACS6 was initiated at a much earlier stage, whereas MdACS3a and MdACS1 began to be expressed at 35 d before harvest and immediateley after harvest, respectively. Moreover, the enzyme activity of MdACS6 was significantly lower than that of MdACS3a and MdACS1, accounting for the low ethylene biosynthesis in young fruits. Overexpression of MdACS6 (MdACS6-OE) by transient assay in apple showed enhanced ethylene production, and MdACS3a was induced in MdACS6-OE fruits but not in control fruits. In MdACS6 apple fruits silenced by the virus-induced gene silencing (VIGS) system (MdACS6-AN), neither ethylene production nor MdACS3a transcript was detectable. In order to explore the mechanism through which MdACS3a was induced in MdACS6-OE fruits, we investigated the expression of apple ethylene-responsive factor (ERF) genes. The results showed that the expression of MdERF2 was induced in MdACS6-OE fruits and inhibited in MdACS6-AN fruits. Yeast one-hybrid assay showed that MdERF2 protein could bind to the promoter of MdACS3a. Moreover, down-regulation of MdERF2 in apple flesh callus led to a decrease of MdACS3a expression, demonstrating the regulation of MdERF2 on MdACS3a. The mechanism through which MdACS6 regulates the action of MdACS3a was discussed. © The Author 2015. Published by Oxford University Press on behalf of Japanese Society of Plant Physiologists. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Learning difficulties of senior high school students based on probability understanding levels

Science.gov (United States)

Anggara, B.; Priatna, N.; Juandi, D.

2018-05-01

Identifying students' difficulties in learning concept of probability is important for teachers to prepare the appropriate learning processes and can overcome obstacles that may arise in the next learning processes. This study revealed the level of students' understanding of the concept of probability and identified their difficulties as a part of the epistemological obstacles identification of the concept of probability. This study employed a qualitative approach that tends to be the character of descriptive research involving 55 students of class XII. In this case, the writer used the diagnostic test of probability concept learning difficulty, observation, and interview as the techniques to collect the data needed. The data was used to determine levels of understanding and the learning difficulties experienced by the students. From the result of students' test result and learning observation, it was found that the mean cognitive level was at level 2. The findings indicated that students had appropriate quantitative information of probability concept but it might be incomplete or incorrectly used. The difficulties found are the ones in arranging sample space, events, and mathematical models related to probability problems. Besides, students had difficulties in understanding the principles of events and prerequisite concept.

Visuo-spatial working memory is an important source of domain-general vulnerability in the development of arithmetic cognition.

Science.gov (United States)

Ashkenazi, Sarit; Rosenberg-Lee, Miriam; Metcalfe, Arron W S; Swigart, Anna G; Menon, Vinod

2013-09-01

The study of developmental disorders can provide a unique window into the role of domain-general cognitive abilities and neural systems in typical and atypical development. Mathematical disabilities (MD) are characterized by marked difficulty in mathematical cognition in the presence of preserved intelligence and verbal ability. Although studies of MD have most often focused on the role of core deficits in numerical processing, domain-general cognitive abilities, in particular working memory (WM), have also been implicated. Here we identify specific WM components that are impaired in children with MD and then examine their role in arithmetic problem solving. Compared to typically developing (TD) children, the MD group demonstrated lower arithmetic performance and lower visuo-spatial working memory (VSWM) scores with preserved abilities on the phonological and central executive components of WM. Whole brain analysis revealed that, during arithmetic problem solving, left posterior parietal cortex, bilateral dorsolateral and ventrolateral prefrontal cortex, cingulate gyrus and precuneus, and fusiform gyrus responses were positively correlated with VSWM ability in TD children, but not in the MD group. Additional analyses using a priori posterior parietal cortex regions previously implicated in WM tasks, demonstrated a convergent pattern of results during arithmetic problem solving. These results suggest that MD is characterized by a common locus of arithmetic and VSWM deficits at both the cognitive and functional neuroanatomical levels. Unlike TD children, children with MD do not use VSWM resources appropriately during arithmetic problem solving. This work advances our understanding of VSWM as an important domain-general cognitive process in both typical and atypical mathematical skill development. © 2013 Elsevier Ltd. All rights reserved.

Mathematics in narratives of Geodetic expeditions.

Science.gov (United States)

Terrall, Mary

2006-12-01

In eighteenth-century France, geodesy (the measure of the earth's shape) became an arena where mathematics and narrative intersected productively. Mathematics played a crucial role not only in the measurements and analysis necessary to geodesy but also in the narrative accounts that presented the results of elaborate and expensive expeditions to the reading public. When they returned to France to write these accounts after their travels, mathematician-observers developed a variety of ways to display numbers and mathematical arguments and techniques. The numbers, equations, and diagrams they produced could not be separated from the story of their acquisition. Reading these accounts for the interplay of these two aspects--the mathematical and the narrative--shows how travelers articulated the intellectual and physical difficulties of their work to enhance the value of their results for specialist and lay readers alike.

Parietal Hyper-Connectivity, Aberrant Brain Organization, and Circuit-Based Biomarkers in Children with Mathematical Disabilities

Science.gov (United States)

Jolles, Dietsje; Ashkenazi, Sarit; Kochalka, John; Evans, Tanya; Richardson, Jennifer; Rosenberg-Lee, Miriam; Zhao, Hui; Supekar, Kaustubh; Chen, Tianwen; Menon, Vinod

2016-01-01

Mathematical disabilities (MD) have a negative life-long impact on professional success, employment, and health outcomes. Yet little is known about the intrinsic functional brain organization that contributes to poor math skills in affected children. It is now increasingly recognized that math cognition requires coordinated interaction within a…

Advances in mathematical economics

CERN Document Server

Yamazaki, Akira

2005-01-01

A lot of economic problems can be formulated as constrained optimizations and equilibration of their solutions. Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories. The series is designed to bring together those mathematicians who are seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking effective mathematical tools for their research. The editorial board of this series comprises the following prominent economists and mathematicians: Managing Editors: S. Kusuoka (Univ. Tokyo), T. Maruyama (Keio Univ.). Editors: R. Anderson (U.C. Berkeley), C. Castaing (Univ. Montpellier), F.H. Clarke (Univ. Lyon I), G. Debreu (U.C. Berkeley), E. Dierker (Univ. Vienna), D. Duffie (Stanford Univ.), L.C. Evans (U.C. Berkeley), T. Fujimoto (Okayama Univ.), J.-M. Grandmont...

THE COMPARATIVE ECONOMIC-MATHEMATICAL ANALYSIS OF EFFICIENCY OF APPLICATION ON THE ACW OF THE ULTRALIGHT X-32 "BEKAS" PLANE AND THE MOTOR HANG-GLIDER MD-50S

Directory of Open Access Journals (Sweden)

2016-01-01

Full Text Available In this article the comparative economic-mathematical analysis of size of profit per a flight hour on use at the avia- tion-chemical works (ACW of two types of super light aircraft X-32 “Bekas” and a glider MD-50S which are widely used when cultivating farmland nowadays. The list of indicators which are used while carrying out the comparative technical and economic analysis of considered ultralights is given at the beginning of the article. Further their numerical values nec- essary for computations are given. The mathematical formula for calculation with use of the given data of profit on carrying out ACW with use of the considered models of the aircraft equipment is presented. Values of profit are calculated by means of the tabular Microsoft Excel editor for various values of cultivated farmland length and distance of approach from airfield to the cultivated plot. The applied values of cultivated farmland length lie in the range from 0.5 to 10 kilometers, and ap-proach distances vary from 0.5 to 2 kilometers respectively. Calculations are executed for each of two compared ultralights and results are given in a tabular form respectively. On the basis of the analysis of the obtained tabular data conclusions are drawn under what values of input and variables in the form of farmland length and distance of approach profit margin for each of two ultralights will be larger or smaller in comparison with each other. In the final part of article total conclusions about the most preferable ultralight of two compared for operation in fields of various configuration during ACW are drawn. At the end recommendations to the aviation enterprises about application of the most expedient option of ultralight for obtaining bigger profit margin on carrying out ACW.

Mathematics Undergraduates' Responses to Semantic Abbreviations, 'Geometric' Images and Multi-Level Abstractions in Group Theory.

Science.gov (United States)

Nardi, Elena

2000-01-01

Identifies and explores the difficulties in the novice mathematician's encounter with mathematical abstraction. Observes 20 first-year mathematics undergraduates and extracts sets of episodes from the transcripts of the tutorials and interviews within five topics in pure mathematics. Discusses issues related to the learning of one mathematical…

Commognitive analysis of undergraduate mathematics students' first encounter with the subgroup test

Science.gov (United States)

Ioannou, Marios

2018-06-01

This study analyses learning aspects of undergraduate mathematics students' first encounter with the subgroup test, using the commognitive theoretical framework. It focuses on students' difficulties as these are related to the object-level and metalevel mathematical learning in group theory, and, when possible, highlights any commognitive conflicts. In the data analysis, one can identify three types of difficulties, relevant to object-level learning: namely regarding the frequently observed confusion between groups and sets, the object-level rules of visual mediators, and the object-level rules of contextual notions, such as permutations, exponentials, sets and matrices. In addition, data analysis suggests two types of difficulties, relevant to metalevel learning. The first refers to the actual proof that the three conditions of subgroup test hold, and the second is related to syntactic inaccuracies, incomplete argumentation and problematic use of visual mediators. Finally, this study suggests that there are clear links between object-level and metalevel learning, mainly due to the fact that objectification of the various relevant mathematical notions influences the endorsement of the governing metarules.

Evaluation of the Effect of Mathematical Routines on the Development of Skills in Mathematical Problem Solving and School Motivation of Primary School Students in Abitibi-Témiscamingue

Science.gov (United States)

Rajotte, Thomas; Marcotte, Christine; Bureau-Levasseur, Lisa

2016-01-01

In recent decades, the dropout rate in Abitibi-Témiscamingue is a worrying phenomenon. An analysis of ministerial examination results identifies that students in Abitibi-Témiscamingue have specific difficulties with mathematical problem solving tasks. Among the activities that develop those skills, the daily routines in mathematics seem to be a…

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...

Mathematics Teachers’ Interpretation of Higher-Order Thinking in Bloom’s Taxonomy

OpenAIRE

Tony Thompson

2008-01-01

This study investigated mathematics teachers’ interpretation of higher-order thinking in Bloom’s Taxonomy. Thirty-two high school mathematics teachers from the southeast U.S. were asked to (a) define lower- and higher-order thinking, (b) identify which thinking skills in Bloom’s Taxonomy represented lower- and higher-order thinking, and (c) create an Algebra I final exam item representative of each thinking skill. Results indicate that mathematics teachers have difficulty interpreting the thi...

Evaluation of maths training programme for children with learning difficulties

Directory of Open Access Journals (Sweden)

Antje Ehlert

2013-06-01

The study at hand focuses on the question of whether educationally impaired children with large deficits in mathematics can be supported successfully by means of a highly adaptive support measure (MARKO-T, and whether the effects of this support can be maintained over a certain period. For this, 32 educationally impaired third-graders with math deficits were supported individually with MARKO-T twice a week, over a period of ten weeks. As control group, 32 similarly impaired third-graders were paralleled according to the mathematical and cognitive achievements of the training group. Two further control groups, each with 32 unimpaired first-graders, were paralleled according to their mathematical and cognitive achievements, respectively. The results showed that the very poor mathematical performance of the educationally impaired children could be significantly improved with this support programme. Four months after the end of the training, significant support effects could still be established when compared to the educationally impaired control group. The comparison with the two control groups demonstrated that the developmental curve of the children with learning difficulties increased in a way that was comparable to that of the unimpaired first-graders.

MD290: Q4 IP6 Quench Level

CERN Document Server

Bednarek, Mateusz Jakub; Lechner, Anton; CERN. Geneva. ATS Department

2016-01-01

The detailed program proposed for the LHC Machine Development concerning a quench induced by fast losses on the MQY.4L6 quadrupole is presented. The merit of the MD, the necessary modifications of the machine protection systems are presented together with a preliminary analysis of the MD results.

Chosen-Prefix Collisions for MD5 and Applications

NARCIS (Netherlands)

M.M.J. Stevens (Marc); A.K. Lenstra (Arjen); B. de Weger (Benne)

2012-01-01

textabstractWe present a novel, automated way to find differential paths for MD5. Its main application is in the construction of \\emph{chosen-prefix collisions}. We have shown how, at an approximate expected cost of $2^{39}$ calls to the MD5 compression function, for any two chosen

Framing the Structural Role of Mathematics in Physics Lectures: A Case Study on Electromagnetism

Science.gov (United States)

Karam, Ricardo

2014-01-01

Physics education research has shown that students tend to struggle when trying to use mathematics in a meaningful way in physics (e.g., mathematizing a physical situation or making sense of equations). Concerning the possible reasons for these difficulties, little attention has been paid to the way mathematics is treated in physics instruction.…

Assessing the allelotypic effect of two aminocyclopropane carboxylic acid synthase-encoding genes MdACS1 and MdACS3a on fruit ethylene production and softening in Malus

Science.gov (United States)

Dougherty, Laura; Zhu, Yuandi; Xu, Kenong

2016-01-01

Phytohormone ethylene largely determines apple fruit shelf life and storability. Previous studies demonstrated that MdACS1 and MdACS3a, which encode 1-aminocyclopropane-1-carboxylic acid synthases (ACS), are crucial in apple fruit ethylene production. MdACS1 is well-known to be intimately involved in the climacteric ethylene burst in fruit ripening, while MdACS3a has been regarded a main regulator for ethylene production transition from system 1 (during fruit development) to system 2 (during fruit ripening). However, MdACS3a was also shown to have limited roles in initiating the ripening process lately. To better assess their roles, fruit ethylene production and softening were evaluated at five time points during a 20-day post-harvest period in 97 Malus accessions and in 34 progeny from 2 controlled crosses. Allelotyping was accomplished using an existing marker (ACS1) for MdACS1 and two markers (CAPS866 and CAPS870) developed here to specifically detect the two null alleles (ACS3a-G289V and Mdacs3a) of MdACS3a. In total, 952 Malus accessions were allelotyped with the three markers. The major findings included: The effect of MdACS1 was significant on fruit ethylene production and softening while that of MdACS3a was less detectable; allele MdACS1–2 was significantly associated with low ethylene and slow softening; under the same background of the MdACS1 allelotypes, null allele Mdacs3a (not ACS3a-G289V) could confer a significant delay of ethylene peak; alleles MdACS1–2 and Mdacs3a (excluding ACS3a-G289V) were highly enriched in M. domestica and M. hybrid when compared with those in M. sieversii. These findings are of practical implications in developing apples of low and delayed ethylene profiles by utilizing the beneficial alleles MdACS1-2 and Mdacs3a. PMID:27231553

Swiss national MD-PhD-program: an outcome analysis.

Science.gov (United States)

Kuehnle, Katrin; Winkler, David T; Meier-Abt, Peter J

2009-09-19

This study aims at a first evaluation of the outcome of the Swiss national MD-PhD program during the last 16 years. One hundred and twenty six former and current students in the Swiss national MD-PhD program were surveyed via a Web-based questionnaire in September 2007. Twenty-four questions assessed information regarding participant demographics, information on the PhD thesis and publication activity, current positions and research activity, as well as participant's opinions, attitudes and career goals. Eighty questionnaires were received from 126 MD-PhD students and graduates (63.5% response rate). The responders consisted of present students (36%), former graduates (56%), and dropouts (8%). The percentage of women in the program was 23%, and the average duration of the program was 4.2 +/- 1.4 years. Research interests were predominantly in the fields of neuroscience, immunology, molecular biology and cancer research. A considerable portion of the MD-PhD graduates had an excellent publication record stemming from their PhD research work, and 89% were planning to continue a research-orientated career. Over 50% of those MD-PhD graduates completing their thesis before 2002 had already reached an assistant or full professor position at the time of the survey. Nearly all participants considered the MD-PhD training helpful to their career and high quality standards were assigned to the acquired practical and intellectual skills. However, criticism was expressed concerning the general mentoring and the career related mentoring. Moreover, general mentoring and career related mentoring were significantly less well perceived in research groups employing more than seven PhD students at the same time. The MD-PhD students and graduates surveyed were satisfied with their education and most of them continued a research-orientated career. Regarding the overall positive evaluation, this study supports the view that MD-PhD graduates are well qualified for a successful career in

Understanding the Problems of Learning Mathematics.

Science.gov (United States)

Semilla-Dube, Lilia

1983-01-01

A model is being developed to categorize problems in teaching and learning mathematics. Categories include problems due to language difficulties, lack of prerequisite knowledge, and those related to the affective domain. This paper calls on individuals to share teaching and learning episodes; those submitted will then be compiled and categorized.…

Development Mathematic Assessment to Increase Mathematical Prerequisite Ability on The Student with Learning Disabilities in Inclusive Elementary School

Science.gov (United States)

Robiansyah, S. T. U.; Nanang, F.; Hidayat

2018-01-01

The purpose of this study was to introduce about mathematic assessment is a process of obtaining data or information about the mastery of a student's mathematical skills as an ingredient in preparing a learning program. With this mathematics assessment can be known obstacles, difficulties and needs of students especially in the field of mathematic, so that the learning program will be in accordance with the potential students because it is tailored to what is required of students. This research study was conducted at elementary school of inclusive precisely at SDN Sukagalih I Bandung City based learning in setting of inclusive education. This research study is motivated by the existence of a first-grade student who has disabilities learning in mathematics, the ability of the mathematical prerequisite mastery of the classification of objects by color. The results of the research can provide a profile picture of student data information, the data obtained from the results of the development of systematic and formal mathematical assessment. After doing the development of mathematics assessment then the teacher gets important related information: 1. process the analysis of students’ learning needs, especially in the field of mathematics, 2. preparing the learning program planning according to student learning needs, 3. Designing procedural of method remedial program.

MD-11 PCA - Research flight team photo

Science.gov (United States)

1995-01-01

On Aug. 30, 1995, a the McDonnell Douglas MD-11 transport aircraft landed equipped with a computer-assisted engine control system that has the potential to increase flight safety. In landings at NASA Dryden Flight Research Center, Edwards, California, on August 29 and 30, the aircraft demonstrated software used in the aircraft's flight control computer that essentially landed the MD-11 without a need for the pilot to manipulate the flight controls significantly. In partnership with McDonnell Douglas Aerospace (MDA), with Pratt & Whitney and Honeywell helping to design the software, NASA developed this propulsion-controlled aircraft (PCA) system following a series of incidents in which hydraulic failures resulted in the loss of flight controls. This new system enables a pilot to operate and land the aircraft safely when its normal, hydraulically-activated control surfaces are disabled. This August 29, 1995, photo shows the MD-11 team. Back row, left to right: Tim Dingen, MDA pilot; John Miller, MD-11 Chief pilot (MDA); Wayne Anselmo, MD-11 Flight Test Engineer (MDA); Gordon Fullerton, PCA Project pilot; Bill Burcham, PCA Chief Engineer; Rudey Duran, PCA Controls Engineer (MDA); John Feather, PCA Controls Engineer (MDA); Daryl Townsend, Crew Chief; Henry Hernandez, aircraft mechanic; Bob Baron, PCA Project Manager; Don Hermann, aircraft mechanic; Jerry Cousins, aircraft mechanic; Eric Petersen, PCA Manager (Honeywell); Trindel Maine, PCA Data Engineer; Jeff Kahler, PCA Software Engineer (Honeywell); Steve Goldthorpe, PCA Controls Engineer (MDA). Front row, left to right: Teresa Hass, Senior Project Management Analyst; Hollie Allingham (Aguilera), Senior Project Management Analyst; Taher Zeglum, PCA Data Engineer (MDA); Drew Pappas, PCA Project Manager (MDA); John Burken, PCA Control Engineer.

Identifying and addressing specific student difficulties in advanced thermal physics

Science.gov (United States)

Smith, Trevor I.

As part of an ongoing multi-university research study on student understanding of concepts in thermal physics at the upper division, I identified several student difficulties with topics related to heat engines (especially the Carnot cycle), as well as difficulties related to the Boltzmann factor. In an effort to address these difficulties, I developed two guided-inquiry worksheet activities (a.k.a. tutorials) for use in advanced undergraduate thermal physics courses. Both tutorials seek to improve student understanding of the utility and physical background of a particular mathematical expression. One tutorial focuses on a derivation of Carnot's theorem regarding the limit on thermodynamic efficiency, starting from the Second Law of Thermodynamics. The other tutorial helps students gain an appreciation for the origin of the Boltzmann factor and when it is applicable; focusing on the physical justification of its mathematical derivation, with emphasis on the connections between probability, multiplicity, entropy, and energy. Student understanding of the use and physical implications of Carnot's theorem and the Boltzmann factor was assessed using written surveys both before and after tutorial instruction within the advanced thermal physics courses at the University of Maine and at other institutions. Classroom tutorial sessions at the University of Maine were videotaped to allow in-depth scrutiny of student successes and failures following tutorial prompts. I also interviewed students on various topics related to the Boltzmann factor to gain a more complete picture of their understanding and inform tutorial revisions. Results from several implementations of my tutorials at the University of Maine indicate that students did not have a robust understanding of these physical principles after lectures alone, and that they gain a better understanding of relevant topics after tutorial instruction; Fisher's exact tests yield statistically significant improvement at the

An Introduction to Equilibrium Thermodynamics: A Rational Approach to Its Teaching. Part 1: Notation and Mathematics.

Science.gov (United States)

Williams, Donald F.; Glasser, David

1991-01-01

Introduces and develops mathematical notation to assist undergraduate students in overcoming conceptual difficulties involving the underlying mathematics of state functions, which tend to be different from functions encountered by students in previous mathematical courses, because of the need to manipulate special types of partial derivatives and…

Does Early Algebraic Reasoning Differ as a Function of Students' Difficulty with Calculations versus Word Problems?

Science.gov (United States)

Powell, Sarah R; Fuchs, Lynn S

2014-08-01

According to national mathematics standards, algebra instruction should begin at kindergarten and continue through elementary school. Most often, teachers address algebra in the elementary grades with problems related to solving equations or understanding functions. With 789 2 nd - grade students, we administered (a) measures of calculations and word problems in the fall and (b) an assessment of pre-algebraic reasoning, with items that assessed solving equations and functions, in the spring. Based on the calculation and word-problem measures, we placed 148 students into 1 of 4 difficulty status categories: typically performing, calculation difficulty, word-problem difficulty, or difficulty with calculations and word problems. Analyses of variance were conducted on the 148 students; path analytic mediation analyses were conducted on the larger sample of 789 students. Across analyses, results corroborated the finding that word-problem difficulty is more strongly associated with difficulty with pre-algebraic reasoning. As an indicator of later algebra difficulty, word-problem difficulty may be a more useful predictor than calculation difficulty, and students with word-problem difficulty may require a different level of algebraic reasoning intervention than students with calculation difficulty.

Does Early Algebraic Reasoning Differ as a Function of Students’ Difficulty with Calculations versus Word Problems?

Science.gov (United States)

Powell, Sarah R.; Fuchs, Lynn S.

2014-01-01

According to national mathematics standards, algebra instruction should begin at kindergarten and continue through elementary school. Most often, teachers address algebra in the elementary grades with problems related to solving equations or understanding functions. With 789 2nd- grade students, we administered (a) measures of calculations and word problems in the fall and (b) an assessment of pre-algebraic reasoning, with items that assessed solving equations and functions, in the spring. Based on the calculation and word-problem measures, we placed 148 students into 1 of 4 difficulty status categories: typically performing, calculation difficulty, word-problem difficulty, or difficulty with calculations and word problems. Analyses of variance were conducted on the 148 students; path analytic mediation analyses were conducted on the larger sample of 789 students. Across analyses, results corroborated the finding that word-problem difficulty is more strongly associated with difficulty with pre-algebraic reasoning. As an indicator of later algebra difficulty, word-problem difficulty may be a more useful predictor than calculation difficulty, and students with word-problem difficulty may require a different level of algebraic reasoning intervention than students with calculation difficulty. PMID:25309044

Visual working memory and number sense : Testing the double deficit hypothesis in mathematics

NARCIS (Netherlands)

Toll, Sylke; Kroesbergen, Evelyn; Van Luit, Johannes E H

2016-01-01

Background: Evidence exists that there are two main underlying cognitive factors in mathematical difficulties: working memory and number sense. It is suggested that real math difficulties appear when both working memory and number sense are weak, here referred to as the double deficit (DD)

Can Executive Functions Help to Understand Children with Mathematical Learning Disorders and to Improve Instruction?

Science.gov (United States)

Desoete, Annemie; De Weerdt, Frauke

2013-01-01

Working memory, inhibition and naming speed was assessed in 22 children with mathematical learning disorders (MD), 17 children with a reading learning disorder (RD), and 45 children without any learning problems between 8 and 12 years old. All subjects with learning disorders performed poorly on working memory tasks, providing evidence that they…

A number sense intervention for low-income kindergartners at risk for mathematics difficulties.

Science.gov (United States)

Dyson, Nancy I; Jordan, Nancy C; Glutting, Joseph

2013-01-01

Early number sense is a strong predictor of later success in school mathematics. A disproportionate number of children from low-income families come to first grade with weak number competencies, leaving them at risk for a cycle of failure. The present study examined the effects of an 8-week number sense intervention to develop number competencies of low-income kindergartners (N = 121). The intervention purposefully targeted whole number concepts related to counting, comparing, and manipulating sets. Children were randomly assigned to either a number sense intervention or a business as usual contrast group. The intervention was carried out in small-group, 30-min sessions, 3 days per week, for a total of 24 sessions. Controlling for number sense at pretest, the intervention group made meaningful gains relative to the control group at immediate as well delayed posttest on a measure of early numeracy. Intervention children also performed better than controls on a standardized test of mathematics calculation at immediate posttest.

Commognitive Analysis of Undergraduate Mathematics Students' First Encounter with the Subgroup Test

Science.gov (United States)

Ioannou, Marios

2018-01-01

This study analyses learning aspects of undergraduate mathematics students' first encounter with the subgroup test, using the commognitive theoretical framework. It focuses on students' difficulties as these are related to the object-level and metalevel mathematical learning in group theory, and, when possible, highlights any commognitive…

Problematic topics in first-year mathematics: lecturer and student views

Science.gov (United States)

Ní Shé, Caitríona; Mac an Bhaird, Ciarán; Ní Fhloinn, Eabhnat; O'Shea, Ann

2017-07-01

In this paper we report on the outcomes of two surveys carried out in higher education institutions of Ireland; one of students attending first-year undergraduate non-specialist mathematics modules and another of their lecturers. The surveys aimed to identify the topics that these students found difficult, whether they had most difficulty with the concepts or procedures involved in the topics, and the resources they used to overcome these difficulties. In this paper we focus on the mathematical concepts and procedures that students found most difficult. While there was agreement between students and lecturers on certain problematic topics, this was not uniform across all topics, and students rated their conceptual understanding higher than their ability to do questions, in contrast to lecturers' opinions.

The Level of Difficulty and Discrimination Power of the Basic Knowledge and Skills Examination (EXHCOBA.

Directory of Open Access Journals (Sweden)

Eduardo Backhoff Escudero

2000-05-01

Full Text Available The Basic Knowledge and Skills Examination (EXHCOBA is one of the few great-scale examinations in Mexico which has been publishing its psychometric parameters.  In this paper we describe the  item analysis results, regarding the exam’s difficulty level and discrimination power.  Results show that most of the items have a medium difficulty and a high discrimination power.  They also reveal that the mathematics items have better discrimination power levels than the ones which belong to social science.

Metacognition, Motivation, and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems

Science.gov (United States)

Tzohar-Rozen, Meirav; Kramarski, Bracha

2014-01-01

Mathematical problem solving is one of the most valuable aspects of mathematics education. It is also the most difficult for elementary-school students (Verschaffel, Greer, & De Corte, 2000). Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation, which hamper their efforts…

76 FR 5686 - Drawbridge Operation Regulation; Pocomoke River, Pocomoke City, MD

Science.gov (United States)

2011-02-02

... Operation Regulation; Pocomoke River, Pocomoke City, MD AGENCY: Coast Guard, DHS. ACTION: Notice of... River, mile 15.6, at Pocomoke City, MD. The deviation restricts the operation of the draw span to.... The Route 675 Bridge across Pocomoke River, mile 15.6 at Pocomoke City MD, has a vertical clearance in...

76 FR 48898 - Robert Leigh Kale, M.D., Decision and Order

Science.gov (United States)

2011-08-09

... DEPARTMENT OF JUSTICE Drug Enforcement Administration Robert Leigh Kale, M.D., Decision and Order... Enforcement Administration, issued an Order to Show Cause to Robert Leigh Kale, M.D. (Registrant), of Fort... Certificate of Registration, BK9514375, issued to Robert Leigh Kale, M.D., be, and it hereby is, revoked. I...

76 FR 20032 - Thomas E. Mitchell, M.D.; Dismissal of Proceeding

Science.gov (United States)

2011-04-11

... DEPARTMENT OF JUSTICE Drug Enforcement Administration [Docket No. 10-7] Thomas E. Mitchell, M.D... Control, Drug Enforcement Administration, issued an Order to Show Cause to Thomas E. Mitchell, M.D....100(b) and 0.104, I hereby order that the Order to Show Cause issued to Thomas E. Mitchell, M.D., be...

Focus on the use of language in the multicultural mathematics classroom

DEFF Research Database (Denmark)

Johansen, Lene Østergaard

. understanding the meaning of the words "in front of") when they enter first grade in primary school (Nyborg and Nyborg, 1990). Students who lack these abilities either with regard to mathematics or language are from the beginning of schooling limited in their mathematical performance and in a "risk zone......" of developing learning difficulties in mathematics. Teaching the teachers a consciousness for the use of language in mathematics teaching as well as educating them to have a special focus on developing the vocabulary of the students can render the mathematics teaching more inclusive. Furthermore, it may help......Learning mathematics can be seen as learning a foreign language or learning a particular mathematical discourse.  Nolte (2004) calls mathematics the students' first second language. The use of language in mathematics teaching, hence the way we talk and the way we write, differ from the way the same...

Teachers' Beliefs about Improving Transfer of Algebraic Skills from Mathematics into Physics in Senior Pre-University Education

Science.gov (United States)

Tursucu, Süleyman; Spandaw, Jeroen; Flipse, Steven; de Vries, Marc J.

2017-01-01

Students in senior pre-university education encounter difficulties in the application of mathematics into physics. This paper presents the outcome of an explorative qualitative study of teachers' beliefs about improving the transfer of algebraic skills from mathematics into physics. We interviewed 10 mathematics and 10 physics teachers using a…

77 FR 7182 - Scott W. Houghton, M.D.; Decision and Order

Science.gov (United States)

2012-02-10

... DEPARTMENT OF JUSTICE Drug Enforcement Administration [Docket No. 12-09] Scott W. Houghton, M.D... CFR 0.100(b), I order that DEA Certificate of Registration BH8796077, issued to Scott W. Houghton, M.D., be, and it hereby is, revoked. I further order that any pending application of Scott W. Houghton, M.D...

Developing improved MD codes for understanding processive cellulases

International Nuclear Information System (INIS)

Crowley, M F; Nimlos, M R; Himmel, M E; Uberbacher, E C; Iii, C L Brooks; Walker, R C

2008-01-01

The mechanism of action of cellulose-degrading enzymes is illuminated through a multidisciplinary collaboration that uses molecular dynamics (MD) simulations and expands the capabilities of MD codes to allow simulations of enzymes and substrates on petascale computational facilities. There is a class of glycoside hydrolase enzymes called cellulases that are thought to decrystallize and processively depolymerize cellulose using biochemical processes that are largely not understood. Understanding the mechanisms involved and improving the efficiency of this hydrolysis process through computational models and protein engineering presents a compelling grand challenge. A detailed understanding of cellulose structure, dynamics and enzyme function at the molecular level is required to direct protein engineers to the right modifications or to understand if natural thermodynamic or kinetic limits are in play. Much can be learned about processivity by conducting carefully designed molecular dynamics (MD) simulations of the binding and catalytic domains of cellulases with various substrate configurations, solvation models and thermodynamic protocols. Most of these numerical experiments, however, will require significant modification of existing code and algorithms in order to efficiently use current (terascale) and future (petascale) hardware to the degree of parallelism necessary to simulate a system of the size proposed here. This work will develop MD codes that can efficiently use terascale and petascale systems, not just for simple classical MD simulations, but also for more advanced methods, including umbrella sampling with complex restraints and reaction coordinates, transition path sampling, steered molecular dynamics, and quantum mechanical/molecular mechanical simulations of systems the size of cellulose degrading enzymes acting on cellulose

Trends in MD/PhD Graduates Entering Psychiatry: Assessing the Physician-Scientist Pipeline.

Science.gov (United States)

Arbuckle, Melissa R; Luo, Sean X; Pincus, Harold Alan; Gordon, Joshua A; Chung, Joyce Y; Chavez, Mark; Oquendo, Maria A

2018-06-01

The goal of this study was to identify trends in MD/PhD graduates entering psychiatry, to compare these trends with other specialties, and to review strategies for enhancing the physician-scientist pipeline. Data on 226,588 medical students graduating from Liaison Committee on Medical Education accredited programs between 1999 and 2012 (6626 MD/PhDs) were used to evaluate the number, percentage, and proportion of MD/PhDs entering psychiatry in comparison with other specialties (neurology, neurosurgery, internal medicine, family medicine, and radiation oncology). Linear regression and multiple linear regression determined whether these values increased over time and varied by sex. Over 14 years, an average of 18 MD/PhDs (range 13-29) enrolled in psychiatry each year. The number of MD/PhDs going into psychiatry significantly increased, although these gains were modest (less than one additional MD/PhD per year). The proportion of students entering psychiatry who were MD/PhDs varied between 2.9 and 5.9 per 100 residents, with no significant change over time. There was also no change in the percentage of MD/PhDs entering psychiatry from among all MD/PhD graduates. The rate of increase in the number of MD/PhDs going into psychiatry did not differ significantly from other specialties except for family medicine, which is decreasing. The rate of MD/PhDs going into psychiatry was higher for women, suggesting closure of the sex gap in 17 years. Despite the increase in the number of MD/PhDs entering psychiatry, these numbers remain low. Expanding the cohort of physician-scientists dedicated to translational research in psychiatry will require a multipronged approach.

Characterization of an Autophagy-related Gene MdATG8i from apple

Directory of Open Access Journals (Sweden)

Ping eWang

2016-05-01

Full Text Available Nutrient deficiencies restrict apple (Malus sp. tree growth and productivity in Northwest China. The process of autophagy, a conserved degradation pathway in eukaryotic cells, has important roles in nutrient-recycling and helps improve plant performance during periods of nutrient-starvation. Little is known about the functioning of autophagy-related genes (ATGs in apple. In this study, one of the ATG8 gene family members MdATG8i was isolated from M. domestica. MdATG8i has conserved putative tubulin binding sites and ATG7 interaction domains. A 1865-bp promoter region cloned from apple genome DNA was predicated to have cis-regulatory elements responsive to light, environmental stresses and hormones. MdATG8i transcriptions were induced in response to leaf senescence, nitrogen depletion, and oxidative stress. At cellular level, MdATG8i protein was expressed in the nucleus and cytoplasm of onion epidermal cells. Yeast two-hybrid tests showed that MdATG8i could interact with MdATG7a and MdATG7b. In Arabidopsis, its heterologous expression was associated with enhanced vegetative growth, leaf senescence, and tolerance to nitrogen- and carbon-starvation. MdATG8i-overexpressing ‘Orin’ apple callus lines also displayed improved tolerance to nutrient-limited conditions. Our results demonstrate that MdATG8i protein could function in autophagy in a conserved way, as a positive regulator in the response to nutrient-starvation.

[MD PhD programs: Providing basic science education for ophthalmologists].

Science.gov (United States)

Spaniol, K; Geerling, G

2015-06-01

Enrollment in MD PhD programs offers the opportunity of a basic science education for medical students and doctors. These programs originated in the USA where structured programs have been offered for many years, but now German universities also run MD PhD programs. The MD PhD programs provided by German universities were investigated regarding entrance requirements, structure and financing modalities. An internet and telephone-based search was carried out. Out of 34 German universities 22 offered MD PhD programs. At 15 of the 22 universities a successfully completed course of studies in medicine was required for enrollment, 7 programs admitted medical students in training and 7 programs required a medical doctoral thesis, which had to be completed with at least a grade of magna cum laude in 3 cases. Financing required scholarships in many cases. Several German universities currently offer MD PhD programs; however, these differ considerably regarding entrance requirements, structure and financing. A detailed analysis investigating the success rates of these programs (e.g. successful completion and career paths of graduates) would be of benefit.

The role of mathematical models in understanding pattern formation in developmental biology.

Science.gov (United States)

Umulis, David M; Othmer, Hans G

2015-05-01

In a Wall Street Journal article published on April 5, 2013, E. O. Wilson attempted to make the case that biologists do not really need to learn any mathematics-whenever they run into difficulty with numerical issues, they can find a technician (aka mathematician) to help them out of their difficulty. He formalizes this in Wilsons Principle No. 1: "It is far easier for scientists to acquire needed collaboration from mathematicians and statisticians than it is for mathematicians and statisticians to find scientists able to make use of their equations." This reflects a complete misunderstanding of the role of mathematics in all sciences throughout history. To Wilson, mathematics is mere number crunching, but as Galileo said long ago, "The laws of Nature are written in the language of mathematics[Formula: see text] the symbols are triangles, circles and other geometrical figures, without whose help it is impossible to comprehend a single word." Mathematics has moved beyond the geometry-based model of Galileo's time, and in a rebuttal to Wilson, E. Frenkel has pointed out the role of mathematics in synthesizing the general principles in science (Both point and counter-point are available in Wilson and Frenkel in Notices Am Math Soc 60(7):837-838, 2013). We will take this a step further and show how mathematics has been used to make new and experimentally verified discoveries in developmental biology and how mathematics is essential for understanding a problem that has puzzled experimentalists for decades-that of how organisms can scale in size. Mathematical analysis alone cannot "solve" these problems since the validation lies at the molecular level, but conversely, a growing number of questions in biology cannot be solved without mathematical analysis and modeling. Herein, we discuss a few examples of the productive intercourse between mathematics and biology.

Concept Map as an Assessment Tool in Secondary School Mathematics: An Analysis of Teachers' Perspectives

Science.gov (United States)

Mutodi, Paul; Chigonga, Benard

2016-01-01

This paper reports on teachers' views on concept mapping: its applicability; reliability; advantages and; difficulties. A close-ended questionnaire was administered to 50 purposefully selected secondary school mathematics teachers from Sekhukhune District, Limpopo, South Africa. The findings indicate that mathematics teachers generally perceive…

Inevitable randomness in discrete mathematics

CERN Document Server

Beck, Jozsef

2009-01-01

Mathematics has been called the science of order. The subject is remarkably good for generalizing specific cases to create abstract theories. However, mathematics has little to say when faced with highly complex systems, where disorder reigns. This disorder can be found in pure mathematical arenas, such as the distribution of primes, the 3n+1 conjecture, and class field theory. The purpose of this book is to provide examples--and rigorous proofs--of the complexity law: (1) discrete systems are either simple or they exhibit advanced pseudorandomness; (2) a priori probabilities often exist even when there is no intrinsic symmetry. Part of the difficulty in achieving this purpose is in trying to clarify these vague statements. The examples turn out to be fascinating instances of deep or mysterious results in number theory and combinatorics. This book considers randomness and complexity. The traditional approach to complexity--computational complexity theory--is to study very general complexity classes, such as P...

3MdB: the Mexican Million Models database

Science.gov (United States)

Morisset, C.; Delgado-Inglada, G.

2014-10-01

The 3MdB is an original effort to construct a large multipurpose database of photoionization models. This is a more modern version of a previous attempt based on Cloudy3D and IDL tools. It is accessed by MySQL requests. The models are obtained using the well known and widely used Cloudy photoionization code (Ferland et al, 2013). The database is aimed to host grids of models with different references to identify each project and to facilitate the extraction of the desired data. We present here a description of the way the database is managed and some of the projects that use 3MdB. Anybody can ask for a grid to be run and stored in 3MdB, to increase the visibility of the grid and the potential side applications of it.

Multi-Device to Multi-Device (MD2MD Content-Centric Networking Based on Multi-RAT Device

Directory of Open Access Journals (Sweden)

Cheolhoon Kim

2017-11-01

Full Text Available This paper proposes a method whereby a device can transmit and receive information using a beacon, and also describes application scenarios for the proposed method. In a multi-device to multi-device (MD2MD content-centric networking (CCN environment, the main issue involves searching for and connecting to nearby devices. However, if a device can’t find another device that satisfies its requirements, the connection is delayed due to the repetition of processes. It is possible to rapidly connect to a device without repetition through the selection of the optimal device using the proposed method. Consequently, the proposed method and scenarios are advantageous in that they enable efficient content identification and delivery in a content-centric Internet of Things (IoT environment, in which multiple mobile devices coexist.

Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo

Science.gov (United States)

Wardono; Waluya, S. B.; Mariani, Scolastika; Candra D, S.

2016-02-01

This study aims to find out that there are differences in mathematical literacy ability in content Change and Relationship class VII Junior High School 19, Semarang by Problem Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted Elearning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of students with learning PBL models with PMRI approach and assisted E-learning Edmodo can improve mathematics literacy; to know that the quality of learning PBL models with a PMRI approach assisted E-learning Edmodo has a good category; to describe the difficulties of students in working the problems of mathematical literacy ability oriented PISA. This research is a mixed methods study. The population was seventh grade students of Junior High School 19, Semarang Indonesia. Sample selection is done by random sampling so that the selected experimental class 1, class 2 and the control experiment. Data collected by the methods of documentation, tests and interviews. From the results of this study showed average mathematics literacy ability of students in the group PBL models with a PMRI approach assisted E-learning Edmodo better than average mathematics literacy ability of students in the group PBL models with a PMRI approach and better than average mathematics literacy ability of students in the expository models; Mathematics literacy ability in the class using the PBL model with a PMRI approach assisted E-learning Edmodo have increased and the improvement of mathematics literacy ability is higher than the improvement of mathematics literacy ability of class that uses the model of PBL learning with PMRI approach and is higher than the improvement of mathematics literacy ability of class that uses the expository models; The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo have very good category.

Apple F-box Protein MdMAX2 Regulates Plant Photomorphogenesis and Stress Response

Directory of Open Access Journals (Sweden)

Jian-Ping An

2016-11-01

Full Text Available MAX2 (MORE AXILLARY GROWTH2 is involved in diverse physiological processes, including photomorphogenesis, the abiotic stress response, as well as karrikin and strigolactone signaling-mediated shoot branching. In this study, MdMAX2, an F-box protein that is a homolog of Arabidopsis MAX2, was identified and characterized. Overexpression of MdMAX2 in apple calli enhanced the accumulation of anthocyanin. Ectopic expression of MdMAX2 in Arabidopsis exhibited photomorphogenesis phenotypes, including increased anthocyanin content and decreased hypocotyl length. Further study indicated that MdMAX2 might promote plant photomorphogenesis by affecting the auxin signaling as well as other plant hormones. Transcripts of MdMAX2 were noticeably up-regulated in response to NaCl and Mannitol treatments. Moreover, compared with the wild type, the MdMAX2-overexpressing apple calli and Arabidopsis exhibited increased tolerance to salt and drought stresses. Taken together, these results suggest that MdMAX2 plays a positive regulatory role in plant photomorphogenesis and stress response.

Mathematics-for-teaching: Insights from the case of annuities

Directory of Open Access Journals (Sweden)

Craig Pournara

2014-11-01

Full Text Available Shulman’s notations of subject matter knowledge (SMK and pedagogical content knowledge (PCK have been very influential in education research on teachers’ knowledge for teaching. However, there is little empirical evidence in support of these as separate analytical constructs. Furthermore, attempts to distinguish SMK and PCK highlight the complex and multidimensional nature of teachers’ knowledge and hence the difficulty of separating SMK and PCK. The author adopts the notion of mathematics-for-teaching (MfT and argues that teachers’ knowledge for teaching annuities comprises knowledge of mathematical aspects, knowledge of pedagogical aspects and contextual knowledge of finance. Drawing from a larger study in which the author taught a financial mathematics course to pre-service secondary mathematics teachers, four examples of teachers’ knowledge for teaching annuities are identified, each of which illustrates how knowledge of mathematics, knowledge of pedagogy and contextual knowledge of finance are intertwined.

Waiting time distribution in M/D/1 queueing systems

DEFF Research Database (Denmark)

Iversen, Villy Bæk; Staalhagen, Lars

1999-01-01

The well-known formula for the waiting time distribution of M/D/1 queueing systems is numerically unsuitable when the load is close to 1.0 and/or the results for a large waiting time are required. An algorithm for any load and waiting time is presented, based on the state probabilities of M/D/1...

Good Questions: Great Ways to Differentiate Mathematics Instruction

Science.gov (United States)

Small, Marian

2009-01-01

Using differentiated instruction in the classroom can be a challenge, especially when teaching mathematics. This book cuts through the difficulties with two powerful and universal strategies that teachers can use across all math content: Open Questions and Parallel Tasks. Specific strategies and examples for grades Kindergarten - 8 are organized…

Visual Working Memory and Number Sense: Testing the Double Deficit Hypothesis in Mathematics

Science.gov (United States)

Toll, Sylke W. M.; Kroesbergen, Evelyn H.; Van Luit, Johannes E. H.

2016-01-01

Background: Evidence exists that there are two main underlying cognitive factors in mathematical difficulties: working memory and number sense. It is suggested that real math difficulties appear when both working memory and number sense are weak, here referred to as the double deficit (DD) hypothesis. Aims: The aim of this study was to test the DD…

Life on the Number Line: Routes to Understanding Fraction Magnitude for Students With Difficulties Learning Mathematics.

Science.gov (United States)

Gersten, Russell; Schumacher, Robin F; Jordan, Nancy C

Magnitude understanding is critical for students to develop a deep understanding of fractions and more advanced mathematics curriculum. The research reports in this special issue underscore magnitude understanding for fractions and emphasize number lines as both an assessment and an instructional tool. In this commentary, we discuss how number lines broaden the concept of fractions for students who are tied to the more general part-whole representations of area models. We also discuss how number lines, compared to other representations, are a superior and more mathematically correct way to explain fraction concepts.

Mathematical intelligence developed in math learning with classical backsound music of the classical era

Science.gov (United States)

Karlimah

2018-05-01

This study examines the application of classical music backsound in mathematics learning. The method used is quasi experimental design nonequivalent pretest-posttest control group in elementary school students in Tasikmalaya city, Indonesia. The results showed that classical music contributed significantly to the mathematical intelligence of elementary school students. The mathematical intelligence shown is in the cognitive ability ranging from the level of knowledge to evaluation. High level mathematical intelligence is shown by students in reading and writing integers with words and numbers. The low level of mathematical intelligence exists in projecting the story into a mathematical problem. The implication of this research is the use of classical music backsound on learning mathematics should pay attention to the level of difficulty of mathematics material being studied.

75 FR 49992 - Peter W.S. Grigg, M.D.; Revocation of Registration

Science.gov (United States)

2010-08-16

... DEPARTMENT OF JUSTICE Drug Enforcement Administration Peter W.S. Grigg, M.D.; Revocation of... Order to Show Cause and Immediate Suspension of Registration to Peter W.S. Grigg, M.D. (Respondent), of... Registration, BG2107856, issued to Peter W.S. Grigg, M.D., be, and it hereby is, revoked. This Order is...

Classical and Weak Solutions for Two Models in Mathematical Finance

Science.gov (United States)

Gyulov, Tihomir B.; Valkov, Radoslav L.

2011-12-01

We study two mathematical models, arising in financial mathematics. These models are one-dimensional analogues of the famous Black-Scholes equation on finite interval. The main difficulty is the degeneration at the both ends of the space interval. First, classical solutions are studied. Positivity and convexity properties of the solutions are discussed. Variational formulation in weighted Sobolev spaces is introduced and existence and uniqueness of the weak solution is proved. Maximum principle for weak solution is discussed.

A Cognitive Analysis of Students’ Mathematical Communication Ability on Geometry

Science.gov (United States)

Sari, D. S.; Kusnandi, K.; Suhendra, S.

2017-09-01

This study aims to analyze the difficulties of mathematical communication ability of students in one of secondary school on “three-dimensional space” topic. This research conducted by using quantitative approach with descriptive method. The population in this research was all students of that school and the sample was thirty students that was chosen by purposive sampling technique. Data of mathematical communication were collected through essay test. Furthermore, the data were analyzed with a descriptive way. The results of this study indicate that the percentage of achievement of student mathematical communication indicators as follows 1) Stating a situation, ideas, and mathematic correlation into images, graphics, or algebraic expressions is 35%; 2) Stating daily experience into a mathematic language / symbol, or a mathematic model is 35%; and 3) Associating images or diagrams into mathematical ideas is 53.3%. Based on the percentage of achievement on each indicator, it can be concluded that the level of achievement of students’ mathematical communication ability is still low. It can be caused the students were not used to convey or write their mathematical ideas systematically. Therefore students’ mathematical communication ability need to be improved.

Empowering Learners to Choose the Difficulty Level of Problems Based on Their Learning Needs

Directory of Open Access Journals (Sweden)

Janet Mannheimer Zydney

2010-08-01

Full Text Available Research has found that increasing learner control offers several benefits, including increased motivation, attitude, and learning. The goal of the present study was to determine how prior math achievement influences students' selection of the difficulty level of problems within Math Pursuits, a hypermedia learning program. Math Pursuits was designed to help children understand mathematics by discovering how it relates to the world around them. The program presented each learner with an adjustable level of challenge, along with the necessary scaffolding to support success. The researchers hypothesized that students with lower math skills would choose to start with a lower difficultly level; whereas, students with higher math skills would begin the program by choosing a question with a higher level of difficulty. Results supported these hypotheses. This research also examined the motivational framework guiding students' selection of problem difficulty.

Engineering Students' Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online

Science.gov (United States)

Villarreal-Treviño, Maria Guadalupe; Villarreal-Lozano, Ricardo Jesus; Morales-Martinez, Guadalupe Elizabeth; Lopez-Ramirez, Ernesto Octavio; Flores-Moreno, Norma Esthela

2017-01-01

This study explored in a sample of 560 high level education students their judgment formation to perceived self-efficacy to solve mathematical tasks. Students had to read 36 experimental vignettes describing educative scenarios to learn mathematics. Each scenario presented four manipulated pieces of information (learning modality, task difficulty,…

Teachers’ beliefs about improving transfer of algebraic skills from mathematics into physics in senior pre-university education

NARCIS (Netherlands)

Tursucu, S.; Spandaw, J.G.; Flipse, S.M.; de Vries, M.J.

2017-01-01

Students in senior pre-university education encounter difficulties in the application of mathematics into physics. This paper presents the outcome of an explorative qualitative study of teachers’ beliefs about improving the transfer of algebraic skills from mathematics into physics. We

Diversity of problems of international mathematical olympiads (imo)

OpenAIRE

Kukuraitis, Nerijus

2012-01-01

Šiame darbe yra pateikta 16 Pasaulinių olimpiadų uždavinių ir jų sprendimų. Uždaviniai yra lyginami pagal jų sudėtingumo lygį. Sixteen problems and their solutions from International Mathematical Olympiads are presented in this work. Problems are compared by their difficulty.

In Pursuit of a Connected Way of Knowing: The Case of One Mathematics Teacher

Science.gov (United States)

Agudelo-Valderrama, Cecilia; Martínez, Diana

2016-01-01

In this paper, we offer illustrations of a mathematics teacher's difficulties with content knowledge when trying to find connections between school mathematics and science; we do so by describing the development of this teacher's thinking and learning in her pursuit of connections between the concepts of slope of a line and density of matter. The…

The State of Proof in Finnish and Swedish Mathematics Textbooks--Capturing Differences in Approaches to Upper-Secondary Integral Calculus

Science.gov (United States)

Bergwall, Andreas; Hemmi, Kirsti

2017-01-01

Students' difficulties with proof, scholars' calls for proof to be a consistent part of K-12 mathematics, and the extensive use of textbooks in mathematics classrooms motivate investigations on how proof-related items are addressed in mathematics textbooks. We contribute to textbook research by focusing on opportunities to learn proof-related…

Developing the MD Explorer

Science.gov (United States)

Howie, Philip V.

1993-04-01

The MD Explorer is an eight-seat twin-turbine engine helicopter which is being developed using integrated product definition (IPD) team methodology. New techniques include NOTAR antitorque system for directional control, a composite fuselage, an all-composite bearingless main rotor, and digital cockpit displays. Three-dimensional CAD models are the basis of the entire Explorer design. Solid models provide vendor with design clarification, removing much of the normal drawing interpretation errors.

MD Anderson's Population Health Approaches to Cancer Prevention.

Science.gov (United States)

Foxhall, Lewis; Moreno, Mark; Hawk, Ernest

2018-02-01

Texas's size and unique population demographics present challenges to addressing the state's cancer burden. The University of Texas MD Anderson Cancer Center is one of 69 National Cancer Institute-designated cancer centers across the United States. While these centers traditionally have focused on research, education and training, and providing research-driven patient care, they are in a unique position to collaboratively advance population health through cancer control. Unlike the traditional academic model of a three-legged stool representing research, education, and patient care, MD Anderson's mission includes a fourth leg that incorporates population health approaches. MD Anderson has leveraged state- and national-level data and freely available resources to develop population-health priorities and a set of evidence-based actions across policy, public and professional education, and community-based clinical service domains to address these priorities. Population health approaches complement dissemination and implementation research and treatment, and will be increasingly needed to address the growing cancer burden in Texas and the nation.

Improving of Junior High School Visual Thinking Representation Ability in Mathematical Problem Solving by CTL

Science.gov (United States)

Surya, Edy; Sabandar, Jozua; Kusumah, Yaya S.; Darhim

2013-01-01

The students' difficulty which was found is in the problem of understanding, drawing diagrams, reading the charts correctly, conceptual formal mathematical understanding, and mathematical problem solving. The appropriate problem representation is the basic way in order to understand the problem itself and make a plan to solve it. This research was…

Dyscalculia ? Maths Difficulties. An Analysis of Conflicting Positions at a Time That Calls for Inclusive Practices

Science.gov (United States)

Schmidt, Maria Christina Secher

2016-01-01

Using Bourdieu's notion of field, the Scandinavian field of maths pedagogy occurs at a time characterised by increasing inclusion efforts in primary school. Various stakeholders in maths pedagogy are arguing about what should be done about pupils who perform poorly in mathematics and what causes their difficulties. Four analytical positions are…

Graphic Organizer in Action: Solving Secondary Mathematics Word Problems

Directory of Open Access Journals (Sweden)

Khoo Jia Sian

2016-09-01

Full Text Available Mathematics word problems are one of the most challenging topics to learn and teach in secondary schools. This is especially the case in countries where English is not the first language for the majority of the people, such as in Brunei Darussalam. Researchers proclaimed that limited language proficiency and limited Mathematics strategies are the possible causes to this problem. However, whatever the reason is behind difficulties students face in solving Mathematical word problems, it is perhaps the teaching and learning of the Mathematics that need to be modified. For example, the use of four-square-and-a-diamond graphic organizer that infuses model drawing skill; and Polya’s problem solving principles, to solve Mathematical word problems may be some of the strategies that can help in improving students’ word problem solving skills. This study, through quantitative analysis found that the use of graphic organizer improved students’ performance in terms of Mathematical knowledge, Mathematical strategy and Mathematical explanation in solving word problems. Further qualitative analysis revealed that the use of graphic organizer boosted students’ confidence level and positive attitudes towards solving word problems.Keywords: Word Problems, Graphic Organizer, Algebra, Action Research, Secondary School Mathematics DOI: http://dx.doi.org/10.22342/jme.7.2.3546.83-90

Success and failure in school mathematics: effects of instruction and school environment.

Science.gov (United States)

Reusser, K

2000-01-01

Given the stubborn phenomenon of many children's serious difficulties and failure in mathematical learning, the hypothesis of developmental delay, or neurocognitively based deficiency should be complemented by further explanantions of children's weaknesses and substandard performance in mathematics. One obvious explanantion is that schooling and instruction for low ability children and for children with special needs is often inadequate. The present contribution examines selected research on mathematics learning under a cognitive instructional (didactical) perspective. Constructivist learning theory, the rooting of meaningful learning in concrete modeling activities, the balancing of understanding and practice in mathematics instruction, diagnostic and adaptive teaching, computer-assisted instruction, and the role of nonmathematical stumbling-blocks are discussed as principles and factors of effective mathematics learning and teaching.

76 FR 17673 - Bienvenido Tan, M.D.; Denial of Application

Science.gov (United States)

2011-03-30

... (alprazolam) to help him sleep. Id. at 64. R.E. opted to buy the drugs from Respondent's dispensary and... DEPARTMENT OF JUSTICE Drug Enforcement Administration [Docket No. 09-12] Bienvenido Tan, M.D... Control, Drug Enforcement Administration, issued an Order to Show Cause to Bienvenido Tan, M.D...

Evaluation of hydroacid complex in the forward osmosis–membrane distillation (FO–MD) system for desalination

KAUST Repository

Wang, Peng; Cui, Yue; Ge, Qingchun; Fern Tew, Tjin; Chung, Neal Tai-Shung

2015-01-01

The incorporation of membrane distillation (MD) into forward osmosis (FO) provides process sustainability to regenerate the draw solution and to produce clean water simultaneously. However, the reverse salt flux is the major hurdle in the FO-MD system because it not only reduces the effective osmotic driving force across the membrane but also increases the replenishment cost and scaling issue. For the first time, a hydroacid complex with abundant hydrophilic groups and ionic species is evaluated as the draw solutes in the hybrid FO-MD system consisting of multi-bore PVDF MD membranes for seawater/brackish desalination. In order to evaluate the practicality of the hydroacid complex in the FO-MD system, FO and MD experiments were conducted at elevated temperatures and concentrations. The hydroacid complex has displayed desired properties such as high solubility, low viscosity, excellent thermal stability and minimal reverse salt flux suitable for FO and MD operations. FO-MD desalination process was demonstrated with a highest seawater desalination flux of 6/32 LMH (FO/MD). This study may open up the prospective of employing the hydroacid complex as the draw solute in FO-MD hybrid systems for seawater /brackish desalination. © 2015 Elsevier B.V.

Evaluation of hydroacid complex in the forward osmosis–membrane distillation (FO–MD) system for desalination

KAUST Repository

Wang, Peng

2015-11-01

The incorporation of membrane distillation (MD) into forward osmosis (FO) provides process sustainability to regenerate the draw solution and to produce clean water simultaneously. However, the reverse salt flux is the major hurdle in the FO-MD system because it not only reduces the effective osmotic driving force across the membrane but also increases the replenishment cost and scaling issue. For the first time, a hydroacid complex with abundant hydrophilic groups and ionic species is evaluated as the draw solutes in the hybrid FO-MD system consisting of multi-bore PVDF MD membranes for seawater/brackish desalination. In order to evaluate the practicality of the hydroacid complex in the FO-MD system, FO and MD experiments were conducted at elevated temperatures and concentrations. The hydroacid complex has displayed desired properties such as high solubility, low viscosity, excellent thermal stability and minimal reverse salt flux suitable for FO and MD operations. FO-MD desalination process was demonstrated with a highest seawater desalination flux of 6/32 LMH (FO/MD). This study may open up the prospective of employing the hydroacid complex as the draw solute in FO-MD hybrid systems for seawater /brackish desalination. © 2015 Elsevier B.V.

Digital Educational Games and Mathematics. Results of a Case Study in Primary School Settings

Science.gov (United States)

Fokides, Emmanuel

2018-01-01

The study presents the results of a project in which a series of digital games were used for teaching Mathematics to first, fourth, and sixth-grade primary school students (ages 6-7, 8-9, and 11-12). Mathematics was selected as the teaching subject because of the difficulties students face in understanding basic math concepts. Although digital…

Spatial Skill Profile of Mathematics Pre-Service Teachers

Science.gov (United States)

Putri, R. O. E.

2018-01-01

This study is aimed to investigate the spatial intelligence of mathematics pre-service teachers and find the best instructional strategy that facilitates this aspect. Data were collected from 35 mathematics pre-service teachers. The Purdue Spatial Visualization Test (PSVT) was used to identify the spatial skill of mathematics pre-service teachers. Statistical analysis indicate that more than 50% of the participants possessed spatial skill in intermediate level, whereas the other were in high and low level of spatial skill. The result also shows that there is a positive correlation between spatial skill and mathematics ability, especially in geometrical problem solving. High spatial skill students tend to have better mathematical performance compare to those in two other levels. Furthermore, qualitative analysis reveals that most students have difficulty in manipulating geometrical objects mentally. This problem mostly appears in intermediate and low-level spatial skill students. The observation revealed that 3-D geometrical figures is the best method that can overcome the mentally manipulation problem and develop the spatial visualization. Computer application can also be used to improve students’ spatial skill.

SIGNIFICANCE OF EARLY-AGE LEARNING OF MATHEMATICAL SKILLS

Directory of Open Access Journals (Sweden)

Sead Rešić

2011-12-01

Full Text Available It is a fact that only hereditary, i.e. genetic factors are not sufficient for development of a child’s brain; on the contrary, a child needs external stimuli expressed through touch, speech, images, which lead to the conclusion that immediate and extended surroundings shape the brain, meaning that the external stimuli, stronger or weaker, mutually connect the brain cells and neurons. Questions regarding the development of mathematical manner of thinking are mostly based on the natural process of learning, however, this paper deals with deeper set of problems, which are not only difficult to resolve but possibly there is no resolution. Namely, a question is posed what is the appropriate age when a child is ready and able to solve certain mathematical problems or notice mathematical principles, that is, whether they are actually exist clearly defined age boundaries based on which a conclusion could be made about the time and individual is ready to solve mathematical problems of a concrete difficulty level or to notice mathematical laws.

77 FR 5201 - Drawbridge Operation Regulation; Bear Creek, Dundalk, MD

Science.gov (United States)

2012-02-02

...-AA09 Drawbridge Operation Regulation; Bear Creek, Dundalk, MD AGENCY: Coast Guard, DHS. ACTION: Notice... operation of the Baltimore County highway bridge at Wise Avenue across Bear Creek, mile 3.4, between Dundalk... Avenue across Bear Creek, mile 3.4 between Dundalk and Sparrows Point, MD. This change would require the...

Analysis of MD5 authentication in various routing protocols using simulation tools

Science.gov (United States)

Dinakaran, M.; Darshan, K. N.; Patel, Harsh

2017-11-01

Authentication being an important paradigm of security and Computer Networks require secure paths to make the flow of the data even more secure through some security protocols. So MD-5(Message Digest 5) helps in providing data integrity to the data being sent through it and authentication to the network devices. This paper gives a brief introduction to the MD-5, simulation of the networks by including MD-5 authentication using various routing protocols like OSPF, EIGRP and RIPv2. GNS3 is being used to simulate the scenarios. Analysis of the MD-5 authentication is done in the later sections of the paper.

Osmotically and thermally isolated forward osmosis-membrane distillation (fo-md) integrated module for water treatment applications

KAUST Repository

Ghaffour, Noreddine

2016-09-01

An integrated forward osmosis-membrane distillation (FO-MD) module and systems and methods incorporating the module is disclosed providing higher efficiencies and using less energy. The FO-MD module is osmotically and thermally isolated. The isolation can prevent mixing of FO draw solution/FO permeate and MD feed, and minimize dilution of FO draw solution and cooling of MD feed. The module provides MD feed solution and FO draw solution streams that flow in the same module but are separated by an isolation barrier. The osmotically and thermally isolated FO-MD integrated module, systems and methods offer higher driving forces of both FO and MD processes, higher recovery, and wider application than previously proposed hybrid FO- MD systems.

Osmotically and thermally isolated forward osmosis-membrane distillation (fo-md) integrated module for water treatment applications

KAUST Repository

Ghaffour, NorEddine; Francis, Lijo; Li, Zhenyu; Valladares, Rodrigo; Alsaadi, Ahmad S.; Ghdaib, Muhannad Abu; Amy, Gary L.

2016-01-01

An integrated forward osmosis-membrane distillation (FO-MD) module and systems and methods incorporating the module is disclosed providing higher efficiencies and using less energy. The FO-MD module is osmotically and thermally isolated. The isolation can prevent mixing of FO draw solution/FO permeate and MD feed, and minimize dilution of FO draw solution and cooling of MD feed. The module provides MD feed solution and FO draw solution streams that flow in the same module but are separated by an isolation barrier. The osmotically and thermally isolated FO-MD integrated module, systems and methods offer higher driving forces of both FO and MD processes, higher recovery, and wider application than previously proposed hybrid FO- MD systems.

Adaptation of abbreviated mathematics anxiety rating scale for engineering students

Science.gov (United States)

Nordin, Sayed Kushairi Sayed; Samat, Khairul Fadzli; Sultan, Al Amin Mohamed; Halim, Bushra Abdul; Ismail, Siti Fatimah; Mafazi, Nurul Wirdah

2015-05-01

Mathematics is an essential and fundamental tool used by engineers to analyse and solve problems in their field. Due to this, most engineering education programs involve a concentration of study in mathematics courses whereby engineering students have to take mathematics courses such as numerical methods, differential equations and calculus in the first two years and continue to do so until the completion of the sequence. However, the students struggled and had difficulties in learning courses that require mathematical abilities. Hence, this study presents the factors that caused mathematics anxiety among engineering students using Abbreviated Mathematics Anxiety Rating Scale (AMARS) through 95 students of Universiti Teknikal Malaysia Melaka (UTeM). From 25 items in AMARS, principal component analysis (PCA) suggested that there are four mathematics anxiety factors, namely experiences of learning mathematics, cognitive skills, mathematics evaluation anxiety and students' perception on mathematics. Minitab 16 software was used to analyse the nonparametric statistics. Kruskal-Wallis Test indicated that there is a significant difference in the experience of learning mathematics and mathematics evaluation anxiety among races. The Chi-Square Test of Independence revealed that the experience of learning mathematics, cognitive skills and mathematics evaluation anxiety depend on the results of their SPM additional mathematics. Based on this study, it is recommended to address the anxiety problems among engineering students at the early stage of studying in the university. Thus, lecturers should play their part by ensuring a positive classroom environment which encourages students to study mathematics without fear.

33 CFR 110.70a - Northeast River, North East, Md.

Science.gov (United States)

2010-07-01

... 33 Navigation and Navigable Waters 1 2010-07-01 2010-07-01 false Northeast River, North East, Md. 110.70a Section 110.70a Navigation and Navigable Waters COAST GUARD, DEPARTMENT OF HOMELAND SECURITY ANCHORAGES ANCHORAGE REGULATIONS Special Anchorage Areas § 110.70a Northeast River, North East, Md. The water...

Examples in the Teaching of Mathematics: Teachers' Perceptions

Science.gov (United States)

Ng, Lay Keow; Dindyal, Jaguthsing

2015-01-01

As part of a study examining how teachers in Singapore select and use examples for teaching mathematics, 121 teachers from 24 secondary schools responded to three open-ended questions about the use of examples in teaching. The results show that students' abilities and the difficulty level of the examples were among the topmost considerations…

Pengaruh Brand Ambassador Terhadap Minat Beli Konsumen MD Clinic By Lazeta

Directory of Open Access Journals (Sweden)

Nurvita Septya Ningrum

2016-10-01

Full Text Available This research at MD Clinic by Lazeta which is in the beauty services that offer health care and facial, under of PT. Medina Global Care. MD Cilinic by Lazeta use the brand ambassador of introducing their products. The selection of brand ambassador motivated by positive image brought by the celebrities. Brand ambassadors chosen by the company as a symbol or a marker to represent the wishes and needs of prospective customers. MD Clinic by Lazeta choose Syahnaz as a brand ambassador for their products which is expected to to represent the product of MD Clinic by Lazeta, so the message can be understood by the consumer, who eventually would to lead the purchase intention. The purpose of this research was to investigate the influence of brand ambassadors on consumer purchase intention MD Clinic by Lazeta, Study on Business Administration Students year in 2103 Telkom University. Researchers used quantitative research methods. This research is population research, because all population is being respondent in this research. Populations of this research are 137 respondents. Collecting data in this research is conducted by using questionnaire distributed to all respondents, which all Students on Business Administration Telkom University who knows the MD Clinic by Lazeta. Data were analyzed using simple regression analysis and descriptive analysis.The results showed that the Brand Ambassador impact of consumer purchase intention on MD Clinic by Lazeta at the Students on Business Administration Telkom University years in 2013. Based on the calculation of the coefficient of determination (R2 can be seen the influence of brand ambassador variable (X on purchase intention (Y is 42.9%. While the remaining 57.1% is influenced by other factors which not examined in this research such as, pricing, marketing strategy and others.

77 FR 29692 - Segun M. Rasaki, M.D.; Decision and Order

Science.gov (United States)

2012-05-18

... CFR 1316.67. Dated: May 4, 2012. Michele M. Leonhart, Administrator. Paul E. Soeffing, Esq., for the... reinstatement.'' Stuart A. Bergman, M.D., 70 Fed. Reg. 33,193 (DEA 2005); Roger A. Rodriguez, M.D., 70 Fed. Reg...

77 FR 35021 - Kwan Bo Jin, M.D.; Decision and Order

Science.gov (United States)

2012-06-12

...] DEA registration is not appropriate.'' Anibal P. Herrera, M.D., 61 FR 65,075, 65,078 (DEA 1996); see... ``there were serious questions as to the integrity of the registrant.'' Anibal P. Herrera, M.D., 61 FR 65...

Molecular Cloning and Expression Analysis of a Hexokinase Gene, MdHXK1 in Apple

Directory of Open Access Journals (Sweden)

Jin Zhao

2016-03-01

Full Text Available A hexokinase gene named MdHXK1 (MDP0000309677 was cloned from ‘Gala’ apple (Malus × domestica Borkh.. Sequence analysis showed that the MdHXK1 gene was 1 497 bp long and encoded 499 amino acids. The predicted molecular mass of this protein was 54.05 kD, and the pI was 5.76. A phylogenetic tree indicated apple MdHXK1 exhibited the highest sequence similarity to Pyrus bretschneideri PbHXK1. Analysis of the functional domain showed that the MdHXK1 protein included two conserved kinase domains. The prediction of subcellular localization suggested that the MdHXK1 protein was mainly localized in the cytoplasm. There was an indication that MdHXK1 existed as one copy in the apple genome by Southern blotting. Silico analysis suggested that the promoter sequence contained several typical cis-acting elements, including defense, sugar signaling and phytohormone responsive elements. Quantitative real-time PCR analysis demonstrated that the MdHXK1 gene was mainly expressed in stem and flower tissues. During the development of apple fruits, the expression of the MdHXK1 gene initially increased and then decreased. The changes on Glc phosphorylation relative activity and glucose concentration showed the same trend. In addition, the expression of this gene was induced by salt stress, low temperature, and abscisic acid (ABA. Finally, we obtained and purified the fused MdHXK1 protein by recombinant prokaryotic expression. Studies have demonstrated that MdHXK1 may participate in sugar metabolism in apple fruits. Enzyme encoded by MdHXK1 is a key factor in the mediation of sugar accumulation. Recently, researchers on hexokinase at home and abroad mainly focused on model plants, such as Arabidopsis, tobacco and rice, but orchard fruit like apple were underresearched. Our research established the foundation for the further study of the functions of MdHXK1.

A pilot study of MD (psychiatry) theses-based research.

Science.gov (United States)

Srivastava, Shrikant; Agarwal, Vivek; Subramanyam, Alka; Srivastava, Mona; Sathyanarayana Rao, T S; Rao, G Prasad; Khurana, Hitesh; Singh, Archana

2018-01-01

Undertaking a research project is mandatory for MD Psychiatry trainees. The present study was undertaken to assess the type of research activity being undertaken as part of MD Psychiatry dissertation, and its contribution to national and international literature. Three medical colleges supplied the data about the topic, names of the supervisor and the candidate, collaboration, funding accrued, and publication details of MD-based research carried out between years 2000 and 2010 inclusive; 95 records were collected for the final analysis. The details of the publications provided were cross-checked on the internet, which would have taken care of missed publications as well. Most studies were single-point assessment clinical studies. Only 2 studies had been funded, 11 had collaboration with other departments within the same institute, and 5 had inter-institute collaborations. Majority of the studies were not published. Only 30 were published as full paper and 9 as abstracts. Of these 30 full publications, only 3 were published in journals having JCI impact factor values (1.4, 1.3, and 1.4, respectively). The main finding of this pilot study was that MD-based research has low contribution to the national and international literature, and those articles which are published are in low impact journals. Suggestions for modifying this state of affairs are discussed.

MD 2485: Active halo control using narrowband and colored noise excitations

CERN Document Server

Garcia Morales, Hector; Kotzian, Gerd; Maclean, Ewen Hamish; Redaelli, Stefano; Valuch, Daniel; Wagner, Joschka; CERN. Geneva. ATS Department

2018-01-01

This MD note summarizes the actions carried out during the MD 2485 on Active halo control using narrowband and colored noise excitations. The goal of the MD was to repeat some promising cases already tested in the past and introduce a new excitation type based on applying a colored noise. Although we were able to repeat some cases using a narrowband excitation, due to a problem with the waveform generator, the colored noise excitation could not be accomplished as expected. In any case, we provide some results that may be useful for future MDs.

The stair-step approach in mathematics

CERN Document Server

Sedrakyan, Hayk

2018-01-01

This book is intended as a teacher’s manual and as an independent-study handbook for students and mathematical competitors. Based on a traditional teaching philosophy and a non-traditional writing approach (the stair-step method), this book consists of new problems with solutions created by the authors. The main idea of this approach is to start from relatively easy problems and “step-by-step” increase the level of difficulty toward effectively maximizing students' learning potential. In addition to providing solutions, a separate table of answers is also given at the end of the book. A broad view of mathematics is covered, well beyond the typical elementary level, by providing more in depth treatment of Geometry and Trigonometry, Number Theory, Algebra, Calculus, and Combinatorics.

Teaching Mathematical Word Problem Solving: The Quality of Evidence for Strategy Instruction Priming the Problem Structure

Science.gov (United States)

Jitendra, Asha K.; Petersen-Brown, Shawna; Lein, Amy E.; Zaslofsky, Anne F.; Kunkel, Amy K.; Jung, Pyung-Gang; Egan, Andrea M.

2015-01-01

This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et…

Mathematical Learning Disability in Girls with Turner Syndrome: A Challenge to Defining MLD and Its Subtypes

Science.gov (United States)

Mazzocco, Michele M. M.

2009-01-01

Turner syndrome is a common disorder with a prevalence of 1:2,500 live female births. Although not associated with mental retardation, there is an increased risk of learning difficulties in this population. In particular, mathematical learning difficulties among girls with Turner syndrome are prevalent, significant, and persistent. As such, the…

iPad Apps That Promote Mathematical Knowledge? "Yes, They Exist!"

Science.gov (United States)

Larkin, Kevin

2014-01-01

Having trouble finding the right app? In this article, Kevin Larkin discusses the difficulties teachers encounter when searching the App Store for high quality, appropriate apps that support students' mathematical learning. Kevin provides a useful link to a collection of over 100 app reviews.

The effect of shift-problem lessons in the mathematics classsroom

NARCIS (Netherlands)

Palha, S.; Dekker, R.; Gravemeijer, K.

2015-01-01

It remains difficult to foster problem-solving and mathematical-reasoning capabilities in classrooms where students and teachers are accustomed to the more traditional forms of education. Several studies suggest that this difficulty might be related to the kind of knowledge students acquire in such

The effect of shift-problem lessons in the mathematics classroom

NARCIS (Netherlands)

Palha, S.; Dekker, Rijkje; Gravemeijer, K.P.E.

2015-01-01

It remains difficult to foster problem-solving and mathematical-reasoning capabilities in classrooms where students and teachers are accustomed to the more traditional forms of education. Several studies suggest that this difficulty might be related to the kind of knowledge students acquire in such

The Impact of Learning Difficulties and Socioemotional and Behavioural Problems on Transition to Postsecondary Education or Work Life in Finland: A Five-Year Follow-Up Study

Science.gov (United States)

Hakkarainen, Airi M.; Holopainen, Leena K.; Savolainen, Hannu K.

2016-01-01

Learning difficulties have been found to dilute the possibilities that young adults have in their educational careers. However, during the last few decades, education has become increasingly important for employment and overall life satisfaction. In the present study, we were interested in the effects of mathematical and reading difficulties and…

Rhodotorula taiwanensis MD1149 produces hypoacetylated PEFA compounds with increased surface activity compared to Rhodotorula babjevae MD1169

Science.gov (United States)

Rubinfeld, Bonnee; Leif, Roald; Mulcahy, Heather; Dugan, Lawrence; Souza, Brian

2018-01-01

Biosurfactants have several desirable characteristics in the industrial sector: detergency, antimicrobial effects, skin hydration, and emulsibility. Several yeast glycolipids are currently being utilized in these capacities: sophorolipids, ustilagic acid, and mannosylerythritol lipids (MELs). An emerging class of glycolipids, termed polyol esters of fatty acids (PEFA), have recently been reported for Rhodotorula babjevae, a basidiomycetous yeast species that secretes hyperacetylated congeners of PEFA (typically with 3–6 acetylation modifications). While screening Rhodotorula species for surfactant production, we identified a new environmental isolate identified as Rhodotorula taiwanensis MD1149 that dropped the surface tension of the liquid medium, indicating that it produced a potent biosurfactant. Acid depolymerization of the purified biosurfactants, followed by gas chromatography-mass spectrometry (GC-MS) analysis revealed that the biosurfactants were composed of PEFA compounds composed mainly of mannitol and arabitol esters of 3-hydroxy fatty acid, 3-methoxy fatty acid, and fatty acids with a single double bond; chain lengths were mainly C16 and C18. Liquid chromatography-mass spectrometry (LC-MS) confirmed the predicted accurate mass of these compounds. Interestingly, PEFA compounds produced by Rhodotorula taiwanensis MD1149 were more surface active due to their hypoacetylation profile (0–4 acetylation modifications) compared to Rhodotorula babjevae MD1169. These disparate surface active properties, based on acetylation, change the hydrophilic-lipophilic balance (HLB) of these compounds, and their potential utility within industrial applications. PMID:29293588

Rhodotorula taiwanensis MD1149 produces hypoacetylated PEFA compounds with increased surface activity compared to Rhodotorula babjevae MD1169.

Science.gov (United States)

Lyman, Mathew; Rubinfeld, Bonnee; Leif, Roald; Mulcahy, Heather; Dugan, Lawrence; Souza, Brian

2018-01-01

Biosurfactants have several desirable characteristics in the industrial sector: detergency, antimicrobial effects, skin hydration, and emulsibility. Several yeast glycolipids are currently being utilized in these capacities: sophorolipids, ustilagic acid, and mannosylerythritol lipids (MELs). An emerging class of glycolipids, termed polyol esters of fatty acids (PEFA), have recently been reported for Rhodotorula babjevae, a basidiomycetous yeast species that secretes hyperacetylated congeners of PEFA (typically with 3-6 acetylation modifications). While screening Rhodotorula species for surfactant production, we identified a new environmental isolate identified as Rhodotorula taiwanensis MD1149 that dropped the surface tension of the liquid medium, indicating that it produced a potent biosurfactant. Acid depolymerization of the purified biosurfactants, followed by gas chromatography-mass spectrometry (GC-MS) analysis revealed that the biosurfactants were composed of PEFA compounds composed mainly of mannitol and arabitol esters of 3-hydroxy fatty acid, 3-methoxy fatty acid, and fatty acids with a single double bond; chain lengths were mainly C16 and C18. Liquid chromatography-mass spectrometry (LC-MS) confirmed the predicted accurate mass of these compounds. Interestingly, PEFA compounds produced by Rhodotorula taiwanensis MD1149 were more surface active due to their hypoacetylation profile (0-4 acetylation modifications) compared to Rhodotorula babjevae MD1169. These disparate surface active properties, based on acetylation, change the hydrophilic-lipophilic balance (HLB) of these compounds, and their potential utility within industrial applications.

Math Self-Assessment, but Not Negative Feelings, Predicts Mathematics Performance of Elementary School Children

Directory of Open Access Journals (Sweden)

Vitor Geraldi Haase

2012-01-01

Full Text Available Mathematics anxiety has been associated to performance in school mathematics. The association between math anxiety and psychosocial competencies as well as their specific contribution to explain school mathematics performance are still unclear. In the present study, the impact of sociodemographic factors, psychosocial competencies, and math anxiety on mathematics and spelling performance was examined in school children with and without mathematics difficulties. The specific contributions of psychosocial competencies (i.e., general anxiety and attentional deficits with hyperactivity and math anxiety (i.e., self-assessment in mathematics to school mathematics performance were found to be statistically independent from each other. Moreover, psychosocial competencies—but not math anxiety—were related also to spelling performance. These results suggest that psychosocial competencies are more related to general mechanisms of emotional regulation and emotional response towards academic performance, while mathematics anxiety is related to the specific cognitive aspect of self-assessment in mathematics.

78 FR 47412 - Tyson D. Quy, M.D.; Decision and Order

Science.gov (United States)

2013-08-05

... Green, Jr., M.D., 59 FR 51,453 (DEA 1994); David E. Trawick, D.D.S., 53 FR 5,326 (DEA 1988). Here, the...) (ten years); Norman Alpert, M.D., 58 FR 67,420, 67,421 (DEA 1993) (seven years). Here, the conditions...

The Use of Open-Ended Questions with Giving Feedback (OEQGF) for Effective Mathematic Learning

Science.gov (United States)

Sabilah, I.; Manoy, J. T.

2018-01-01

Feedback deals with giving information to students related to their task which is done through score of their achievement, reaction, and comments. Considering its hierarchy, task difficulty level consists of low, middle and high levels. The difficulty level of open-ended questions is middle to high. Open-ended question is a good way to train students’ knowledge. This research is a descriptive research which aims at describing teacher’s learning management, students’ activities, students’ learning achievement, and students’ responses in mathematic learning using OEQGF. The subject was a teacher of mathematics who teaches eighth graders, and students themselves. The research design used is one shot case study. The result shows that: management learning has been very well implemented by the teacher; every students’ activity has been carried out by students; the students’ learning achievement have reached the criteria of completeness, and the students’ responses can be considered as positive. Therefore, it can be concluded that mathematic learning using OEQGF is effective.

Functional Characterization of the Apple RING E3 Ligase MdMIEL1 in Transgenic Arabidopsis

Directory of Open Access Journals (Sweden)

Jianping AN

2017-03-01

Full Text Available E3 ubiquitin ligases are involved in various physiological processes, and they play pivotal roles in growth and development. In this study, we identified a previously unknown gene in the apple fruit (Malus × domestica and named it MdMIEL1. The MdMIEL1 gene encoded a protein that contained a zinc-finger domain at its N-terminus and a RING-finger motif at its C-terminus. To investigate MdMIEL1 functions, we generated transgenic Arabidopsis lines expressing the MdMIEL1 gene under the control of the Cauliflower mosaic virus 35S promoter. Interestingly, ectopic expression of MdMIEL1 in Arabidopsis produced multiple phenotypes, including early germination, early flowering and a lateral root number increase relative to wild-type plants. Further analysis indicated that MdMIEL1 regulated lateral root initiation by increasing auxin accumulation in the roots. In a word, these results suggest that, MdMIEL1 as a novel RING-finger ubiquitin ligase influences plant growth and development, and highlight that MdMIEL1 regulates lateral root growth.

BayesMD: flexible biological modeling for motif discovery

DEFF Research Database (Denmark)

Tang, Man-Hung Eric; Krogh, Anders; Winther, Ole

2008-01-01

We present BayesMD, a Bayesian Motif Discovery model with several new features. Three different types of biological a priori knowledge are built into the framework in a modular fashion. A mixture of Dirichlets is used as prior over nucleotide probabilities in binding sites. It is trained on trans......We present BayesMD, a Bayesian Motif Discovery model with several new features. Three different types of biological a priori knowledge are built into the framework in a modular fashion. A mixture of Dirichlets is used as prior over nucleotide probabilities in binding sites. It is trained...

MD on UFOs at MKIs and MKQs

CERN Document Server

Baer, T; Bartmann, W; Bracco, C; Carlier, E; Dehning, B; Garrel, N; Goddard, B; Jackson, S; Jimenez, M; Kain, V; Mertens, V; Misiowiec, M; Nordt, A; Papotti, G; Uythoven, J; Wenninger, J; Zerlauth, M; Zamantzas, C; Zimmermann, F

2012-01-01

UFOs ("Unidentified Falling Objects") are expected to be one of the major known performance limitation of the LHC. In this MD, the production mechanism and the dynamics of UFOs at the injection kicker magnets (MKIs) and the tune kicker magnets (MKQs) were studied. This was done by pulsing the MKIs and MKQs on a gap in the partly filled machine. During the MD, in total 58 UFO-type beam loss patterns were observed directly after pulsing the MKIs. None were observed after pulsing the MKQs, which provides important input for possible mitigation strategies. The temporal and spatial distribution of the UFO events could be determined by using a dedicated BLM Study Buffer, the implications for the UFO dynamics are discussed.

The relationship between mathematics and language: academic implications for children with specific language impairment and English language learners.

Science.gov (United States)

Alt, Mary; Arizmendi, Genesis D; Beal, Carole R

2014-07-01

The present study examined the relationship between mathematics and language to better understand the nature of the deficit and the academic implications associated with specific language impairment (SLI) and academic implications for English language learners (ELLs). School-age children (N = 61; 20 SLI, 20 ELL, 21 native monolingual English [NE]) were assessed using a norm-referenced mathematics instrument and 3 experimental computer-based mathematics games that varied in language demands. Group means were compared with analyses of variance. The ELL group was less accurate than the NE group only when tasks were language heavy. In contrast, the group with SLI was less accurate than the groups with NE and ELLs on language-heavy tasks and some language-light tasks. Specifically, the group with SLI was less accurate on tasks that involved comparing numerical symbols and using visual working memory for patterns. However, there were no group differences between children with SLI and peers without SLI on language-light mathematics tasks that involved visual working memory for numerical symbols. Mathematical difficulties of children who are ELLs appear to be related to the language demands of mathematics tasks. In contrast, children with SLI appear to have difficulty with mathematics tasks because of linguistic as well as nonlinguistic processing constraints.

Didactital design of mathematics teaching in primary school

Science.gov (United States)

Nur’aeni, E.; Muharram, M. R. W.

2018-05-01

The fact that the low ability of geometrical understanding of primary school students is what triggers this study to be conducted. Thus, this research aimed to find out how to create a didactical design of students' mathematical understanding, particularly on one of geometry materials that is unit of length. A qualitative approach promoting Didactical Design Research (DDR) was administered in this study. Participants of the study were primary school students in Tasikmalaya, an city in West Java Province, Indonesia. The results show that there was a learning design based on learning obstacles found in the mathematics teaching and learning processes. The learning obstacles comprised students' difficulties in memorizing, relating, and operating the standards of unit of lengths. It has been proven that the most influential factor in the success of mathematics teaching and learning processes is the use of creative media.

Sustainable water recovery from oily wastewater via forward osmosis-membrane distillation (FO-MD).

Science.gov (United States)

Zhang, Sui; Wang, Peng; Fu, Xiuzhu; Chung, Tai-Shung

2014-04-01

This study proposed and investigated a hybrid forward osmosis - membrane distillation (FO-MD) system for sustainable water recovery from oily wastewater by employing lab-fabricated FO and MD hollow fiber membranes. Stable oil-in-water emulsions of different concentrations with small droplet sizes (oil droplets and partial permeation of acetic acid could be achieved. Finally, an integrated FO-MD system was developed to treat the oily wastewater containing petroleum, surfactant, NaCl and acetic acid at 60 °C in the batch mode. The water flux in FO undergoes three-stage decline due to fouling and reduction in osmotic driving force, but is quite stable in MD regardless of salt concentration. Oily wastewater with relatively high salinity could be effectively recovered by the FO-MD hybrid system while maintaining large water flux, at least 90% feed water recovery could be readily attained with only trace amounts of oil and salts, and the draw solution was re-generated for the next rounds of FO-MD run. Interestingly, significant amount of acetic acid was also retained in the permeate for further reuse as a chemical additive during the production of crude oil. The work has demonstrated that not only water but also organic additives in the wastewater could be effectively recovered by FO-MD systems for reuse or other utilizations. Copyright © 2014 Elsevier Ltd. All rights reserved.

Glogs as Non-Routine Problem Solving Tools in Mathematics

Science.gov (United States)

Devine, Matthew T.

2013-01-01

In mathematical problem solving, American students are falling behind their global peers because of a lack of foundational and reasoning skills. A specific area of difficulty with problem solving is working non-routine, heuristic-based problems. Many students are not provided with effective instruction and often grow frustrated and dislike math.…

Center of excellence for mobile sensor data-to-knowledge (MD2K).

Science.gov (United States)

Kumar, Santosh; Abowd, Gregory D; Abraham, William T; al'Absi, Mustafa; Beck, J Gayle; Chau, Duen Horng; Condie, Tyson; Conroy, David E; Ertin, Emre; Estrin, Deborah; Ganesan, Deepak; Lam, Cho; Marlin, Benjamin; Marsh, Clay B; Murphy, Susan A; Nahum-Shani, Inbal; Patrick, Kevin; Rehg, James M; Sharmin, Moushumi; Shetty, Vivek; Sim, Ida; Spring, Bonnie; Srivastava, Mani; Wetter, David W

2015-11-01

Mobile sensor data-to-knowledge (MD2K) was chosen as one of 11 Big Data Centers of Excellence by the National Institutes of Health, as part of its Big Data-to-Knowledge initiative. MD2K is developing innovative tools to streamline the collection, integration, management, visualization, analysis, and interpretation of health data generated by mobile and wearable sensors. The goal of the big data solutions being developed by MD2K is to reliably quantify physical, biological, behavioral, social, and environmental factors that contribute to health and disease risk. The research conducted by MD2K is targeted at improving health through early detection of adverse health events and by facilitating prevention. MD2K will make its tools, software, and training materials widely available and will also organize workshops and seminars to encourage their use by researchers and clinicians. © The Author 2015. Published by Oxford University Press on behalf of the American Medical Informatics Association. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Mathematical Competence of a Child - Life Success of an Adult

Directory of Open Access Journals (Sweden)

Tina Bregant

2017-10-01

Full Text Available Aims: To provide a brief overview of literature studying the relationship between mathematical competences in childhood and adult life success measured in academic achievements, socioeconomic status, and health measures. Results: Mathematical competences are determined by the ability to process mathematical symbols and quantity determination which is partially inborn. We can stimulate mathematical abilities by preschool stimulation, which leads to a less difficult behavioural pattern. Better mathematical competences correlate with positive socio-emotional control and positive attitudes towards learning and school which contribute to a more engaged academic life-style. Higher mathematical achievements correlate with better paid positions and also increased gross domestic product (GDP on the national level. The Study of Mathematically Precocious Youth showed that their adult careers, accomplishments, and psychological well-being far exceeded base-rate expectations. On the other hand, children who are born preterm or near term experience mathematical learning difficulties which, despite the absence of overt health problems, present an obstacle into leading an otherwise fulfilling life. Conclusions: We can conclude from the findings, that mathematical precocity early in life predicts later creative contributions and leadership in critical occupational roles. Mathematical abilities are partially inborn. However, mathematical literacy can be further nurtured in preschool and school programmes. Since it is connected to a higher prosperity on individual as well as on national level, mathematical intervention should be offered especially to those who are underprivileged. When stimulating mathematical competences, a greater prosperity for all can be anticipated.

MdHB1 down-regulation activates anthocyanin biosynthesis in the white-fleshed apple cultivar 'Granny Smith'.

Science.gov (United States)

Jiang, Yonghua; Liu, Cuihua; Yan, Dan; Wen, Xiaohong; Liu, Yanli; Wang, Haojie; Dai, Jieyu; Zhang, Yujie; Liu, Yanfei; Zhou, Bin; Ren, Xiaolin

2017-02-01

Coloration in apple (Malus×domestica) flesh is mainly caused by the accumulation of anthocyanin. Anthocyanin is biosynthesized through the flavonoid pathway and regulated by MYB, bHLH, and WD40 transcription factors (TFs). Here, we report that the HD-Zip I TF MdHB1 was also involved in the regulation of anthocyanin accumulation. MdHB1 silencing caused the accumulation of anthocyanin in 'Granny Smith' flesh, whereas its overexpression reduced the flesh content of anthocyanin in 'Ballerina' (red-fleshed apple). Moreover, flowers of transgenic tobacco (Nicotiana tabacum 'NC89') overexpressing MdHB1 showed a remarkable reduction in pigmentation. Transient promoter activation assays and yeast one-hybrid results indicated that MdHB1 indirectly inhibited expression of the anthocyanin biosynthetic genes encoding dihydroflavonol-4-reductase (DFR) and UDP-glucose:flavonoid 3-O-glycosyltransferase (UFGT). Yeast two-hybrid and bimolecular fluorescence complementation determined that MdHB1 acted as a homodimer and could interact with MYB, bHLH, and WD40 in the cytoplasm, consistent with its cytoplasmic localization by green fluorescent protein fluorescence observations. Together, these results suggest that MdHB1 constrains MdMYB10, MdbHLH3, and MdTTG1 to the cytoplasm, and then represses the transcription of MdDFR and MdUFGT indirectly. When MdHB1 is silenced, these TFs are released to activate the expression of MdDFR and MdUFGT and also anthocyanin biosynthesis, resulting in red flesh in 'Granny Smith'. © The Author 2017. Published by Oxford University Press on behalf of the Society for Experimental Biology. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Mathematics Anxiety, Working Memory, and Mathematics Performance in Secondary-School Children.

Science.gov (United States)

Passolunghi, Maria C; Caviola, Sara; De Agostini, Ruggero; Perin, Chiara; Mammarella, Irene C

2016-01-01

Mathematics anxiety (MA) has been defined as "a feeling of tension and anxiety that interferes with the manipulation of numbers and the solving of math problems in a wide variety of ordinary life and academic situations." Previous studies have suggested that a notable proportion of children in primary and secondary school suffer from MA, which is negatively correlated with calculation skills. The processing efficiency and attentional control theories suggest that working memory (WM) also plays an important part in such anxious feelings. The present study aimed to analyze the academic achievement and cognitive profiles of students with high math anxiety (HMA) and low math anxiety (LMA). Specifically, 32 students with HMA and 34 with LMA matched for age, gender, generalized anxiety, and vocabulary attending sixth to eighth grades were selected from a larger sample. The two groups were tested on reading decoding, reading comprehension, mathematics achievement, and on verbal short-term memory and WM. Our findings showed that HMA students were weak in several measures of mathematics achievement, but not in reading and writing skills, and that students with HMA reported lower scores on short-term memory and WM performances (with associated difficulties in inhibiting irrelevant information) than children with LMA. In addition, a logistic regression showed that weaknesses in inhibitory control and fact retrieval were the strongest variables for classifying children as having HMA or LMA.

Mathematics Anxiety, Working Memory and Mathematics Performance in Secondary-School Children

Directory of Open Access Journals (Sweden)

Maria Chiara ePassolunghi

2016-02-01

Full Text Available Mathematics anxiety (MA has been defined as a feeling of tension and anxiety that interferes with the manipulation of numbers and the solving of math problems in a wide variety of ordinary life and academic situations. Previous studies have suggested that a notable proportion of children in primary and secondary school suffer from MA, which is negatively correlated with calculation skills. The processing efficiency and attentional control theories suggest that working memory (WM also plays an important part in such anxious feelings.The present study aimed to analyze the academic achievement and cognitive profiles of students with high math anxiety (HMA and low math anxiety (LMA. Specifically, 32 students with HMA and 34 with LMA matched for age, gender, generalized anxiety, and vocabulary attending sixth to eighth grades were selected from a larger sample. The two groups were tested on reading decoding, reading comprehension, mathematics achievement, and on verbal short-term memory and WM. Our findings showed that HMA students were weak in several measures of mathematics achievement, but not in reading and writing skills, and that students with HMA reported lower scores on short-term memory and WM performances (with associated difficulties in inhibiting irrelevant information than children with LMA. In addition, a logistic regression showed that weaknesses in inhibitory control and fact retrieval were the strongest variables for classifying children as having HMA or LMA.

An Investigation into Students' Difficulties in Numerical Problem Solving Questions in High School Biology Using a Numeracy Framework

Science.gov (United States)

Scott, Fraser J.

2016-01-01

The "mathematics problem" is a well-known source of difficulty for students attempting numerical problem solving questions in the context of science education. This paper illuminates this problem from a biology education perspective by invoking Hogan's numeracy framework. In doing so, this study has revealed that the contextualisation of…

Role of mathematics in cancer research: attitudes and training of Japanese mathematicians.

Science.gov (United States)

Kudô, A

1979-01-01

An extensive survey of attitude towards scientific information of scientists in Japan was conducted in Japan. It was published in a technical report, and this survey is reviewed in this paper, with the hope that this will furnish findings important in working out the plan for promoting exploitation of mathematical talent in biomedical research. Findings are concordant with the impression of foreign visitors: (1) pure mathematicians tend to concentrate on mathematics only; (2) applied mathematics and statistics are heavily oriented toward industry; (3) mathematicians and pharmacologists are very different in their attitudes to scientific information. Based on the personal experience of the author, difficulties to be circumvented in utilizing aptitudes for mathematics and/or statistics in biomedical research are discussed. PMID:540605

Role of mathematics in cancer research: attitudes and training of Japanese mathematicians.

Science.gov (United States)

Kudô, A

1979-10-01

An extensive survey of attitude towards scientific information of scientists in Japan was conducted in Japan. It was published in a technical report, and this survey is reviewed in this paper, with the hope that this will furnish findings important in working out the plan for promoting exploitation of mathematical talent in biomedical research. Findings are concordant with the impression of foreign visitors: (1) pure mathematicians tend to concentrate on mathematics only; (2) applied mathematics and statistics are heavily oriented toward industry; (3) mathematicians and pharmacologists are very different in their attitudes to scientific information. Based on the personal experience of the author, difficulties to be circumvented in utilizing aptitudes for mathematics and/or statistics in biomedical research are discussed.

The hydration enthalpies of Md3+ and Lr3+

International Nuclear Information System (INIS)

Bruechle, W.; Schaedel, M.; Scherer, U.W.; Kratz, J.V.

1987-10-01

Lawrencium (3-min 260 Lr) and lighter actinides were produced in the bombardement of a 249 Bk target with 18 O ions and loaded onto a cation exchange column in 0.05 M α-hydroxy-isobutyrate solution at pH = 4.85 together with the radioactive lanthanide tracers 166 Ho, 171 Er, and 171 Tm. In elutions with 0.12 M α-hydroxy-isobutyrate solution (pH = 4.85) trivalent Lr was eluted exactly together with the Er tracer and Md close to Ho. Lr elutes much later than expected based on the known elution positions of the lighter actinides and the expected analogy to the elution positions of the homologous lanthanides. From the measured elution positions, ionic radii were calculated for Lr 3+ and Md 3+ . Semiempirical models allow the calculation of the heat of hydration from the ionic radii, resulting in ΔH hyd ≅ - 3654 kJ/mol for Md 3+ and ΔH hyd ≅ - 3689 kJ/mol for Lr 3+ . (orig.)

On the mathematical treatment of the Born-Oppenheimer approximation

International Nuclear Information System (INIS)

Jecko, Thierry

2014-01-01

Motivated by the paper by Sutcliffe and Woolley [“On the quantum theory of molecules,” J. Chem. Phys. 137, 22A544 (2012)], we present the main ideas used by mathematicians to show the accuracy of the Born-Oppenheimer approximation for molecules. Based on mathematical works on this approximation for molecular bound states, in scattering theory, in resonance theory, and for short time evolution, we give an overview of some rigorous results obtained up to now. We also point out the main difficulties mathematicians are trying to overcome and speculate on further developments. The mathematical approach does not fit exactly to the common use of the approximation in Physics and Chemistry. We criticize the latter and comment on the differences, contributing in this way to the discussion on the Born-Oppenheimer approximation initiated by Sutcliffe and Woolley. The paper neither contains mathematical statements nor proofs. Instead, we try to make accessible mathematically rigourous results on the subject to researchers in Quantum Chemistry or Physics

On the mathematical treatment of the Born-Oppenheimer approximation

Energy Technology Data Exchange (ETDEWEB)

Jecko, Thierry, E-mail: thierry.jecko@u-cergy.fr [AGM, UMR 8088 du CNRS, Université de Cergy-Pontoise, Département de mathématiques, site de Saint Martin, 2 avenue Adolphe Chauvin, F-95000 Pontoise (France)

2014-05-15

Motivated by the paper by Sutcliffe and Woolley [“On the quantum theory of molecules,” J. Chem. Phys. 137, 22A544 (2012)], we present the main ideas used by mathematicians to show the accuracy of the Born-Oppenheimer approximation for molecules. Based on mathematical works on this approximation for molecular bound states, in scattering theory, in resonance theory, and for short time evolution, we give an overview of some rigorous results obtained up to now. We also point out the main difficulties mathematicians are trying to overcome and speculate on further developments. The mathematical approach does not fit exactly to the common use of the approximation in Physics and Chemistry. We criticize the latter and comment on the differences, contributing in this way to the discussion on the Born-Oppenheimer approximation initiated by Sutcliffe and Woolley. The paper neither contains mathematical statements nor proofs. Instead, we try to make accessible mathematically rigourous results on the subject to researchers in Quantum Chemistry or Physics.

Flexibility in Mathematics Problem Solving Based on Adversity Quotient

Science.gov (United States)

Dina, N. A.; Amin, S. M.; Masriyah

2018-01-01

Flexibility is an ability which is needed in problem solving. One of the ways in problem solving is influenced by Adversity Quotient (AQ). AQ is the power of facing difficulties. There are three categories of AQ namely climber, camper, and quitter. This research is a descriptive research using qualitative approach. The aim of this research is to describe flexibility in mathematics problem solving based on Adversity Quotient. The subjects of this research are climber student, camper student, and quitter student. This research was started by giving Adversity Response Profile (ARP) questioner continued by giving problem solving task and interviews. The validity of data measurement was using time triangulation. The results of this research shows that climber student uses two strategies in solving problem and doesn’t have difficulty. The camper student uses two strategies in solving problem but has difficulty to finish the second strategies. The quitter student uses one strategy in solving problem and has difficulty to finish it.

Visual working memory and number sense: Testing the double deficit hypothesis in mathematics.

Science.gov (United States)

Toll, Sylke W M; Kroesbergen, Evelyn H; Van Luit, Johannes E H

2016-09-01

Evidence exists that there are two main underlying cognitive factors in mathematical difficulties: working memory and number sense. It is suggested that real math difficulties appear when both working memory and number sense are weak, here referred to as the double deficit (DD) hypothesis. The aim of this study was to test the DD hypothesis within a longitudinal time span of 2 years. A total of 670 children participated. The mean age was 4.96 years at the start of the study and 7.02 years at the end of the study. At the end of the first year of kindergarten, both visual-spatial working memory and number sense were measured by two different tasks. At the end of first grade, mathematical performance was measured with two tasks, one for math facts and one for math problems. Multiple regressions revealed that both visual working memory and symbolic number sense are predictors of mathematical performance in first grade. Symbolic number sense appears to be the strongest predictor for both math areas (math facts and math problems). Non-symbolic number sense only predicts performance in math problems. Multivariate analyses of variance showed that a combination of visual working memory and number sense deficits (NSDs) leads to the lowest performance on mathematics. Our DD hypothesis was confirmed. Both visual working memory and symbolic number sense in kindergarten are related to mathematical performance 2 years later, and a combination of visual working memory and NSDs leads to low performance in mathematical performance. © 2016 The British Psychological Society.

The Role of Cooperative Learning Type Team Assisted Individualization to Improve the Students' Mathematics Communication Ability in the Subject of Probability Theory

Science.gov (United States)

Tinungki, Georgina Maria

2015-01-01

The importance of learning mathematics can not be separated from its role in all aspects of life. Communicating ideas by using mathematics language is even more practical, systematic, and efficient. In order to overcome the difficulties of students who have insufficient understanding of mathematics material, good communications should be built in…

76 FR 81826 - Drawbridge Operation Regulation; Pocomoke River, Pocomoke City, MD

Science.gov (United States)

2011-12-29

... Operation Regulation; Pocomoke River, Pocomoke City, MD AGENCY: Coast Guard, DHS. ACTION: Notice of... River, mile 15.6, at Pocomoke City, MD. The deviation restricts the operation of the draw span to... five hours advance notice is given. The Route 675 Bridge across Pocomoke River, mile 15.6 at Pocomoke...

Possible Reasons for Students' Ineffective Reading of Their First-Year University Mathematics Textbooks. Technical Report. No. 2011-2

Science.gov (United States)

Shepherd, Mary D.; Selden, Annie; Selden, John

2011-01-01

This paper reports the observed behaviors and difficulties that eleven precalculus and calculus students exhibited in reading new passages from their mathematics textbooks. To gauge the effectiveness of these students' reading, we asked them to attempt straightforward mathematical tasks, based directly on what they had just read. These …

The molecular mechanism underlying anthocyanin metabolism in apple using the MdMYB16 and MdbHLH33 genes.

Science.gov (United States)

Xu, Haifeng; Wang, Nan; Liu, Jingxuan; Qu, Changzhi; Wang, Yicheng; Jiang, Shenghui; Lu, Ninglin; Wang, Deyun; Zhang, Zongying; Chen, Xuesen

2017-05-01

MdMYB16 forms homodimers and directly inhibits anthocyanin synthesis via its C-terminal EAR repressor. It weakened the inhibitory effect of MdMYB16 on anthocyanin synthesis when overexpressing MdbHLH33 in callus overexpressing MdMYB16. MdMYB16 could interact with MdbHLH33. Anthocyanins are strong antioxidants that play a key role in the prevention of cardiovascular disease, cancer, and diabetes. The germplasm of Malus sieversii f. neidzwetzkyana is important for the study of anthocyanin metabolism. To date, only limited studies have examined the negative regulatory mechanisms underlying anthocyanin synthesis in apple. Here, we analyzed the relationship between anthocyanin levels and MdMYB16 expression in mature Red Crisp 1-5 apple (M. domestica) fruit, generated an evolutionary tree, and identified an EAR suppression sequence and a bHLH binding motif of the MdMYB16 protein using protein sequence analyses. Overexpression of MdMYB16 or MdMYB16 without bHLH binding sequence (LBSMdMYB16) in red-fleshed callus inhibited MdUFGT and MdANS expression and anthocyanin synthesis. However, overexpression of MdMYB16 without the EAR sequence (LESMdMYB16) in red-fleshed callus had no inhibitory effect on anthocyanin. The yeast one-hybrid assay showed that MdMYB16 and LESMdMYB16 interacted the promoters of MdANS and MdUFGT, respectively. Yeast two-hybrid, pull-down, and bimolecular fluorescence complementation assays showed that MdMYB16 formed homodimers and interacted with MdbHLH33, however, the LBSMdMYB16 could not interact with MdbHLH33. We overexpressed MdbHLH33 in callus overexpressing MdMYB16 and found that it weakened the inhibitory effect of MdMYB16 on anthocyanin synthesis. Together, these results suggested that MdMYB16 and MdbHLH33 may be important part of the regulatory network controlling the anthocyanin biosynthetic pathway.

Remediation for Students With Mathematics Difficulties: An Intervention Study in Middle Schools.

Science.gov (United States)

Moser Opitz, Elisabeth; Freesemann, Okka; Prediger, Susanne; Grob, Urs; Matull, Ina; Hußmann, Stephan

As empirical studies have consistently shown, low achievement in mathematics at the secondary level can often be traced to deficits in the understanding of certain basic arithmetic concepts taught in primary school. The present intervention study in middle schools evaluated whether such learning deficits can be reduced effectively and whether the type of instruction influences students' progress. The sample consisted of 123 students in 34 classes, split among one control group and two intervention groups: (a) small group instruction and (b) independent work partially integrated into regular classrooms. Over a period of 14 weeks, students were taught basic concepts, such as place value and basic operations. In addition, they practiced fact retrieval and counting (in groups). Multilevel regression analyses demonstrated that the interventions can be used to reduce given deficits.

PuReMD-GPU: A reactive molecular dynamics simulation package for GPUs

International Nuclear Information System (INIS)

Kylasa, S.B.; Aktulga, H.M.; Grama, A.Y.

2014-01-01

We present an efficient and highly accurate GP-GPU implementation of our community code, PuReMD, for reactive molecular dynamics simulations using the ReaxFF force field. PuReMD and its incorporation into LAMMPS (Reax/C) is used by a large number of research groups worldwide for simulating diverse systems ranging from biomembranes to explosives (RDX) at atomistic level of detail. The sub-femtosecond time-steps associated with ReaxFF strongly motivate significant improvements to per-timestep simulation time through effective use of GPUs. This paper presents, in detail, the design and implementation of PuReMD-GPU, which enables ReaxFF simulations on GPUs, as well as various performance optimization techniques we developed to obtain high performance on state-of-the-art hardware. Comprehensive experiments on model systems (bulk water and amorphous silica) are presented to quantify the performance improvements achieved by PuReMD-GPU and to verify its accuracy. In particular, our experiments show up to 16× improvement in runtime compared to our highly optimized CPU-only single-core ReaxFF implementation. PuReMD-GPU is a unique production code, and is currently available on request from the authors

PuReMD-GPU: A reactive molecular dynamics simulation package for GPUs

Energy Technology Data Exchange (ETDEWEB)

Kylasa, S.B., E-mail: skylasa@purdue.edu [Department of Elec. and Comp. Eng., Purdue University, West Lafayette, IN 47907 (United States); Aktulga, H.M., E-mail: hmaktulga@lbl.gov [Lawrence Berkeley National Laboratory, 1 Cyclotron Rd, MS 50F-1650, Berkeley, CA 94720 (United States); Grama, A.Y., E-mail: ayg@cs.purdue.edu [Department of Computer Science, Purdue University, West Lafayette, IN 47907 (United States)

2014-09-01

We present an efficient and highly accurate GP-GPU implementation of our community code, PuReMD, for reactive molecular dynamics simulations using the ReaxFF force field. PuReMD and its incorporation into LAMMPS (Reax/C) is used by a large number of research groups worldwide for simulating diverse systems ranging from biomembranes to explosives (RDX) at atomistic level of detail. The sub-femtosecond time-steps associated with ReaxFF strongly motivate significant improvements to per-timestep simulation time through effective use of GPUs. This paper presents, in detail, the design and implementation of PuReMD-GPU, which enables ReaxFF simulations on GPUs, as well as various performance optimization techniques we developed to obtain high performance on state-of-the-art hardware. Comprehensive experiments on model systems (bulk water and amorphous silica) are presented to quantify the performance improvements achieved by PuReMD-GPU and to verify its accuracy. In particular, our experiments show up to 16× improvement in runtime compared to our highly optimized CPU-only single-core ReaxFF implementation. PuReMD-GPU is a unique production code, and is currently available on request from the authors.

Motor and Coordination Difficulties in Children with Emotional and Behavioural Difficulties

Science.gov (United States)

Hill, Elisabeth; Pratt, Michelle L; Kanji, Zara; Bartoli, Alice Jones

2017-01-01

To date, very few studies have explored the incidence of motor impairment amongst children with social, emotional and behavioural difficulties (social, emotional and mental health (SEMH); formerly SEBD in England). Following research that suggests an increase in motor difficulties in young children and adolescents with SEMH difficulties, this…

MD#2183: Calibration of the IR6 B2 diamond BLMs

CERN Document Server

Valette, Matthieu; Lindstrom, Bjorn Hans Filip

2018-01-01

In case of an asynchronous beam dump with a fully filled LHC machine, causing ~40 bunches to impact on the movable dump protection absorber (TCDQ), it is expected that all standard ionisation chamber Beam Loss Monitors (IC BLM) around the LHC dumping region in IR6 will be saturated. Diamond Beam Loss Monitors (dBLM) were therefore installed next to the TCDQ downstream of the extraction kickers. These detectors allow resolving losses at a nanosecond timescale and with a dynamic range of several orders of magnitude; thus, allowing to derive the number of nominal bunches impacting the TCDQ. After a first series of calibrations using asynchronous beam dump tests, an experiment was conducted during MD#1182 to demonstrate the possibility of resolving a nominal bunch hitting the TCDQ. During this first MD only the Beam 1 dBLM was calibrated appropriately, a second calibration MD was therefore performed in 2017 for the B2 system. Results from this MD and conclusions regarding dBLM saturation with a top energy nominal...

A journey towards mathematics. Effects of remedial education on early numeracy

NARCIS (Netherlands)

Toll, S.W.M.

2013-01-01

Mathematical proficiency is one of the most important core targets in primary education. Early numeracy in kindergarten is one of the key targets for early identification of children at-risk for math learning difficulties. For most children, learning early numeracy skills is a natural process that

Can the Use of Background Music Improve the Behaviour and Academic Performance of Children with Emotional and Behavioural Difficulties?

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Hallam, Susan; Price, John

1998-01-01

This study examined effects of providing "mood calming" background music in a special class for children with emotional and behavioral difficulties. Findings indicated a significant improvement in behavior and mathematics performance for all 10 of the children, with effects most noticeable for children with problems related to constant stimulus…

Meta-analysis of fluid intelligence tests of children from the Chinese mainland with learning difficulties.

Directory of Open Access Journals (Sweden)

Fang Tong

Full Text Available OBJECTIVE: To evaluate the differences in fluid intelligence tests between normal children and children with learning difficulties in China. METHOD: PubMed, MD Consult, and other Chinese Journal Database were searched from their establishment to November 2012. After finding comparative studies of Raven measurements of normal children and children with learning difficulties, full Intelligent Quotation (FIQ values and the original values of the sub-measurement were extracted. The corresponding effect model was selected based on the results of heterogeneity and parallel sub-group analysis was performed. RESULTS: Twelve documents were included in the meta-analysis, and the studies were all performed in mainland of China. Among these, two studies were performed at child health clinics, the other ten sites were schools and control children were schoolmates or classmates. FIQ was evaluated using a random effects model. WMD was -13.18 (95% CI: -16.50- -9.85. Children with learning difficulties showed significantly lower FIQ scores than controls (P<0.00001; Type of learning difficulty and gender differences were evaluated using a fixed-effects model (I² = 0%. The sites and purposes of the studies evaluated here were taken into account, but the reasons of heterogeneity could not be eliminated; The sum IQ of all the subgroups showed considerable heterogeneity (I² = 76.5%. The sub-measurement score of document A showed moderate heterogeneity among all documents, and AB, B, and E showed considerable heterogeneity, which was used in a random effect model. Individuals with learning difficulties showed heterogeneity as well. There was a moderate delay in the first three items (-0.5 to -0.9, and a much more pronounced delay in the latter three items (-1.4 to -1.6. CONCLUSION: In the Chinese mainland, the level of fluid intelligence of children with learning difficulties was lower than that of normal children. Delayed development in sub-items of C, D

Problem Posing with Realistic Mathematics Education Approach in Geometry Learning

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Mahendra, R.; Slamet, I.; Budiyono

2017-09-01

One of the difficulties of students in the learning of geometry is on the subject of plane that requires students to understand the abstract matter. The aim of this research is to determine the effect of Problem Posing learning model with Realistic Mathematics Education Approach in geometry learning. This quasi experimental research was conducted in one of the junior high schools in Karanganyar, Indonesia. The sample was taken using stratified cluster random sampling technique. The results of this research indicate that the model of Problem Posing learning with Realistic Mathematics Education Approach can improve students’ conceptual understanding significantly in geometry learning especially on plane topics. It is because students on the application of Problem Posing with Realistic Mathematics Education Approach are become to be active in constructing their knowledge, proposing, and problem solving in realistic, so it easier for students to understand concepts and solve the problems. Therefore, the model of Problem Posing learning with Realistic Mathematics Education Approach is appropriately applied in mathematics learning especially on geometry material. Furthermore, the impact can improve student achievement.

MD2036: UFO Dynamics Studies and UFO Fast Detection

CERN Document Server

Belanger, Philippe; Valette, Matthieu; Lindstrom, Bjorn Hans Filip; Grob, Laura Katharina; Schmidt, Rudiger; Wollmann, Daniel

2017-01-01

UFOs are one of the remaining unknown related to LHC operation. Therefore, improving the understanding of UFO dynamics and validating the developed models against direct beam measurements is of fundamental importance in view of LHC operation at 7 TeV and with HL-LHC beam intensities. If not understood, UFOs could also be a showstopper for future machines such as FCC. This MD demonstrates new methods to study the dynamic behaviour of a calibrated UFO, simulated by the interaction of wire scanners with the beam. The events created during the MD were monitored using diamond BLMs in IR7, providing bunch-by-bunch resolution measurements. The analysis presented herein shows that blown-up bunches can be used to identify the plane of movement of UFOs, that bunch profiles and bunch sizes can be measured with dBLMs with good precision, that simulation of expected losses are in good agreement with measurements for oscillating bunches and that the space resolution of the acquisition system used during the MD is about 10 ...

Pedagogical Content Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of Function Subject

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Ma'rufi; Ketut Budayasa, I.; Juniati, Dwi

2018-01-01

This research aims at describing the profile of high school teacher’s Pedagogical Content Knowledge in learning mathematics from the perspective of teaching experience. Pedagogical Content Knowledge (PCK) covers teacher’s knowledge of subject matter, knowledge of pedagogy, and knowledge of students. The subject of this research was two high school mathematics teachers who have different teaching experience. The data were obtained through interview and observation then analyzed qualitatively. The focus of this research is the novice teacher’s PCK deals with knowledge of students. Knowledge of Student is defined as teacher’s knowledge about the students’ conception and misconception on limit of function material and teacher’s ability to cope with students’ difficulty, mistake, and misconception. The result of this research shows that novice teacher’s ability in analyzing the cause of students’ difficulty, mistake, and misconception was limited. Novice teacher tended to overcome the students’ difficulty, mistake, and misconception by re-explaining the procedure of question completion which is not understood by the students.

MdATG18a overexpression improves tolerance to nitrogen deficiency and regulates anthocyanin accumulation through increased autophagy in transgenic apple.

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Sun, Xun; Jia, Xin; Huo, Liuqing; Che, Runmin; Gong, Xiaoqing; Wang, Ping; Ma, Fengwang

2018-02-01

Nitrogen (N) availability is an essential factor for plant growth. Recycling and remobilization of N have strong impacts on crop yield and quality under N deficiency. Autophagy is a critical nutrient-recycling process that facilitates remobilization under starvation. We previously showed that an important AuTophaGy (ATG) protein from apple, MdATG18a, has a positive role in drought tolerance. In this study, we explored its biological role in response to low-N. Overexpression of MdATG18a in both Arabidopsis and apple improved tolerance to N-depletion and caused a greater accumulation of anthocyanin. The increased anthocyanin concentration in transgenic apple was possibly due to up-regulating flavonoid biosynthetic and regulatory genes (MdCHI, MdCHS, MdANS, MdPAL, MdUFGT, and MdMYB1) and higher soluble sugars concentration. MdATG18a overexpression enhanced starch degradation with up-regulating amylase gene (MdAM1) and up-regulated sugar metabolism related genes (MdSS1, MdHXKs, MdFK1, and MdNINVs). Furthermore, MdATG18a functioned in nitrate uptake and assimilation by up-regulating nitrate reductase MdNIA2 and 3 high-affinity nitrate transporters MdNRT2.1/2.4/2.5. MdATG18a overexpression also elevated other important MdATG genes expression and autophagosomes formation under N-depletion, which play key contributions to above changes. Together, these results demonstrate that overexpression of MdATG18a enhances tolerance to N-deficiencies and plays positive roles in anthocyanin biosynthesis through greater autophagic activity. © 2017 John Wiley & Sons Ltd.

Interactive Whiteboards in Mathematics Teaching: A Literature Review

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Mauro De Vita

2014-01-01

Full Text Available An interactive whiteboard (IWB is a relatively new tool that provides interesting affordances in the classroom environment, such as multiple visualization and multimedia presentation and ability for movement and animation. These affordances make IWBs an innovative tool with high potential for mathematics instructional environments. IWBs can be used to focus on the development of specific mathematical concepts and to improve mathematical knowledge and understanding. The aim of this paper is to review the existing literature upon the use of interactive whiteboards (IWBs in mathematics classrooms. The reviewed studies offer a wide view of IWBs’ affordances, of the more interesting didactic practices, and of the difficulties of embedding this new technology in the classroom. The capabilities of IWBs to enhance the quality of interaction, and, consequently, to improve conceptual mathematical understanding are broadly recognized. Despite these capabilities, evidence from the studies points to a certain inertia on the part of many teachers to do anything else than use IWBs as large-scale visual blackboards or presentation tools. The emerging view of how to attempt to overcome these obstacles is that there is need for greater attention to the pedagogy associated with IWB use and, more specifically, to stimulate the design of new kinds of learning environments.

STRATEGI PEMASARAN PUBLIC RELATIONS MD ENTERTAINMENT PADA PEMASARAN FILM HABIBIE & AINUN

OpenAIRE

Trisna Adi Permana; Lilis Puspitasari

2015-01-01

Tujuan penelitian ini adalah untuk mengetahui perencanaan, implementasi serta evaluasi dari strategi Marketing Public Relations yang ditetapkan PR MD Entertainment pada film Habibie & Ainun pada tahun 2012-2013. Metode yang dilakukan adalah metode deskriptif yang bertujuan melukiskan secara sistematis fakta atau karakteristik populasi tertentu atau bidang tertentu secara faktual dan cermat. Hasil penelitian menunjukan PR MD Entertainment telah melakukan tahapan-tahapan atau Teknik...

Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention.

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Powell, Sarah R; Cirino, Paul T; Malone, Amelia S

2017-07-01

We identified child-level predictors of responsiveness to 2 types of mathematics (calculation and word-problem) intervention among 2nd-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested on mathematics and general cognitive measures and posttested on mathematics measures. We assigned classrooms randomly assigned to calculation intervention, word-problem intervention, or business-as-usual control. Intervention lasted 17 weeks. Path analyses indicated that scores on working memory and language comprehension assessments moderated responsiveness to calculation intervention. No moderators were identified for responsiveness to word-problem intervention. Across both intervention groups and the control group, attentive behavior predicted both outcomes. Initial calculation skill predicted the calculation outcome, and initial language comprehension predicted word-problem outcomes. These results indicate that screening for calculation intervention should include a focus on working memory, language comprehension, attentive behavior, and calculations. Screening for word-problem intervention should focus on attentive behavior and word problems.

Problematic Topics in First-Year Mathematics: Lecturer and Student Views

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Ní Shé, Caitríona; Mac an Bhaird, Ciarán; Ní Fhloinn, Eabhnat; O'Shea, Ann

2017-01-01

In this paper we report on the outcomes of two surveys carried out in higher education institutions of Ireland; one of students attending first-year undergraduate non-specialist mathematics modules and another of their lecturers. The surveys aimed to identify the topics that these students found difficult, whether they had most difficulty with the…

MD 2179: Scraping of off-momentum halo after injection

CERN Document Server

Garcia Morales, Hector; Patecki, Marcin; Wretborn, Sven Joel; CERN. Geneva. ATS Department

2018-01-01

In this MD, a beam scraping was performed using the momentum primary collimator in IR3 where dispersion is high. A second scraping was performed using a TCSG in IR7 where dispersion is almost negligible. In such a way, we aim to disentangle the contribution of off-momentum particles to halo population. These scrapings will provide useful information to better understand the usual off-momentum losses we see at the start of the ramp. The MD results would also be used to benchmark simulations of off-momentum beam losses in order to gain confidence in simulation models.

InforMD: a new initiative to raise public awareness about breast density.

Science.gov (United States)

Hugo, Honor J; Zysk, Aneta; Dasari, Pallave; Britt, Kara; Hopper, John L; Stone, Jennifer; Thompson, Erik W; Ingman, Wendy V

2018-01-01

On a mammogram, breast density (also known as mammographic density) is shown as white and bright regions and is associated with reduced sensitivity in cancer detection and increased breast cancer risk. However, many Australian women are unaware of the significance of breast density as it is not routinely reported or discussed. In order to address this lack of knowledge, Australian breast cancer researchers with expertise in mammographic density formed the InforMD alliance (INformation FORum on Mammographic Density) in 2016. The alliance is working to raise awareness of breast density with the goal of improving breast cancer diagnosis and health outcomes for women. The InforMD website (www.InforMD.org.au) was launched in October 2016, coinciding with a major nationwide public awareness campaign by the alliance during breast cancer awareness month. The website contains unbiased, accurate, updated information on breast density. The website also provides summaries of major research articles in layperson language, recent news items related to breast density, links to relevant information for health professionals, events, and feature articles. Members of the public and health professionals can also subscribe for news updates. The interactive online Forum section facilitates discussion between health professionals, scientists and members of the public. To increase online traffic to the website, Facebook (www.facebook.com/BeInforMD) and Twitter (https://twitter.com/BeInforMD_) pages were launched in December 2016. Since its launch, InforMD has generated considerable interest. The public awareness campaign reached over 7 million Australians through a combination of newspaper, TV, radio, and online news. The website has attracted 13,058 unique visitors and 30,353 page views (data as of 19/12/2017). Breast cancer researchers have a significant role to play in disseminating information to the public on breast density. A combination of mainstream and social media, together with

An apple B-box protein, MdCOL11, is involved in UV-B- and temperature-induced anthocyanin biosynthesis.

Science.gov (United States)

Bai, Songling; Saito, Takanori; Honda, Chikako; Hatsuyama, Yoshimichi; Ito, Akiko; Moriguchi, Takaya

2014-11-01

Our studies showed that an apple B-box protein, MdCOL11, the homolog of AtBBX22, is involved in UV-B- and temperature-induced anthocyanin biosynthesis in apple peel. Anthocyanin is responsible for the red pigmentation in apple peel and a R2R3 MYB gene, MdMYBA/1/10, a homolog of MdMYBA, controls its accumulation. Arabidopsis PAP1 is under the control of a series of upstream factors involved in light signal transduction and photomorphogenesis, such as ELONGATED HYPOCOTYL 5 (HY5) and B-box family (BBX) proteins. In this study, we identified and characterized the homolog of Arabidopsis BBX22 in apple, designated as MdCOL11. Overexpression of MdCOL11 in Arabidopsis enhanced the accumulation of anthocyanin. In apples, MdCOL11 was differentially expressed in all tissues, with the highest expression in petals and the lowest expression in the xylem. Transcripts of MdCOL11 noticeably accumulated at the ripening stage, concomitant with increases in the expressions of anthocyanin biosynthesis-related genes. In an in vitro treatment experiment, MdCOL11 was upregulated in an ultra-violet (UV)-B- and temperature-dependent manner, together with the inductions of anthocyanin biosynthesis-related genes and anthocyanin accumulation in apple peel. Furthermore, a dual-luciferase assay indicated that (1) MdCOL11 regulated the expression of MdMYBA and (2) MdCOL11 was a target of MdHY5. Taken together, our results suggest that MdCOL11 is involved in MdHY5-mediated signal transduction and regulates anthocyanin accumulation in apple peel, which sheds new light on anthocyanin accumulation in apples.

The normative structure of mathematization in systematic biology.

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Sterner, Beckett; Lidgard, Scott

2014-06-01

We argue that the mathematization of science should be understood as a normative activity of advocating for a particular methodology with its own criteria for evaluating good research. As a case study, we examine the mathematization of taxonomic classification in systematic biology. We show how mathematization is a normative activity by contrasting its distinctive features in numerical taxonomy in the 1960s with an earlier reform advocated by Ernst Mayr starting in the 1940s. Both Mayr and the numerical taxonomists sought to formalize the work of classification, but Mayr introduced a qualitative formalism based on human judgment for determining the taxonomic rank of populations, while the numerical taxonomists introduced a quantitative formalism based on automated procedures for computing classifications. The key contrast between Mayr and the numerical taxonomists is how they conceptualized the temporal structure of the workflow of classification, specifically where they allowed meta-level discourse about difficulties in producing the classification. Copyright © 2014. Published by Elsevier Ltd.

The effects of computer-assisted instruction on the mathematics performance and classroom behavior of children with ADHD.

Science.gov (United States)

Mautone, Jennifer A; DuPaul, George J; Jitendra, Asha K

2005-08-01

The present study examines the effects of computer-assisted instruction (CAI) on the mathematics performance and classroom behavior of three second-through fourth-grade students with ADHD. A controlled case study is used to evaluate the effects of the computer software on participants' mathematics performance and on-task behavior. Participants' mathematics achievement improve and their on-task behavior increase during the CAI sessions relative to independent seatwork conditions. In addition, students and teachers consider CAI to be an acceptable intervention for some students with ADHD who are having difficulty with mathematics. Implications of these results for practice and research are discussed.

Strategi Pemasaran Public Relations Md Entertainment Pada Pemasaran Film Habibie & Ainun

OpenAIRE

Permana, Trisna Adi; Puspitasari, Lilis

2015-01-01

Tujuan penelitian ini adalah untuk mengetahui perencanaan, implementasi serta evaluasi dari strategiMarketing Public Relations yang ditetapkan PR MD Entertainment pada film Habibie & Ainun pada tahun2012-2013. Metode yang dilakukan adalah metode deskriptif yang bertujuan melukiskan secara sistematisfakta atau karakteristik populasi tertentu atau bidang tertentu secara faktual dan cermat. Hasil penelitianmenunjukan PR MD Entertainment telah melakukan tahapan-tahapan atau Teknik PR pada film Ha...

Defective Number Sense or Impaired Access? Differential Impairments in Different Subgroups of Children with Mathematics Difficulties

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Wong, Terry T.-Y.; Ho, Connie S.-H.; Tang, Joey

2017-01-01

Developmental dyscalculia (DD) is a specific learning disability in mathematics that affects around 6% of the population. Currently, the core deficit of DD remains unknown. While the number sense deficit hypothesis suggests that the core deficit of DD lies in the inability to represent nonsymbolic numerosity, the access deficit hypothesis suggests…

Angiotensin II induces kidney inflammatory injury and fibrosis through binding to myeloid differentiation protein-2 (MD2).

Science.gov (United States)

Xu, Zheng; Li, Weixin; Han, Jibo; Zou, Chunpeng; Huang, Weijian; Yu, Weihui; Shan, Xiaoou; Lum, Hazel; Li, Xiaokun; Liang, Guang

2017-03-21

Growing evidence indicates that angiotensin II (Ang II), a potent biologically active product of RAS, is a key regulator of renal inflammation and fibrosis. In this study, we tested the hypothesis that Ang II induces renal inflammatory injury and fibrosis through interaction with myeloid differentiation protein-2 (MD2), the accessory protein of toll-like receptor 4 (TLR4) of the immune system. Results indicated that in MD2 -/- mice, the Ang II-induced renal fibrosis, inflammation and kidney dysfunction were significantly reduced compared to control Ang II-infused wild-type mice. Similarly, in the presence of small molecule MD2 specific inhibitor L6H21 or siRNA-MD2, the Ang II-induced increases of pro-fibrotic and pro-inflammatory molecules were prevented in tubular NRK-52E cells. MD2 blockade also inhibited activation of NF-κB and ERK. Moreover, MD2 blockade prevented the Ang II-stimulated formation of the MD2/TLR4/MyD88 signaling complex, as well as the increased surface binding of Ang II in NRK-52E cells. In addition, Ang II directly bound recombinant MD2 protein, rather than TLR4 protein. We conclude that MD2 is a significant contributor in the Ang II-induced kidney inflammatory injury in chronic renal diseases. Furthermore, MD2 inhibition could be a new and important therapeutic strategy for preventing progression of chronic renal diseases.

Image fusion in craniofacial virtual reality modeling based on CT and 3dMD photogrammetry.

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Xin, Pengfei; Yu, Hongbo; Cheng, Huanchong; Shen, Shunyao; Shen, Steve G F

2013-09-01

The aim of this study was to demonstrate the feasibility of building a craniofacial virtual reality model by image fusion of 3-dimensional (3D) CT models and 3 dMD stereophotogrammetric facial surface. A CT scan and stereophotography were performed. The 3D CT models were reconstructed by Materialise Mimics software, and the stereophotogrammetric facial surface was reconstructed by 3 dMD patient software. All 3D CT models were exported as Stereo Lithography file format, and the 3 dMD model was exported as Virtual Reality Modeling Language file format. Image registration and fusion were performed in Mimics software. Genetic algorithm was used for precise image fusion alignment with minimum error. The 3D CT models and the 3 dMD stereophotogrammetric facial surface were finally merged into a single file and displayed using Deep Exploration software. Errors between the CT soft tissue model and 3 dMD facial surface were also analyzed. Virtual model based on CT-3 dMD image fusion clearly showed the photorealistic face and bone structures. Image registration errors in virtual face are mainly located in bilateral cheeks and eyeballs, and the errors are more than 1.5 mm. However, the image fusion of whole point cloud sets of CT and 3 dMD is acceptable with a minimum error that is less than 1 mm. The ease of use and high reliability of CT-3 dMD image fusion allows the 3D virtual head to be an accurate, realistic, and widespread tool, and has a great benefit to virtual face model.

StandsSIM-MD: a Management Driven forest SIMulator

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Susana Barreiro

2016-07-01

Full Text Available Aim of the study: The existing stand level forest simulators available in Portugal were not developed with the aim of including up-to-date model versions and were limited in terms of accounting for forest management. The simulators’ platform, sIMfLOR was recently created to implement different growth models with a common philosophy. The objective was developing one easily-updatable, user-friendly, forest management and climate change sensitive simulator capable of projecting growth for the main tree species in Portugal. Area of the study: Portugal. Material and methods: The new simulator was programmed in a modular form consisting of several modules. The growth module integrates different forest growth and yield models (empirical and process-based for the main wood production tree species in Portugal (eucalypt, umbrella and maritime pines; whereas the management module drives the growth projections along the planning horizon according to a range of forest management approaches and climate (at present only available for eucalypt. Main results: The main result is the StandsSIM-MD Management Driven simulator that overcomes the limitations of the existing stand level simulators. It is a step forward when compared to the models currently available in the sIMfLOR platform covering more tree species, stand structures and stand compositions. It is focused on end-users and it is based on similar concepts regarding the generation of required inputs and generated outputs. Research highlights: -          Forest Management Driven simulations approach -          Multiple Prescriptions-Per-Stand functionality -          StandsSIM-MD can be used to support landowners decisions on stand forest management -          StandsSIM-MD simulations at regional level can be combined with optimization routines Keywords: Forest simulator, Forest Management Approaches; StandsSIM-MD; forest management.

"My math and me": Nursing students' previous experiences in learning mathematics.

Science.gov (United States)

Røykenes, Kari

2016-01-01

In this paper, 11 narratives about former experiences in learning of mathematics written by nursing students are thematically analyzed. Most students had a positive relationship with the subject in primary school, when they found mathematics fun and were able to master the subject. For some, a change occurred in the transition to lower secondary school. The reasons for this change was found in the subject (increased difficulty), the teachers (movement of teachers, numerous substitute teachers), the class environment and size (many pupils, noise), and the student him- or herself (silent and anonymous pupil). This change was also found in the transition from lower to higher secondary school. By contrast, some students had experienced changes that were positive, and their mathematics teacher was a significant factor in this positive change. The paper emphasizes the importance of previous experiences in learning mathematics to nursing students when learning about drug calculation. Copyright © 2015. Published by Elsevier Ltd.

An unusual dimeric structure and assembly for TLR4 regulator RP105-MD-1

Energy Technology Data Exchange (ETDEWEB)

Yoon, Sung-il; Hong, Minsun; Wilson, Ian A [Scripps

2011-11-16

RP105-MD-1 modulates the TLR4-MD-2-mediated, innate immune response against bacterial lipopolysaccharide (LPS). The crystal structure of the bovine 1:1 RP105-MD-1 complex bound to a putative endogenous lipid at 2.9 Å resolution shares a similar overall architecture to its homolog TLR4-MD-2 but assembles into an unusual 2:2 homodimer that differs from any other known TLR-ligand assembly. The homodimer is assembled in a head-to-head orientation that juxtaposes the N-terminal leucine-rich repeats (LRRs) of the two RP105 chains, rather than the usual tail-to-tail configuration of C-terminal LRRs in ligand-activated TLR dimers, such as TLR1-TRL2, TLR2-TLR6, TLR3-TLR3 and TLR4-TLR4. Another unusual interaction is mediated by an RP105-specific asparagine-linked glycan, which wedges MD-1 into the co-receptor binding concavity on RP105. This unique mode of assembly represents a new paradigm for TLR complexes and suggests a molecular mechanism for regulating LPS responses.

TEACHING MATHEMATICAL DISCIPLINES AT THE MEDICAL UNIVERSITY

Directory of Open Access Journals (Sweden)

V. Ya. Gelman

2018-01-01

Full Text Available Introduction.In programs of training of students of medical specialties, Mathematics is a subject of basic education, i.e. non-core discipline. However, studying Mathematics is extremely important for future physicians, as recently there has been an impetuous development of mathematization in the field of health care. Today, a set of the new medical devices, the equipment and high technologies are being developed based on the mathematical modeling, analysis and forecasting. Mathematical methods are widely applied to diagnostics, development of life-support systems and the description of various biological processes both at the molecular level,  and at the level of a whole organism, its systems, bodies and tissues. The solution of many medical tasks in the field of taxonomy, genetics, and organization of medical service is impossible without knowledge of mathematics. Unfortunately, along with the evident importance of mathematical preparation for a medical profession, its need is poorly realized not only by junior students, but even by some teachers of specialized departments of medical schools.The aim of the publication is to discuss the problems that arise in the teaching of mathematical disciplines to students at a medical school and to suggest possible solutions to these problems.Methodology and research methods. The study is based on the use of modeling of the educational process. The methods of analysis, generalization and the method of expert assessments were applied in the course of the research.Results and scientific novelty. The aspects of mathematical preparation at the university are considered on the basis of the application of the multiplicative model of training quality. It is shown that the main students’ learning difficulties in Mathematics are connected with the following factors: the initial level of mathematical preparation of students and their motivation; outdated methods of Mathematics teaching and academic content

Find an Orthopaedic Foot and Ankle MD/DO

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... All Site Content AOFAS / FootCareMD / Find a Surgeon Find a Foot & Ankle Orthopaedic Surgeon Page Content Who ... your prescribed treatment (surgical and/or non-surgical) ​ Find a Surgeon ​ Click here to find a foot ...

Using Mathematics, Mathematical Applications, Mathematical Modelling, and Mathematical Literacy: A Theoretical Study

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Mumcu, Hayal Yavuz

2016-01-01

The purpose of this theoretical study is to explore the relationships between the concepts of using mathematics in the daily life, mathematical applications, mathematical modelling, and mathematical literacy. As these concepts are generally taken as independent concepts in the related literature, they are confused with each other and it becomes…

Molecular cloning and functional analysis of a blue light receptor gene MdCRY2 from apple (Malus domestica).

Science.gov (United States)

Li, Yuan-Yuan; Mao, Ke; Zhao, Cheng; Zhao, Xian-Yan; Zhang, Rui-Fen; Zhang, Hua-Lei; Shu, Huai-Rui; Hao, Yu-Jin

2013-04-01

MdCRY2 was isolated from apple fruit skin, and its function was analyzed in MdCRY2 transgenic Arabidopsis. The interaction between MdCRY2 and AtCOP1 was found by yeast two-hybrid and BiFC assays. Cryptochromes are blue/ultraviolet-A (UV-A) light receptors involved in regulating various aspects of plant growth and development. Investigations of the structure and functions of cryptochromes in plants have largely focused on Arabidopsis (Arabidopsis thaliana), tomato (Solanum lycopersicum), pea (Pisum sativum), and rice (Oryza sativa). However, no data on the function of CRY2 are available in woody plants. In this study, we isolated a cryptochrome gene, MdCRY2, from apple (Malus domestica). The deduced amino acid sequences of MdCRY2 contain the conserved N-terminal photolyase-related domain and the flavin adenine dinucleotide (FAD) binding domain, as well as the C-terminal DQXVP-acidic-STAES (DAS) domain. Relationship analysis indicates that MdCRY2 shows the highest similarity to the strawberry FvCRY protein. The expression of MdCRY2 is induced by blue/UV-A light, which represents a 48-h circadian rhythm. To investigate the function of MdCRY2, we overexpressed the MdCRY2 gene in a cry2 mutant and wild type (WT) Arabidopsis, assessed the phenotypes of the resulting transgenic plants, and found that MdCRY2 functions to regulate hypocotyl elongation, root growth, flower initiation, and anthocyanin accumulation. Furthermore, we examined the interaction between MdCRY2 and AtCOP1 using a yeast two-hybrid assay and a bimolecular fluorescence complementation assay. These data provide functional evidence for a role of blue/UV-A light-induced MdCRY2 in controlling photomorphogenesis in apple.

Improving of Junior High School Visual Thinking Representation Ability in Mathematical Problem Solving by CTL

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Edy Surya

2013-01-01

Full Text Available The students’  difficulty which was found is in the problem of understanding, drawing diagrams, reading the charts correctly, conceptual formal  mathematical understanding, and  mathematical problem solving. The appropriate problem representation is the basic way in order to understand the problem itself and make a plan to solve it. This research was the experimental classroom design with a pretest-posttest control in order to increase the representation of visual thinking ability on mathematical problem solving approach  with  contextual learning. The research instrument was a test, observation and interviews. Contextual approach increases of mathematical representations ability increases in students with high initial category, medium, and low compared to conventional approaches. Keywords: Visual Thinking Representation, Mathematical  Problem Solving, Contextual Teaching Learning Approach DOI: http://dx.doi.org/10.22342/jme.4.1.568.113-126

Time processing impairments in preschoolers at risk of developing difficulties in mathematics.

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Tobia, Valentina; Rinaldi, Luca; Marzocchi, Gian Marco

2018-03-01

The occurrence of time processing problems in individuals with Development Dyscalculia (DD) has favored the view of a general magnitude system devoted to both numerical and temporal information. Yet, this scenario has been partially challenged by studies indicating that time difficulties can be attributed to poor calculation or counting skills, which can support reasoning on time in school-aged children and adults. Here, we tackle this debate by exploring the performance of young children before they fully develop the symbolic number system. Preschoolers at risk of developing DD were compared with typically developing children in a series of tasks investigating time processing and in their 'sense of time', evaluated by parents and teachers. Results yielded a poorer performance in time reproduction of 5-second intervals and in time discrimination, as well as a weaker 'sense of time', in children at risk of DD. These findings provide evidence of a common magnitude system that would be responsible for deficits in both numerical and temporal domains, already at early stages of life. © 2016 John Wiley & Sons Ltd.

MD2725: 16L2 aperture measurement

CERN Document Server

Mirarchi, Daniele; Rossi, Roberto; CERN. Geneva. ATS Department

2018-01-01

Dumps induced by sudden increase of losses in the half-cell 16L2 have been a serious machine limitation during the 2017 run. The aim of this MD was to perform local aperture measurements in order to assess differences after the beam screen regeneration, compared to first measurements in 2017.

Possibilities of production of neutron-rich Md isotopes in multi-nucleon transfer reactions

Energy Technology Data Exchange (ETDEWEB)

Mun, Myeong-Hwan; Lee, Young-Ouk [Korea Atomic Energy Research Institue, Daejeon (Korea, Republic of); Adamian, G.G.; Antonenko, N.V. [Joint Institute for Nuclear Research, Dubna (Russian Federation)

2016-12-15

The possibilities of production of yet unknown neutron-rich isotopes of Md are explored in several multi-nucleon transfer reactions with actinide targets and stable and radioactive beams. The projectile-target combinations and bombarding energies are suggested to produce new neutron-rich isotopes of Md in future experiments. (orig.)

The comprehension of mathematic problems in primary school

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Karel Pérez Ariza

2015-05-01

Full Text Available The paper describes the result of the research project “A study of causes of difficulties in learning comprehension from an interdisciplinary perspective in Camagüey. The main objective of that study is to propose a methodology for the comprehension of mathematic problems in primary school. In designing the methodology, the characteristics of this text variety, basic principle of the theory of reading comprehension and problem solving were taking into account. In this research work several theoretical methods were used —analysis-synthesis, historical-logical, inductive-deductive— to elaborate the theoretical framework, while modeling and system approach in the methodology construction. Additionally, empirical methods were used in order to assess the knowledge about comprehension of mathematic problems; among them observation and analysis of the activity results.

On the measurement of movement difficulty in the standard approach to Fitts' law.

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Yves Guiard

Full Text Available Fitts' law is an empirical rule of thumb which predicts the time it takes people, under time pressure, to reach with some pointer a target of width W located at a distance D. It has been traditionally assumed that the predictor of movement time must be some mathematical transform of the quotient of D/W, called the index of difficulty (ID of the movement task. We ask about the scale of measurement involved in this independent variable. We show that because there is no such thing as a zero-difficulty movement, the IDs of the literature run on non-ratio scales of measurement. One notable consequence is that, contrary to a widespread belief, the value of the y-intercept of Fitts' law is uninterpretable. To improve the traditional Fitts paradigm, we suggest grounding difficulty on relative target tolerance W/D, which has a physical zero, unlike relative target distance D/W. If no one can explain what is meant by a zero-difficulty movement task, everyone can understand what is meant by a target layout whose relative tolerance W/D is zero, and hence whose relative intolerance 1-W/D is 1 or 100%. We use the data of Fitts' famous tapping experiment to illustrate these points. Beyond the scale of measurement issue, there is reason to doubt that task difficulty is the right object to try to measure in basic research on Fitts' law, target layout manipulations having never provided users of the traditional Fitts paradigm with satisfactory control over the variations of the speed and accuracy of movements. We advocate the trade-off paradigm, a recently proposed alternative, which is immune to this criticism.

Mathematical Footprints Discovering Mathematics Everywhere

CERN Document Server

Pappas, Theoni

1999-01-01

MATHEMATICAL FOOTPRINTS takes a creative look at the role mathematics has played since prehistoric times, and will play in the future, and uncovers mathematics where you least expect to find it from its many uses in medicine, the sciences, and its appearance in art to its patterns in nature and its central role in the development of computers. Pappas presents mathematical ideas in a readable non-threatening manner. MATHEMATICAL FOOTPRINTS is another gem by the creator of THE MATHEMATICS CALENDAR and author of THE JOY OF MATHEMATICS. "Pappas's books have been gold mines of mathematical ent

Psycho-Pedagogical Interventions in the Prevention and the Therapy of Learning Difficulties in the Field of Mathematics

Science.gov (United States)

Anca, Maria; Hategan, Carolina

2009-01-01

In the given study dyscalculia is approached in the context of learning difficulties, but also in relation with damaged psychic processes and functions. The practical part of the study describes intervention models from the perspective of dyscalculia prevention and therapymaterialized in personalized intervention programs.

Water at silica/liquid water interfaces investigated by DFT-MD simulations

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Gaigeot, Marie-Pierre

This talk is dedicated to probing the microscopic structural organization of water at silica/liquid water interfaces including electrolytes by first principles DFT-based molecular dynamics simulations (DFT-MD). We will present our very recent DFT-MD simulations of electrolytic (KCl, NaCl, NaI) silica/liquid water interfaces in order to unravel the intertwined structural properties of water and electrolytes at the crystalline quartz/liquid water and amorphous silica/liquid water interfaces. DFT-MD simulations provide direct knowledge of the structural organization of water and the H-Bond network formed between the water molecules within the different water layers above the silica surface. One can furthermore extract vibrational signatures of the water molecules within the interfacial layers from the DFT-MD simulations, especially non-linear SFG (Sum Frequency generation) signatures that are active at solid/liquid interfaces. The strength of the simulated spectra is that a detailed analysis of the signatures in terms of the water/water H-Bond networks formed within the interfacial water layers and in terms of the water/silica or water/electrolytes H-Bond networks can be given. Comparisons of SFG spectra between quartz/water/electrolytes and amorphous silica/water/electrolytes interfaces allow us to definitely conclude on how the structural arrangements of liquid water at these electrolytic interfaces modulate the final spectroscopic signatures. Invited speaker.

Usefulness of multidetector-row computed tomography (MD-CT) for diagnosis and evaluation of cardiovascular anomalies in infants

International Nuclear Information System (INIS)

Kani, Hiroyuki; Narabayashi, Isamu; Tanikake, Masato; Matsuki, Mitsuru; Uesugi, Yasuo

2005-01-01

We examined the effectiveness of multidetector-row CT (MD-CT) in the diagnosis and evaluation of cardiovascular anomalies in infants. MD-CT was performed 34 times on 21 patients with cardiovascular anomalies. We performed three evaluations: 1) The assessment of the specificity of MD-CT in detecting the morphological features of cardiovascular anomalies. 2) The diameters of aortae with coronary artery (CoA), and the diameters of pulmonary artery, measured by using MD-CT were compared with those by angiography. 3) The amount of exposure to radiation was measured. 1) MD-CT can detect CoA, pulmonary arteriovenous anomalies among extracardiac anomalies in all the patients. The diagnostic accuracy for intracardiac anomalies was poor as only six of the 15 anomalies could be accurately diagnosed. 2) The diameters of aortae and pulmonary artery obtained using MD-CT showed a good correlation with those obtained using arteriography (r=0.97, 0.95). 3) The average dose-length product was 269.2 mGy·cm. And the average effective dose was 5.1 mSv. MD-CT is not suitable for the evaluation of intracardiac anomalies, but is extremely effective in the evaluation of extracardiac major vascular anomalies. On the basis of the amount of information and noninvasive nature, MD-CT should be used first before angiography. (author)

Minding the gap: Children's difficulty conceptualizing spatial intervals as linear measurement units.

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Solomon, Tracy L; Vasilyeva, Marina; Huttenlocher, Janellen; Levine, Susan C

2015-11-01

Understanding measurement units is critical to mathematics and science learning, but it is a topic that American students find difficult. In 3 studies, we investigated the challenges underlying this difficulty in kindergarten and second grade by comparing performance on different versions of a linear measurement task. Children measured crayons that were either aligned or shifted relative to the left edge of either a continuous ruler or a row of discrete units. The alignment (aligned, shifted) and the measuring tool (ruler, discrete units) were crossed to form 4 types of problems. Study 1 showed good performance in both grades on both types of aligned problems as well as on the shifted problems with discrete units. In contrast, performance was at chance on the shifted ruler problems. Study 2 showed that performance on shifted discrete unit problems declined when numbers were placed on the units, particularly for kindergarteners, suggesting that on the shifted ruler problems, the presence of numbers may have contributed to children's difficulty. However, Study 3 showed that the difficulty on the shifted ruler problems persisted even when the numbers were removed from the ruler. Taken together, these findings suggest that there are multiple challenges to understanding measurement, but that a key challenge is conceptualizing the ruler as a set of countable spatial interval units. (c) 2015 APA, all rights reserved).

An assessment of communication skills of the MD/MS students of institute of medicine in Nepal

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Jagdish Prasad Agrawal

2013-09-01

Full Text Available Introduction The main objective of this study was to assess the level of interpersonal communication skills of MD/MS resident doctors and to provide recommendations for the future. Methods Descriptive, cross sectional, qualitative and quantitative research design was used. 7- point Likert scale (0 to 6 MAAS-Global scoring instrument was used. The subjects of the research were the MD/MS residents from various departments of Maharajgunj Medical Campus (MMC of Institute of Medicine, Maharajgunj, Kathmandu. Out of 162 MD/MS residents, only 30 (18.5% MD/MS residents were selected for the sample size for the study from 1st, 2nd and 3rd year. One MD/MS resident was required four video recording to conduct four interviews with patients coming to the outpatient department. Results There was high degree of positive correlation between Information sharing and Management (r=0.746 whereas weak negative correlation on clarification and diagnosis (r=-0.011. Inter-rater correlation was established before hand and was satisfactory (p < 0.05. Conclusions This base line study of MD/MS residents shows that over all MD/MS residents are deficient in almost all the components of interpersonal communication skills. A communication skills training course in postgraduate medical education could improve the existing communication skills of the doctors in Nepal.

Hybrid Pressure Retarded Osmosis−Membrane Distillation (PRO−MD) Process for Osmotic Power and Clean Water Generation

KAUST Repository

Han, Gang

2015-05-20

A novel pressure retarded osmosis−membrane distillation (PRO−MD) hybrid process has been experimentally conceived for sustainable production of renewable osmotic power and clean water from various waters. The proposed PRO−MD system may possess unique advantages of high water recovery rate, huge osmotic power generation, well controlled membrane fouling, and minimal environmental impacts. Experimental results show that the PRO−MD hybrid process is promising that not only can harvest osmotic energy from freshwater but also from wastewater. When employing a 2 M NaCl MD concentrate as the draw solution, ultrahigh power densities of 31.0 W/m2 and 9.3 W/m2 have been demonstrated by the PRO subsystem using deionized water and real wastewater brine as the feeds, respectively. Simultaneously, high purity potable water with a flux of 32.5−63.1 L/(m2.h) can be produced by the MD subsystem at 40−60 °C without any detrimental effects of fouling. The energy consumption in the MD subsystem might be further reduced by applying a heat exchanger in the hybrid system and using low-grade heat or solar energy to heat up the feed solution. The newly developed PRO−MD hybrid process would provide insightful guidelines for the exploration of alternative green technologies for renewable osmotic energy and clean water production.

Overexpression of a repressor MdMYB15L negatively regulates anthocyanin and cold tolerance in red-fleshed callus.

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Xu, Haifeng; Yang, Guanxian; Zhang, Jing; Wang, Yicheng; Zhang, Tianliang; Wang, Nan; Jiang, Shenghui; Zhang, Zongying; Chen, Xuesen

2018-04-14

The cold-induced metabolic pathway and anthocyanin biosynthesis play important roles in plant growth. In this study, we identified a bHLH binding motif in the MdMYB15L protein using protein sequence analyses. Yeast two-hybrid and pull-down assays showed that MdMYB15L could interact with MdbHLH33. Overexpressing MdMYB15L in red-fleshed callus inhibited the expression of MdCBF2 and resulted in reduced cold tolerance but did not affect anthocyanin levels. Chip-PCR and EMSA analysis showed that MdMYB15L could bind the type II cis-acting element found in the MdCBF2 promoter. Overexpressing MdMYB15L in red-fleshed callus overexpressing MdbHLH33 also reduced cold tolerance and reduced MdbHLH33-induced anthocyanin biosynthesis. Knocking out the bHLH binding sequence of MdMYB15L (LBSMdMYB15L) prevented LBSMdMYB15L from interacting with MdbHLH33. Overexpressing LBSMdMYB15L in red-fleshed callus overexpressing MdbHLH33 also reduced cold tolerance and reduced MdbHLH33-induced anthocyanin biosynthesis. Together, these results suggested that an apple repressor MdMYB15L might play a key role in the cold signaling and anthocyanin metabolic pathways. Copyright © 2018 Elsevier Inc. All rights reserved.

Amniotic Fluid Soluble Myeloid Differentiation-2 (sMD-2) as Regulator of Intra-amniotic Inflammation in Infection-induced Preterm Birth.

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Dulay, Antonette T; Buhimschi, Catalin S; Zhao, Guomao; Oliver, Emily A; Abdel-Razeq, Sonya S; Shook, Lydia L; Bahtiyar, Mert O; Buhimschi, Irina A

2015-06-01

TLR4 mediates host responses to pathogens through a mechanism that involves protein myeloid differentiation-2 (MD-2) and its soluble form sMD-2. The role of sMD2 in intra-amniotic inflammation-induced preterm birth has not been previously explored. Human amniotic fluid (AF) sMD-2 was studied by Western blotting in 152 AF samples of patients who had an amniocentesis to rule-out infection (yes infection, n = 50; no infection, n = 50) or women with normal pregnancy outcome (second trimester genetic karyotyping, n = 26; third trimester lung maturity testing, n = 26). Histological localization and mRNA expression of MD2 in fetal membranes were studied by immunohistochemistry and RT-PCR. The ability of fetal membrane to release sMD-2 and inflammatory cytokines was studied in vitro. Human AF contains three sMD-2 proteoforms whose levels of expression were lower at term. Intra-amniotic infection upregulated sMD-2. MD-2 mRNA and immunohistochemistry findings concurred. In vitro, LPS and monensin increased, while cycloheximide decreased sMD-2 production. Recombinant sMD-2 modulated TNF-α and IL-6 levels in a dose- and time-dependent fashion. sMD2 proteoforms are constitutively present in human AF. The intensity of the intra-amniotic inflammatory response to bacteria or perhaps to other TLR4 ligands may be facilitated through synthesis and release of sMD2 by the amniochorion. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Teachers' Temporary Support and Worked-Out Examples as Elements of Scaffolding in Mathematical Modeling

Science.gov (United States)

Tropper, Natalie; Leiss, Dominik; Hänze, Martin

2015-01-01

Empirical findings show that students have manifold difficulties when dealing with mathematical modeling problems. Accordingly, approaches for supporting students in modeling-based learning environments have to be investigated. In the research presented here, we adopted a scaffolding perspective on teaching modeling with the aim of both providing…

Thomas Secker M.D.: Archbishop and man-midwife.

Science.gov (United States)

Morgan-Guy, John

2018-05-01

This paper provides a biographical outline of the career of Thomas Secker, MD, who from 1758-68 was Archbishop of Canterbury. Although much has been written on Secker, this study seeks to highlight his training in medicine, which has been largely overlooked hitherto by historians.

Teacher’s Mathematical Communication Profile in Facilitating and Guiding Discussion

Science.gov (United States)

Umami, R.; Budayasa, I. K.; Suwarsono, St.

2018-01-01

Teacher’s communication skill plays an important role, one of which is to guide a class discussion for teaching purposes. This study aimed to investigate a teacher’s mathematical communication profile in facilitating and guiding a class discussion. This study is qualitative. A junior teacher of high school (i.e., a teacher with 1 to 5 year teaching experience) teaching mathematics at X-Social Class was selected as the subject of this study. The data was collected by observing the teacher’s mathematical communication in facilitating and guiding a discussion with the rules of sinus as the teaching material, and it was followed by a deep interview. The result showed that the junior teacher facilitated and guided a class discussion include providing responses (answer) addressing students’ difficulties and providing chances for students to propose and explain their ideas and be active in discussion. The junior teacher provides responses at sharp, optimal, and specific manner. In addition, she provides chances for her students to explain their thinking and have a discussion in anticipative, observative, selective, and connective manner. However, the study found that some of high-school teachers develop mathematical communication skills and use them to develop students’ mathematical communication skills.

Representations of Mathematics, their teaching and learning: an exploratory study

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Maria Margarida Graça

2004-03-01

Full Text Available This work describes an exploratory study, the first of the four phases of a more inclusive research, which aims at understanding the way to promote, in a Mathematics teachers’ group, a representational evolution leading to a practice that allows a Mathematical meaningful learning of Mathematics. The methodology of this study is qualitative. Data gathering was based on questioning; all the subjects of the sample (n=48 carried out a projective task (a hierarchical evocation test and answered a written individual questionnaire. Data analysis was based in a set of categories previously defined. The main purpose of this research was to identify, to characterize and to describe the representations of Mathematics, their teaching and learning, in a group of 48 subjects, from different social groups, in order to get indicators for the construction of the instruments to be used in to the next phases of the research. The main results of this study are the following: (1 we were able to identify and characterize different representations of the teaching and learning of Mathematics, in what respects its epistemological, pedagogical, emotional and sociocultural dimensions; (2 we were also able to identify limitations, difficulties and items to be included or rephrased in the instruments used.

Participation of rural Zimbabwean female students in mathematics: The influence of perception

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Anna Gudyanga

2016-12-01

Full Text Available The study was premised on the influence of perceptions on the participation of Ordinary Level rural African Zimbabwean female students in mathematics. Qualitative research design grounded in the interpretive paradigm was employed. Eighteen Ordinary Level female students and six teachers purposively selected from three rural co-educational secondary schools participated in the study. Data were generated through lesson observations and semi-structured question type interview guide. Findings revealed that rural female students perceived mathematics as a difficult subject, masculine and irrelevant to their future aspirations. Participants outlined that their perceptions were rooted in the prevailing cultural belief that mathematics is a masculine subject and negative stereotypes about girls’ maths abilities. Further findings indicate that female students’ participation in mathematics was highly influenced by their perception towards the subject. These perceptions result in the development of a general negative attitude to the subject that caused fewer female students to participate in mathematics in large numbers. We recommended parents and teachers to work hard to eliminate the negative gender and cultural stereotypes in order to enhance female students’ confidence in mathematics abilities. Schools should employ female mathematics teachers and expose female students to female role models who have succeeded in life in order to encourage more participation of female students in mathematics. Schools are made responsible for smoothing out difficulties generated by the prevailing culture. There is a gap in knowledge base pertaining to the Zimbabwean rural girls’ participation in Mathematics.

Humanized TLR4/MD-2 mice reveal LPS recognition differentially impacts susceptibility to Yersinia pestis and Salmonella enterica.

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Adeline M Hajjar

Full Text Available Although lipopolysaccharide (LPS stimulation through the Toll-like receptor (TLR-4/MD-2 receptor complex activates host defense against Gram-negative bacterial pathogens, how species-specific differences in LPS recognition impact host defense remains undefined. Herein, we establish how temperature dependent shifts in the lipid A of Yersinia pestis LPS that differentially impact recognition by mouse versus human TLR4/MD-2 dictate infection susceptibility. When grown at 37°C, Y. pestis LPS is hypo-acylated and less stimulatory to human compared with murine TLR4/MD-2. By contrast, when grown at reduced temperatures, Y. pestis LPS is more acylated, and stimulates cells equally via human and mouse TLR4/MD-2. To investigate how these temperature dependent shifts in LPS impact infection susceptibility, transgenic mice expressing human rather than mouse TLR4/MD-2 were generated. We found the increased susceptibility to Y. pestis for "humanized" TLR4/MD-2 mice directly paralleled blunted inflammatory cytokine production in response to stimulation with purified LPS. By contrast, for other Gram-negative pathogens with highly acylated lipid A including Salmonella enterica or Escherichia coli, infection susceptibility and the response after stimulation with LPS were indistinguishable between mice expressing human or mouse TLR4/MD-2. Thus, Y. pestis exploits temperature-dependent shifts in LPS acylation to selectively evade recognition by human TLR4/MD-2 uncovered with "humanized" TLR4/MD-2 transgenic mice.

Humanized TLR4/MD-2 mice reveal LPS recognition differentially impacts susceptibility to Yersinia pestis and Salmonella enterica.

Science.gov (United States)

Hajjar, Adeline M; Ernst, Robert K; Fortuno, Edgardo S; Brasfield, Alicia S; Yam, Cathy S; Newlon, Lindsay A; Kollmann, Tobias R; Miller, Samuel I; Wilson, Christopher B

2012-01-01

Although lipopolysaccharide (LPS) stimulation through the Toll-like receptor (TLR)-4/MD-2 receptor complex activates host defense against Gram-negative bacterial pathogens, how species-specific differences in LPS recognition impact host defense remains undefined. Herein, we establish how temperature dependent shifts in the lipid A of Yersinia pestis LPS that differentially impact recognition by mouse versus human TLR4/MD-2 dictate infection susceptibility. When grown at 37°C, Y. pestis LPS is hypo-acylated and less stimulatory to human compared with murine TLR4/MD-2. By contrast, when grown at reduced temperatures, Y. pestis LPS is more acylated, and stimulates cells equally via human and mouse TLR4/MD-2. To investigate how these temperature dependent shifts in LPS impact infection susceptibility, transgenic mice expressing human rather than mouse TLR4/MD-2 were generated. We found the increased susceptibility to Y. pestis for "humanized" TLR4/MD-2 mice directly paralleled blunted inflammatory cytokine production in response to stimulation with purified LPS. By contrast, for other Gram-negative pathogens with highly acylated lipid A including Salmonella enterica or Escherichia coli, infection susceptibility and the response after stimulation with LPS were indistinguishable between mice expressing human or mouse TLR4/MD-2. Thus, Y. pestis exploits temperature-dependent shifts in LPS acylation to selectively evade recognition by human TLR4/MD-2 uncovered with "humanized" TLR4/MD-2 transgenic mice.

Investigating the incremental validity of cognitive variables in early mathematics screening.

Science.gov (United States)

Clarke, Ben; Shanley, Lina; Kosty, Derek; Baker, Scott K; Cary, Mari Strand; Fien, Hank; Smolkowski, Keith

2018-03-26

The purpose of this study was to investigate the incremental validity of a set of domain general cognitive measures added to a traditional screening battery of early numeracy measures. The sample consisted of 458 kindergarten students of whom 285 were designated as severely at-risk for mathematics difficulty. Hierarchical multiple regression results indicated that Wechsler Abbreviated Scales of Intelligence (WASI) Matrix Reasoning and Vocabulary subtests, and Digit Span Forward and Backward measures explained a small, but unique portion of the variance in kindergarten students' mathematics performance on the Test of Early Mathematics Ability-Third Edition (TEMA-3) when controlling for Early Numeracy Curriculum Based Measurement (EN-CBM) screening measures (R² change = .01). Furthermore, the incremental validity of the domain general cognitive measures was relatively stronger for the severely at-risk sample. We discuss results from the study in light of instructional decision-making and note the findings do not justify adding domain general cognitive assessments to mathematics screening batteries. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Framing the structural role of mathematics in physics lectures: A case study on electromagnetism

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Ricardo Karam

2014-05-01

Full Text Available Physics education research has shown that students tend to struggle when trying to use mathematics in a meaningful way in physics (e.g., mathematizing a physical situation or making sense of equations. Concerning the possible reasons for these difficulties, little attention has been paid to the way mathematics is treated in physics instruction. Starting from an overall distinction between a technical approach, which involves an instrumental (tool-like use of mathematics, and a structural one, focused on reasoning about the physical world mathematically, the goal of this study is to characterize the development of the latter in didactic contexts. For this purpose, a case study was conducted on the electromagnetism course given by a distinguished physics professor. The analysis of selected teaching episodes with the software Videograph led to the identification of a set of categories that describe different strategies used by the professor to emphasize the structural role of mathematics in his lectures. As a consequence of this research, an analytic tool to enable future comparative studies between didactic approaches regarding the way mathematics is treated in physics teaching is provided.

Courses and distances, wedges and difficulties of doctors’ formers in science and mathematics education

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Rosália Maria Ribeiro de Aragão

2012-06-01

Full Text Available The problem put under focus stems from cultivation of doctoral actions, reactions and attitudes of doctors already practicing in other areas and that resolve to migrate to the areas of Science and Math Education to take-on collaboration-training for new doctors formation in Science Education or Mathematics Education, in accord with North Regional Brazilian context claims. With this in mind, doctors professionally bound to higher education Institutions – Universities and Federal Institutes – as a NET located in Legal Amazon assume responsibilities which include taking on partnerships in order to increase the number of teachers held for the training of doctors in the newly created NET. Even already being doctors and working in the so-called "hard areas" or in related fields, these doctors seek accreditation in a newly created doctoral program, with desire and willingness to migrate to focus and share scientific-pedagogical training in a high positive quality new doctors in Education Science and Mathematics Education. The "migrant doctors" aim to establish themselves in this new/other program assuming new formative relationships in order to provide both the necessary visibility to this area in its region of insertion, and the production of positive and desirable responses for the academic, scientific and pedagogical advancement of higher education in the training of doctors. These doctors who are working in the NET for accrediting doctor trainers since two years in a developing regional programme will be investigated pursuant to investigative narrative mode of qualitative research, in the light of epistemological, theoretical and methodological foundations of teaching and research. So as, in their accession processes or proposed-resistance the migrating doctors will be investigated especially in relation to both (i their participation as teachers-researchers held forming quality doctors for this century while generating academic production in

Putting Teachers First: Leading Change through Design--Initiating and Sustaining Effective Teaching of Mathematics

Science.gov (United States)

Proffitt-White, Rob

2017-01-01

The Teachers First initiative is a grass-roots cluster-model approach for bringing together primary and secondary teachers and school principals: to analyse student performance data; design and practice activities and assessment tools; and promote teaching practices that address students' learning difficulties in mathematics. The balance of both…

On the role of visual experience in mathematical development: Evidence from blind mathematicians

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Marie Amalric

2018-04-01

Full Text Available Advanced mathematical reasoning, regardless of domain or difficulty, activates a reproducible set of bilateral brain areas including intraparietal, inferior temporal and dorsal prefrontal cortex. The respective roles of genetics, experience and education in the development of this math-responsive network, however, remain unresolved. Here, we investigate the role of visual experience by studying the exceptional case of three professional mathematicians who were blind from birth (n = 1 or became blind during childhood (n = 2. Subjects were scanned with fMRI while they judged the truth value of spoken mathematical and nonmathematical statements. Blind mathematicians activated the classical network of math-related areas during mathematical reflection, similar to that found in a group of sighted professional mathematicians. Thus, brain networks for advanced mathematical reasoning can develop in the absence of visual experience. Additional activations were found in occipital cortex, even in individuals who became blind during childhood, suggesting that either mental imagery or a more radical repurposing of visual cortex may occur in blind mathematicians. Keywords: Advanced mathematical development, Blindness, Functional MRI

Fraction Multiplication and Division Word Problems Posed by Different Years of Pre-Service Elementary Mathematics Teachers

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Tuba Aydogdu Iskenderoglu

2018-04-01

Full Text Available It is important for pre-service teachers to know the conceptual difficulties they have experienced regarding the concepts of multiplication and division in fractions and problem posing is a way to learn these conceptual difficulties. Problem posing is a synthetic activity that fundamentally has multiple answers. The purpose of this study is to analyze the multiplication and division of fractions problems posed by pre-service elementary mathematics teachers and to investigate how the problems posed change according to the year of study the pre-service teachers are in. The study employed developmental research methods. A total of 213 pre-service teachers enrolled in different years of the Elementary Mathematics Teaching program at a state university in Turkey took part in the study. The “Problem Posing Test” was used as the data collecting tool. In this test, there are 3 multiplication and 3 division operations. The data were analyzed using qualitative descriptive analysis. The findings suggest that, regardless of the year, pre-service teachers had more conceptual difficulties in problem posing about the division of fractions than in problem posing about the multiplication of fractions.

76 FR 15214 - Special Local Regulations for Marine Events; Potomac River, Charles County, MD

Science.gov (United States)

2011-03-21

...-AA08 Special Local Regulations for Marine Events; Potomac River, Charles County, MD AGENCY: Coast Guard... for Marine Events; Potomac River, Charles County, MD'' in the Federal Register (76 FR 1381). We... follows: Sec. 100.35-T05-1113 Special Local Regulations for Marine Events; Potomac River, Charles County...

76 FR 1381 - Special Local Regulations for Marine Events; Potomac River, Charles County, MD

Science.gov (United States)

2011-01-10

...-AA08 Special Local Regulations for Marine Events; Potomac River, Charles County, MD AGENCY: Coast Guard... Regulations for Marine Events; Potomac River, Charles County, MD. (a) Regulated area. The following location... local regulations during the ``Potomac River Sharkfest Swim'' amateur swim, a marine event to be held on...

Sociocultural context as a facilitator of student learning of function concepts in mathematics

Directory of Open Access Journals (Sweden)

Evangelina Díaz Obando

2016-03-01

Full Text Available In Costa Rica, many secondary students have serious difficulties to establish relationships between mathematics and real-life contexts. They question the utilitarian role of the school mathematics. This fact motivated the research object of this report which evidences the need to overcome methodologies unrelated to students’ reality, toward new didactical options that help students to value mathematics, reasoning and its  applications, connecting it with their socio-cultural context. The research used a case study as a qualitative methodology and the social constructivism as an educational paradigm in which the knowledge is built by the student; as a product of his social interactions. A collection of learning situations was designed, validated, and implemented. It allowed establishing relationships between mathematical concepts and the socio-cultural context of participants. It analyzed the impact of students’socio-cultural context in their mathematics learning of basic concepts of real variable functions, consistent with the Ministry of Education (MEP Official Program.  Among the results, it was found that using students’sociocultural context improved their motivational processes, mathematics sense making, and promoted cooperative social interactions. It was evidenced that contextualized learning situations favored concepts comprehension that allow students to see mathematics as a discipline closely related with their every-day life.

Summary of LHC MD 369: DOROS vs WBTN in IR Stripline BPMs

CERN Document Server

Draskovic, Drasko; Calvo Giraldo, Eva; Olexa, Jakub; Gasior, Marek; CERN. Geneva. ATS Department

2015-01-01

The aim of this MD is to quantify the impact of the stripline beam position monitor (BPM) directivity with two acquisition chain electronics systems, WBTN (Wide Band Time Normalizer) and DOROS (Diode ORbit and Oscillation System). This impact depends on the relative position and intensity of the two beams at the location of the monitor. This note explains all the procedures of the LHC MD 369, which took place on 20/07/2015 and presents the obtained results.

StandsSIM-MD: a Management Driven forest SIMulator

Energy Technology Data Exchange (ETDEWEB)

Barreiro, S.; Rua, J.; Tomé, M.

2016-07-01

Aim of the study. The existing stand level forest simulators available in Portugal were not developed with the aim of including up-to-date model versions and were limited in terms of accounting for forest management. The simulators’ platform, sIMfLOR was recently created to implement different growth models with a common philosophy. The objective was developing one easily-updatable, user-friendly, forest management and climate change sensitive simulator capable of projecting growth for the main tree species in Portugal. Area of the study: Portugal. Material and methods: The new simulator was programmed in a modular form consisting of several modules. The growth module integrates different forest growth and yield models (empirical and process-based) for the main wood production tree species in Portugal (eucalypt, umbrella and maritime pines); whereas the management module drives the growth projections along the planning horizon according to a range of forest management approaches and climate (at present only available for eucalypt). Main results: The main result is the StandsSIM-MD Management Driven simulator that overcomes the limitations of the existing stand level simulators. It is a step forward when compared to the models currently available in the sIMfLOR platform covering more tree species, stand structures and stand compositions. It is focused on end-users and it is based on similar concepts regarding the generation of required inputs and generated outputs. Research highlights: Forest Management Driven simulations approach. Multiple Prescriptions-Per-Stand functionality. StandsSIM-MD can be used to support landowners decisions on stand forest management. StandsSIM-MD simulations at regional level can be combined with optimization routines. (Author)

Effect of salinity and temperature on treatment of concentrated wastewater from RO by FO-MD

Science.gov (United States)

Zhou, Yingru; Huang, Manhong; Deng, Qian

2018-02-01

In this study the appropriate temperature of the membrane distillation (MD) hot side (the permeation flux of MD was controlled by adjusting the hot side temperature) was selected according to the water flux of FO process so that the water transfer rate on both sides of FO and MD was consistent and the FO-MD process could be stable operation. When the salt concentration of feed solution was 30, 55, 80 and 100 g/L, the desalination rates changed little, which were 99.1%, 98.4%, 98.9% and 98.7%, respectively. The removal rate of COD was 93.8%, 94.2%, 91.6% and 92.7% which also changed little like the desalination rates. The removal rate of chromaticity increased with the increase of salinity, which attained 96.6%, 97.0%, 97.2% and 97.9%, respectively. This study proved that salinity of the feed solution affected little on the removal rate of contaminants but great on the water flux, with the increase of salinity from 30 to 100 g/L, the water flux was 6.05, 4.81, 4.33 and 3.87 LMH with the appropriate temperature (67.5±0.5, 64.5±0.5, 62.5±0.5 and 60.5±0.5 °C) of MD hot side. In a word, FO-MD was first used to treat the high salinity RO water with over 30 g/L total dissolved solids (TDS), FO-MD was a promising new process for high salinity wastewater treatment, and the hybrid system can solve the problem of lower draw solution concentration, and the high-quality production water will be obtained directly by this hybrid system with low membrane fouling tendency.

77 FR 6708 - Special Local Regulations for Marine Events; Potomac River, Charles County, MD

Science.gov (United States)

2012-02-09

...-AA08 Special Local Regulations for Marine Events; Potomac River, Charles County, MD AGENCY: Coast Guard... River, Charles County, MD. (a) Regulated area. The following location is a regulated area: All waters of... local regulations during the ``Potomac River Sharkfest Swim'' amateur swim, a marine event to be held on...

Beyond Error Patterns: A Sociocultural View of Fraction Comparison Errors in Students with Mathematical Learning Disabilities

Science.gov (United States)

Lewis, Katherine E.

2016-01-01

Although many students struggle with fractions, students with mathematical learning disabilities (MLDs) experience pervasive difficulties because of neurological differences in how they process numerical information. These students make errors that are qualitatively different than their typically achieving and low-achieving peers. This study…

Opinion of stakeholders on existing curriculum for postgraduate (MD) course in Pharmacology: A survey.

Science.gov (United States)

Badyal, Dinesh K; Daniel, Sujit R

2016-10-01

To survey the opinion about various curricular components of Doctor of Medicine (MD) pharmacology curriculum in India by stakeholders, including faculty and students. An online survey was done to evaluate the various curricular components of MD pharmacology curriculum being used in India. A total of 393 respondents including faculty, MD students, and other stakeholders completed the survey. The survey was developed using SurveyMonkey platform and link to survey was E-mailed to stakeholders. The results were expressed as percentages. There was a balanced representation of respondents from various designations, teaching experience, regions, and age groups. Most of the respondents (83%) were aware of the MD pharmacology curriculum. However, they reported that it is more inclined to knowledge domain. About half of respondents (53%) said that animal experiments are being used. The most common teaching methods mentioned are seminars (98.5%), journal clubs (95%), and practical exercises by postgraduates (73%), but there is less use of newer methods (25%) in theory and less of clinical pharmacology exercise (39%) in practical classes. The log books are maintained but not assessed regularly. Internal assessment is sparingly used. The MD pharmacology curriculum needs to be made uniform at the national level and updated to include the newer methods in teaching-learning and assessment. There should be sharing of newer methods at a common platform implemented at the national level.

Approach to Mathematics in Textbooks at Tertiary Level--Exploring Authors' Views about Their Texts

Science.gov (United States)

Randahl, Mira

2012-01-01

The aim of this article is to present and discuss some results from an inquiry into mathematics textbooks authors' visions about their texts and approaches they choose when new concepts are introduced. Authors' responses are discussed in relation to results about students' difficulties with approaching calculus reported by previous research. A…

Linking Reform-Oriented Experiences to Teacher Identity: The Case of an Elementary Mathematics Teacher

Science.gov (United States)

Jong, Cindy

2016-01-01

Novice teachers often have difficulty transferring what they learn in teacher education programs to classroom practice. This is especially true for elementary school teachers who are expected to teach mathematics with reform-oriented methods. The purpose of this longitudinal case study was to examine the experience of one novice elementary school…

Review of 40-year MD theses in Medical Oncology

International Nuclear Information System (INIS)

Zeeneldin, A.; Diyaa, A.; Elgammal, M.; Buhoush, W.; Manar Moneer, M.

2014-01-01

Background and objective: It is almost 40 years since the foundation of the Medical Oncology (MO) Department. We aimed to appraise the clinical research to fulfill the Medical Doctorate (MD) degree in MO at the National Cancer Institute, Cairo University (NCI, CU). Methods: This review included 62 MD theses containing 66 studies. They were reviewed regarding aims, type of study, clinical trial phase, design and methodology, statistical tests, results, limitations, consent and IRB approval. Theses were grouped into 3 periods: 1970-1989, 1990-1999 and 2000- 2008. Results: Almost 76% of the studies were interventional and 24% were observational. Informed consent and Institutional Review Board approval were mentioned in 18 and 2 studies, respectively. While all studies mentioned the aims, none, clearly mentioned the research question. Outcomes were mainly efficacy followed by safety. Study design was inadequately considered, especially in 70’s–80’s period (p = 0.038). Median sample size and study duration were almost stable through the three periods (p = 0.441, 0.354, respectively). Most of the studies used both descriptive and analytical statistical methods. In a descending order, researched cancers were lymphoma, breast, leukemia, liver, urinary bladder, lung and colorectal. The commonest stages researched were IV and III. The number of studies focused on assessing biomarkers, biomarkers plus drugs/procedures, drugs and procedures are 20, 20, 16 and 6, respectively. Conclusion: With time, research within MD theses in MO increased quantitatively and qualitatively. Improvements were noticeable in documentation of study design.

A complementary measure of heterogeneity on mathematical skills

Science.gov (United States)

Fedriani, Eugenio M.; Moyano, Rafael

2012-06-01

Finding educational truths is an inherently multivariate problem. There are many factors affecting each student and their performances. Because of this, both measuring of skills and assessing students are always complex processes. This is a well-known problem, and a number of solutions have been proposed by specialists. One of its ramifications is that the variety of progress levels of students in the Mathematics classroom makes teaching more difficult. We think that a measure of the heterogeneity of the different student groups could be interesting in order to prepare some strategies to deal with these kinds of difficulties. The major aim of this study is to develop new tools, complementary to the statistical ones that are commonly used for these purposes, to study situations related to education (mainly to the detection of levels of mathematical education) in which several variables are involved. These tools are thought to simplify these educational analyses and, through a better comprehension of the topic, to improve our teaching. Several authors in our research group have developed some mathematical, theoretical tools, to deal with multidimensional phenomena, and have applied them to measure poverty and also to other business models. These tools are based on multidigraphs. In this article, we implement these tools using symbolic computational software and apply them to study a specific situation related to mathematical education.

75 FR 76688 - Drawbridge Operation Regulation; Isle of Wight (Sinepuxent) Bay, Ocean City, MD

Science.gov (United States)

2010-12-09

..., mile 0.5, at Ocean City, with a vertical clearance of 13 feet above mean high tide in the closed...-AA09 Drawbridge Operation Regulation; Isle of Wight (Sinepuxent) Bay, Ocean City, MD AGENCY: Coast... Ocean City, MD. This proposed rule will require any mariner requesting an opening in the evening hours...

Predicting Relationships between Mathematics Anxiety, Mathematics Teaching Anxiety, Self-efficacy Beliefs towards Mathematics and Mathematics Teaching

OpenAIRE

Unlu, Melihan; Ertekin, Erhan; Dilmac, Bulent

2017-01-01

The purpose of the research is to investigate the relationships betweenself-efficacy beliefs toward mathematics, mathematics anxiety and self-efficacybeliefs toward mathematics teaching, mathematics teaching anxiety variables andtesting the relationships between these variables with structural equationmodel. The sample of the research, which was conducted in accordance withrelational survey model, consists of 380 university students, who studied atthe department of Elementary Mathematics Educ...

MD Test of a Ballistic Optics

CERN Document Server

Garcia-Tabares Valdivieso, Ana; Salvachua Ferrando, Belen Maria; Skowronski, Piotr Krzysztof; Solfaroli Camillocci, Matteo; Tomas Garcia, Rogelio; Wenninger, Jorg; Coello De Portugal - Martinez Vazquez, Jaime Maria; CERN. Geneva. ATS Department

2016-01-01

The ballistic optics is designed to improve the understanding of optical errors and BPM systematic effects in the critical triplet region. The particularity of that optics is that the triplet is switched off, effectively transforming the triplets on both sides of IR1 and IR5 into drift spaces. Advantage can be taken from that fact to localize better errors in the Q4-Q5-triplet region. During this MD this new optics was tested for the first time at injection with beam 2.

University of Toronto mathematics competition (2001–2015)

CERN Document Server

Barbeau, Edward J

2016-01-01

This text records the problems given for the first 15 annual undergraduate mathematics competitions, held in March each year since 2001 at the University of Toronto. Problems cover areas of single-variable differential and integral calculus, linear algebra, advanced algebra, analytic geometry, combinatorics, basic group theory, and number theory. The problems of the competitions are given in chronological order as presented to the students. The solutions appear in subsequent chapters according to subject matter. Appendices recall some background material and list the names of students who did well. The University of Toronto Undergraduate Competition was founded to provide additional competition experience for undergraduates preparing for the Putnam competition, and is particularly useful for the freshman or sophomore undergraduate. Lecturers, instructors, and coaches for mathematics competitions will find this presentation useful. Many of the problems are of intermediate difficulty and relate to the first two...

MD/MBA programs in the United States: evidence of a change in health care leadership.

Science.gov (United States)

Larson, David B; Chandler, Maria; Forman, Howard P

2003-03-01

Managerial sciences are playing an increasingly prominent role in the organization and delivery of health care. Despite popular media reports that a rising number of physicians are acquiring a background in this discipline through MD/MBA (medical and master of business administration) programs, no recent study has verified this. This study measured changes in the number and nature of the affiliations between management and medicine in the form of MD/MBA programs in the United States. Surveys of admission officers of 125 U.S. allopathic medical schools and of the overseers of each joint MD/MBA degree program were administered in May-October 2001. Main outcome measures included program growth, curriculum and degree requirements, application and admission requirements, and program leadership and organization. The number of MD/MBA programs grew from six to 33 between 1993 and 2001, and 17 more medical schools were considering establishing the joint-degree program. Ten, 15, and 20 programs produced 27, 42, and 61 graduates in 1999, 2000, and 2001, respectively, and over 100 students were expected to graduate per year when all 33 programs matured. Program structures and oversight indicate a spectrum of philosophies regarding the appropriate level of integration of the two degrees. MD/MBA programs apparently attempt to complement medical education with management education rather than the converse. The growth in the numbers of MD/MBA programs and participants indicates rising cooperation between medical and business schools and increasing interest in management education early in the careers of graduating physicians.

MD210 Note: Creation of Hollow Bunches in the PSB

CERN Document Server

Oeftiger, Adrian; Findlay, Alan James; Hancock, Steven; Rumolo, Giovanni; CERN. Geneva. ATS Department

2016-01-01

MD210 aims for the creation of longitudinally hollow bunches in the CERN PS Booster. The first three sessions have been carried out using the radial loop feedback system in order to drive the beam on a dipolar parametric resonance (instead of the phase loop). It has been found that the damping by the phase loop inhibits the excitation of the resonance to a major extent. The hollow distributions generated under these circumstances fail to reach a satisfying bunching factor. Nonetheless, proving the principally successful application of this technique to the PS Booster promises good results once the phase loop system supports trim functions. The approach, actions and detailed results of the first three MD sessions are presented in this paper.

Student difficulties with Gauss' law

Science.gov (United States)

Kanim, Stephen

2000-09-01

Many students in introductory courses have difficulty solving Gauss' law problems. Through interviews with students and analysis of solutions to homework and examination questions we have identified some specific conceptual difficulties that often contribute to students' inability to solve quantitative Gauss' law problems. We give examples of common difficulties and discuss instructional implications.

Predicting Relationships between Mathematics Anxiety, Mathematics Teaching Anxiety, Self-Efficacy Beliefs towards Mathematics and Mathematics Teaching

Science.gov (United States)

Unlu, Melihan; Ertekin, Erhan; Dilmac, Bulent

2017-01-01

The purpose of the research is to investigate the relationships between self-efficacy beliefs toward mathematics, mathematics anxiety and self-efficacy beliefs toward mathematics teaching, mathematics teaching anxiety variables and testing the relationships between these variables with structural equation model. The sample of the research, which…

Matthew effect in children with mathematical learning disabilities - El efecto Mateo en niños con Dificultades Específicas de Aprendizaje de las Matemáticas

Directory of Open Access Journals (Sweden)

Vicente Bermejo

2009-12-01

Full Text Available Previous research suggests that Learning Difficulties in Reading and Mathematics are highly related. This work tried to test in children if the presence of specific Learning Difficulties in Mathematics (LDM was related to poor results in Intellectual Quotient (IQ tests. Also, it is tested if differences in IQ are related to different mathematical performances. Therefore, the IQs of 12 LDM children enrolled in the first year of Primary School were compared with the IQs of 20 LDM children enrolled in the third year of Primary School. The IQs of LDM children were compared with the IQs of two non-LDM groups of the same cohorts. Among other results, it was observed that the IQs of the oldest LDM children were significantly lower than these of the youngest children, while no differences were found among non-LDM children. Furthermore, the presence of a high or low IQ did not always imply an equally high or low mathematical performance in the scholars.

JST Thesaurus Headwords and Synonyms: Md [MeCab user dictionary for science technology term[Archive

Lifescience Database Archive (English)

Full Text Available MeCab user dictionary for science technology term Md 名詞 一般 * * * * メンデレビウム メンデレビウム メンデレビューム Thesaurus2015 200906022783221535 C CA03 UNKNOWN_1 Md

Why are the Mathematics National Examination Items Difficult and What Is Teachers’ Strategy to Overcome It?

Directory of Open Access Journals (Sweden)

Heri Retnawati

2017-07-01

Full Text Available The quality of national examination items plays an enormous role in identifying students’ competencies mastery and their difficulties. This study aims to identify the difficult items in the Junior High School Mathematics National Examination, to find the factors that cause students’ difficulty and to reveal the strategies that the teachers and the students might implement in order to overcome them. The study is phenomenological research with the mixed methods. The data were collected using documentation of students’ responses and focus group discussion (FGD of teachers. The data analysis was conducted using Milles & Hubberman steps. The results of the study showed that there were 4 difficult items of the 40 test items for the students. The students’ difficulties were the lack of concept understanding, difficulties in calculating, difficulties in selecting information, being deceived by the distractors, being unaccustomed to completing complex and non-integers test items, and completing contextual test items that have been presented in the form of figures or narrative texts.

Private Speech Use in Arithmetical Calculation: Relationship with Phonological Memory Skills in Children with and without Mathematical Difficulties

Science.gov (United States)

Ostad, Snorre A.

2015-01-01

The majority of recent studies conclude that children's private speech development (private speech internalisation) is important for mathematical development and subject to disabling. The main concern of the present study was whether or not the two phonological memory factors evaluated in the study (i.e. the results of children's digit span…

Review of 40-year MD theses in medical oncology.

Science.gov (United States)

Zeeneldin, Ahmed; Diyaa, Amira; Moneer, Manar; Elgammal, Mosaad; Buhoush, Wafa

2014-09-01

It is almost 40 years since the foundation of the Medical Oncology (MO) Department. We aimed to appraise the clinical research to fulfill the Medical Doctorate (MD) degree in MO at the National Cancer Institute, Cairo University (NCI, CU). This review included 62 MD theses containing 66 studies. They were reviewed regarding aims, type of study, clinical trial phase, design and methodology, statistical tests, results, limitations, consent and IRB approval. Theses were grouped into 3 periods: 1970-1989, 1990-1999 and 2000-2008. Almost 76% of the studies were interventional and 24% were observational. Informed consent and Institutional Review Board approval were mentioned in 18 and 2 studies, respectively. While all studies mentioned the aims, none, clearly mentioned the research question. Outcomes were mainly efficacy followed by safety. Study design was inadequately considered, especially in 70's-80's period (p=0.038). Median sample size and study duration were almost stable through the three periods (p=0.441, 0.354, respectively). Most of the studies used both descriptive and analytical statistical methods. In a descending order, researched cancers were lymphoma, breast, leukemia, liver, urinary bladder, lung and colorectal. The commonest stages researched were IV and III. The number of studies focused on assessing biomarkers, biomarkers plus drugs/procedures, drugs and procedures are 20, 20, 16 and 6, respectively. With time, research within MD theses in MO increased quantitatively and qualitatively. Improvements were noticeable in documentation of study design. Copyright © 2014. Production and hosting by Elsevier B.V.

How Can One Learn Mathematical Word Problems in a Second Language? A Cognitive Load Perspective

Science.gov (United States)

Moussa-Inaty, Jase; Causapin, Mark; Groombridge, Timothy

2015-01-01

Language may ordinarily account for difficulties in solving word problems and this is particularly true if mathematical word problems are taught in a language other than one's native language. Research into cognitive load may offer a clear theoretical framework when investigating word problems because memory, specifically working memory, plays a…

The transformation of science and mathematics content knowledge into teaching content by university faculty

Science.gov (United States)

Flynn, Natalie P.

This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their

Profile of mathematical reasoning ability of 8th grade students seen from communicational ability, basic skills, connection, and logical thinking

Science.gov (United States)

Sumarsih; Budiyono; Indriati, D.

2018-04-01

This research aims to understand the students’ weaknesses in mathematical reasoning ability in junior secondary school. A set of multiple choice tests were used to measure this ability involve components mathematical communication, basic skills, connection, and logical thinking. A total of 259 respondents were determined by stratified cluster random sampling. Data were analyzed using one-way Anova test with Fobs = 109.5760 and F = 3.0000. The results show that students’ ability from schools with high National Exam in mathematics category was the best and followed by medium and low category. Mathematical connection is the most difficult component performed by students. In addition, most students also have difficulty in expressing ideas and developing logical arguments.

An Investigation of Secondary Teachers’ Understanding and Belief on Mathematical Problem Solving

Science.gov (United States)

Yuli Eko Siswono, Tatag; Wachidul Kohar, Ahmad; Kurniasari, Ika; Puji Astuti, Yuliani

2016-02-01

Weaknesses on problem solving of Indonesian students as reported by recent international surveys give rise to questions on how Indonesian teachers bring out idea of problem solving in mathematics lesson. An explorative study was undertaken to investigate how secondary teachers who teach mathematics at junior high school level understand and show belief toward mathematical problem solving. Participants were teachers from four cities in East Java province comprising 45 state teachers and 25 private teachers. Data was obtained through questionnaires and written test. The results of this study point out that the teachers understand pedagogical problem solving knowledge well as indicated by high score of observed teachers‘ responses showing understanding on problem solving as instruction as well as implementation of problem solving in teaching practice. However, they less understand on problem solving content knowledge such as problem solving strategies and meaning of problem itself. Regarding teacher's difficulties, teachers admitted to most frequently fail in (1) determining a precise mathematical model or strategies when carrying out problem solving steps which is supported by data of test result that revealed transformation error as the most frequently observed errors in teachers’ work and (2) choosing suitable real situation when designing context-based problem solving task. Meanwhile, analysis of teacher's beliefs on problem solving shows that teachers tend to view both mathematics and how students should learn mathematics as body static perspective, while they tend to believe to apply idea of problem solving as dynamic approach when teaching mathematics.

The influence of second language teaching on undergraduate mathematics performance

Science.gov (United States)

Gerber, Ans; Engelbrecht, Johann; Harding, Ansie; Rogan, John

2005-10-01

Understanding abstract concepts and ideas in mathematics, if instruction takes place in the first language of the student, is difficult. Yet worldwide students often have to master mathematics via a second or third language. The majority of students in South Africa — a country with eleven official languages — has to face this difficulty. In a quantitative study of first year calculus students, we investigated two groups of students. For one group tuition took place in their home language; for the second group, tuition was in English, a second or even a third language. Performance data on their secondary mathematics and first year tertiary calculus were analysed. The study showed that there was no significant difference between the adjusted means of the entire group of first language learners and the entire group of second language learners. Neither was there any statistically significant difference between the performances of the two groups of second language learners (based on the adjusted means). Yet, there did seem to be a significant difference between the achievement of Afrikaans students attending Afrikaans lectures and Afrikaans students attending English lectures.

75 FR 8193 - Jeri Hassman, M.D.; Denial of Application

Science.gov (United States)

2010-02-23

... is buying drugs on the street. Id. at 1006. With respect to requests for early refills, Dr. Hare... Part II Department of Justice Drug Enforcement Administration Jeri Hassman, M.D.; Denial of...; [[Page 8194

MD-portal: Highly Effective Website for Nuclear Materials Information Management

International Nuclear Information System (INIS)

Kil, Soyeon; Lee, Gyeonggeun; Kwon, Junhyun

2014-01-01

A web-based system is widespread in not only everyday activities but also business fields. In past years, the systematic information of various properties of materials usually has been provided as tabulated documents; however it recently has been provided as web-based DB. There are many websites providing material properties information, representative examples include MatWeb from the United States, Granta MI from England and MatNavi from Japan. In 2003, the nuclear materials division in KAERI established a website about nuclear materials property DB, called MatDB. To inherit it, a website called MD-portal has been recently set up to release degradation information and various properties of nuclear materials. In this presentation, the structure and characteristics of MD-portal will be mentioned, and comments on its application will be given

Teachers' Mathematics as Mathematics-at-Work

Science.gov (United States)

Bednarz, Nadine; Proulx, Jérôme

2017-01-01

Through recognising mathematics teachers as professionals who use mathematics in their workplace, this article traces a parallel between the mathematics enacted by teachers in their practice and the mathematics used in workplaces found in studies of professionals (e.g. nurses, engineers, bankers). This parallel is developed through the five…

The Structural Basis for Lipid and Endotoxin Binding in RP105-MD-1, and Consequences for Regulation of Host Lipopolysaccharide Sensitivity.

Science.gov (United States)

Ortiz-Suarez, Maite L; Bond, Peter J

2016-01-05

MD-1 is a member of the MD-2-related lipid-recognition (ML) family, and associates with RP105, a cell-surface protein that resembles Toll-like receptor 4 (TLR4). The RP105⋅MD-1 complex has been proposed to play a role in fine-tuning the innate immune response to endotoxin such as bacterial lipopolysaccharide (LPS) via TLR4⋅MD-2, but controversy surrounds its mechanism. We have used atomically detailed simulations to reveal the structural basis for ligand binding and consequent functional dynamics of MD-1 and the RP105 complex. We rationalize reports of endogenous phospholipid binding, by showing that they prevent collapse of the malleable MD-1 fold, before refining crystallographic models and uncovering likely binding modes for LPS analogs. Subsequent binding affinity calculations reveal that endotoxin specificity arises from the entropic cost of expanding the MD-1 cavity to accommodate bulky lipid tails, and support the role of MD-1 as a "sink" that sequesters endotoxin from TLR4 and stabilizes RP105/TLR4 interactions. Copyright © 2016 Elsevier Ltd. All rights reserved.

Visual performance on detection tasks with double-targets of the same and different difficulty.

Science.gov (United States)

Chan, Alan H S; Courtney, Alan J; Ma, C W

2002-10-20

This paper reports a study of measurement of horizontal visual sensitivity limits for 16 subjects in single-target and double-targets detection tasks. Two phases of tests were conducted in the double-targets task; targets of the same difficulty were tested in phase one while targets of different difficulty were tested in phase two. The range of sensitivity for the double-targets test was found to be smaller than that for single-target in both the same and different target difficulty cases. The presence of another target was found to affect performance to a marked degree. Interference effect of the difficult target on detection of the easy one was greater than that of the easy one on the detection of the difficult one. Performance decrement was noted when correct percentage detection was plotted against eccentricity of target in both the single-target and double-targets tests. Nevertheless, the non-significant correlation found between the performance for the two tasks demonstrated that it was impossible to predict quantitatively ability for detection of double targets from the data for single targets. This indicated probable problems in generalizing data for single target visual lobes to those for multiple targets. Also lobe area values obtained from measurements using a single-target task cannot be applied in a mathematical model for situations with multiple occurrences of targets.

Tools or Crutches? Apparatus as a Sense-Making Aid in Mathematics Teaching with Children with Moderate Learning Difficulties

Science.gov (United States)

Moscardini, Lio

2009-01-01

This paper challenges a view of concrete materials as artifacts used within a rigid instructional sequence that particular children are perceived to require or not, as the case may be. Focussing on mathematics teaching, it contends that it is more useful to consider the function of these materials as "tools," artefacts used flexibly and…

The Math Gap: a description of the mathematics performance of preschool-aged deaf/hard-of-hearing children.

Science.gov (United States)

Pagliaro, Claudia M; Kritzer, Karen L

2013-04-01

Over decades and across grade levels, deaf/hard-of-hearing (d/hh) student performance in mathematics has shown a gap in achievement. It is unclear, however, exactly when this gap begins to emerge and in what areas. This study describes preschool d/hh children's knowledge of early mathematics concepts. Both standardized and nonstandardized measures were used to assess understanding in number, geometry, measurement, problem solving, and patterns, reasoning and algebra. Results present strong evidence that d/hh students' difficulty in mathematics may begin prior to the start of formal schooling. Findings also show areas of strength (geometry) and weakness (problem solving and measurement) for these children. Evidence of poor foundational performance may relate to later academic achievement.

MD and BCA simulations of He and H bombardment of fuzz in bcc elements

Science.gov (United States)

Klaver, T. P. C.; Zhang, S.; Nordlund, K.

2017-08-01

We present results of MD simulations of low energy He ion bombardment of low density fuzz in bcc elements. He ions can penetrate several micrometers into sparse fuzz, which allows for a sufficient He flux through it to grow the fuzz further. He kinetic energy falls off exponentially with penetration depth. A BCA code was used to carry out the same ion bombardment on the same fuzz structures as in MD simulations, but with simpler, 10 million times faster calculations. Despite the poor theoretical basis of the BCA at low ion energies, and the use of somewhat different potentials in MD and BCA calculations, the ion penetration depths predicted by BCA are only ∼12% less than those predicted by MD. The MD-BCA differences are highly systematic and trends in the results of the two methods are very similar. We have carried out more than 200 BCA calculation runs of ion bombardment of fuzz, in which parameters in the ion bombardment process were varied. For most parameters, the results show that the ion bombardment process is quite generic. The ion species (He or H), ion mass, fuzz element (W, Ta, Mo, Fe) and fuzz element lattice parameter turned out to have a modest influence on ion penetration depths at most. An off-normal angle of incidence strongly reduces the ion penetration depth. Increasing the ion energy increases the ion penetration, but the rate by which ion energy drops off at high ion energies follows the same exponential pattern as at lower energies.

Residents in difficulty

DEFF Research Database (Denmark)

Christensen, Mette Krogh; O'Neill, Lotte; Hansen, Dorthe Høgh

2016-01-01

Background The majority of studies on prevalence and characteristics of residents in difficulty have been conducted in English-speaking countries and the existing literature may not reflect the prevalence and characteristics of residents in difficulty in other parts of the world such as the Scand...... in a healthcare system. From our perspective, further sociological and pedagogical investigations in educational cultures across settings and specialties could inform our understanding of and knowledge about pitfalls in residents’ and doctors’ socialization into the healthcare system....

The Answering Process for Multiple-Choice Questions in Collaborative Learning: A Mathematical Learning Model Analysis

Science.gov (United States)

Nakamura, Yasuyuki; Nishi, Shinnosuke; Muramatsu, Yuta; Yasutake, Koichi; Yamakawa, Osamu; Tagawa, Takahiro

2014-01-01

In this paper, we introduce a mathematical model for collaborative learning and the answering process for multiple-choice questions. The collaborative learning model is inspired by the Ising spin model and the model for answering multiple-choice questions is based on their difficulty level. An intensive simulation study predicts the possibility of…

Postgraduate research training: the PhD and MD thesis.

Science.gov (United States)

Higginson, I; Corner, J

1996-04-01

Higher research degrees, such as the PhD, MPhil and MD, have existed within universities for 80 years or more, although the differences between the MD and PhD remain confused. A higher research degree training provides individuals with greater research knowledge and skills, and benefits the specialty. Concern exists about the levels of supervision sometimes provided, failure to complete degrees, and the variable levels of research knowledge and skills attained. We propose that higher research degrees in palliative care have four functions: extending personal scholarship, generating knowledge, training for the individual and contributing to the growth of the specialty. Such an approach may include: a formalised first year with taught components such as in research MSc programmes, formal supervision and progress assessment. In palliative care, clinical and academic approaches need greater integration. Multiprofessional learning is essential. To allow individuals to undertake higher research degree programmes, fellowships or specific funding are needed.

MD1003 (high-dose biotin) for the treatment of progressive multiple sclerosis: A randomised, double-blind, placebo-controlled study.

Science.gov (United States)

Tourbah, Ayman; Lebrun-Frenay, Christine; Edan, Gilles; Clanet, Michel; Papeix, Caroline; Vukusic, Sandra; De Sèze, Jerome; Debouverie, Marc; Gout, Olivier; Clavelou, Pierre; Defer, Gilles; Laplaud, David-Axel; Moreau, Thibault; Labauge, Pierre; Brochet, Bruno; Sedel, Frédéric; Pelletier, Jean

2016-11-01

Treatment with MD1003 (high-dose biotin) showed promising results in progressive multiple sclerosis (MS) in a pilot open-label study. To confirm the efficacy and safety of MD1003 in progressive MS in a double-blind, placebo-controlled study. Patients (n = 154) with a baseline Expanded Disability Status Scale (EDSS) score of 4.5-7 and evidence of disease worsening within the previous 2 years were randomised to 12-month MD1003 (100 mg biotin) or placebo thrice daily, followed by 12-month MD1003 for all patients. The primary endpoint was the proportion of patients with disability reversal at month 9, confirmed at month 12, defined as an EDSS decrease of ⩾1 point (⩾0.5 for EDSS 6-7) or a ⩾20% decrease in timed 25-foot walk time compared with the best baseline among screening or randomisation visits. A total of 13 (12.6%) MD1003-treated patients achieved the primary endpoint versus none of the placebo-treated patients (p = 0.005). MD1003 treatment also reduced EDSS progression and improved clinical impression of change compared with placebo. Efficacy was maintained over follow-up, and the safety profile of MD1003 was similar to that of placebo. MD1003 achieves sustained reversal of MS-related disability in a subset of patients with progressive MS and is well tolerated. © The Author(s), 2016.

Original article Key factors for successful solving of mathematical word problems in fifth-grade learners

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Marija Kavkler

2014-05-01

Full Text Available BACKGROUND Difficulties in solving mathematical word problems (MWP are one of the most common reasons for weak mathematics performance, and poor mathematical literacy has important implications for an individual’s further education, employment opportunities, mental health and quality of life in today’s modern technological society. The purpose of the study was to examine whether Slovenian good and poor MWP solvers differ in arithmetic knowledge and skills, non-verbal reasoning, pupils’ self-evaluations of MWP abilities, teachers’ assessment of their mathematical knowledge and what strategies fifth- grade learners use in solving MWP. PARTICIPANTS AND PROCEDURE The larger sample included 233 pupils from 14 fifth-grade classes (mean age 10 years 3 months and 14 teachers. On the basis of the teachers’ opinions and the results of MWP solving two sub-samples of 24 students were formed, good and poor MWP solvers. Several tests were used to determine MWP solving ability, automation of arithmetic facts and procedures as well as Raven’s SPM. Questionnaires for pupils were used to assess pupils’ estimations of MWP tasks’ difficulty, their own ability to solve them and the strategies used. To assess pupils’ knowledge a questionnaire for teachers was used. RESULTS Slovenian 5 th graders in the larger sample generally used very few empirically proven effective cognitive and metacognitive strategies to solve MWP. Pupils with lower achievement in solving MWP, compared to pupils with higher achievement demonstrated significantly less automated arithmetic facts and procedures of the algorithm, less flexible use of arithmetic skills, as well as qualitatively different MWP solving, which is also related to their lower non-verbal reasoning. Teachers’ assessments and pupils’ self-assessments matched the achieved test results. CONCLUSIONS The results exposed important key factors for successful solving of mathematical word problems with

A componential view of children's difficulties in learning fractions

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Gabriel, Florence; Coché, Frédéric; Szucs, Dénes; Carette, Vincent; Rey, Bernard; Content, Alain

2013-01-01

Fractions are well known to be difficult to learn. Various hypotheses have been proposed in order to explain those difficulties: fractions can denote different concepts; their understanding requires a conceptual reorganization with regard to natural numbers; and using fractions involves the articulation of conceptual knowledge with complex manipulation of procedures. In order to encompass the major aspects of knowledge about fractions, we propose to distinguish between conceptual and procedural knowledge. We designed a test aimed at assessing the main components of fraction knowledge. The test was carried out by fourth-, fifth- and sixth-graders from the French Community of Belgium. The results showed large differences between categories. Pupils seemed to master the part-whole concept, whereas numbers and operations posed problems. Moreover, pupils seemed to apply procedures they do not fully understand. Our results offer further directions to explain why fractions are amongst the most difficult mathematical topics in primary education. This study offers a number of recommendations on how to teach fractions. PMID:24133471

A componential view of children's difficulties in learning fractions.

Science.gov (United States)

Gabriel, Florence; Coché, Frédéric; Szucs, Dénes; Carette, Vincent; Rey, Bernard; Content, Alain

2013-01-01

Fractions are well known to be difficult to learn. Various hypotheses have been proposed in order to explain those difficulties: fractions can denote different concepts; their understanding requires a conceptual reorganization with regard to natural numbers; and using fractions involves the articulation of conceptual knowledge with complex manipulation of procedures. In order to encompass the major aspects of knowledge about fractions, we propose to distinguish between conceptual and procedural knowledge. We designed a test aimed at assessing the main components of fraction knowledge. The test was carried out by fourth-, fifth- and sixth-graders from the French Community of Belgium. The results showed large differences between categories. Pupils seemed to master the part-whole concept, whereas numbers and operations posed problems. Moreover, pupils seemed to apply procedures they do not fully understand. Our results offer further directions to explain why fractions are amongst the most difficult mathematical topics in primary education. This study offers a number of recommendations on how to teach fractions.

On the role of visual experience in mathematical development: Evidence from blind mathematicians.

Science.gov (United States)

Amalric, Marie; Denghien, Isabelle; Dehaene, Stanislas

2018-04-01

Advanced mathematical reasoning, regardless of domain or difficulty, activates a reproducible set of bilateral brain areas including intraparietal, inferior temporal and dorsal prefrontal cortex. The respective roles of genetics, experience and education in the development of this math-responsive network, however, remain unresolved. Here, we investigate the role of visual experience by studying the exceptional case of three professional mathematicians who were blind from birth (n=1) or became blind during childhood (n=2). Subjects were scanned with fMRI while they judged the truth value of spoken mathematical and nonmathematical statements. Blind mathematicians activated the classical network of math-related areas during mathematical reflection, similar to that found in a group of sighted professional mathematicians. Thus, brain networks for advanced mathematical reasoning can develop in the absence of visual experience. Additional activations were found in occipital cortex, even in individuals who became blind during childhood, suggesting that either mental imagery or a more radical repurposing of visual cortex may occur in blind mathematicians. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Examining Fourth-Grade Mathematics Writing: Features of Organization, Mathematics Vocabulary, and Mathematical Representations

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Hebert, Michael A.; Powell, Sarah R.

2016-01-01

Increasingly, students are expected to write about mathematics. Mathematics writing may be informal (e.g., journals, exit slips) or formal (e.g., writing prompts on high-stakes mathematics assessments). In order to develop an effective mathematics-writing intervention, research needs to be conducted on how students organize mathematics writing and…

The mycorrhiza-dependent defensin MtDefMd1 of Medicago truncatula acts during the late restructuring stages of arbuscule-containing cells.

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Marian Uhe

Full Text Available Different symbiotic and pathogenic plant-microbe interactions involve the production of cysteine-rich antimicrobial defensins. In Medicago truncatula, the expression of four MtDefMd genes, encoding arbuscular mycorrhiza-dependent defensins containing an N-terminal signal peptide and exhibiting some differences to non-symbiotic defensins, raised over the time of fungal colonization. Whereas the MtDefMd1 and MtDefMd2 promoters were inactive in cells containing young arbuscules, cells with fully developed arbuscules displayed different levels of promoter activities, indicating an up-regulation towards later stages of arbuscule formation. MtDefMd1 and MtDefMd2 expression was absent or strongly down-regulated in mycorrhized ram1-1 and pt4-2 mutants, known for defects in arbuscule branching or premature arbuscule degeneration, respectively. A ~97% knock-down of MtDefMd1/MtDefMd2 expression did not significantly affect arbuscule size. Although overexpression of MtDefMd1 in arbuscule-containing cells led to an up-regulation of MtRam1, encoding a key transcriptional regulator of arbuscule formation, no morphological changes were evident. Co-localization of an MtDefMd1-mGFP6 fusion with additional, subcellular markers revealed that this defensin is associated with arbuscules in later stages of their life-cycle. MtDefMd1-mGFP6 was detected in cells with older arbuscules about to collapse, and ultimately in vacuolar compartments. Comparisons with mycorrhized roots expressing a tonoplast marker indicated that MtDefMd1 acts during late restructuring processes of arbuscule-containing cells, upon their transition into a post-symbiotic state.

MD 349: Impedance Localization with AC-dipole

CERN Document Server

Biancacci, Nicolo; Metral, Elias; Salvant, Benoit; Papotti, Giulia; Persson, Tobias Hakan Bjorn; Tomas Garcia, Rogelio; CERN. Geneva. ATS Department

2016-01-01

The purpose of this MD is to measure the distribution of the transverse impedance of the LHC by observing the phase advance variation with intensity between the machine BPMs. Four injected bunches with different intensities are excited with an AC dipole and the turn by turn data is acquired from the BPM system. Through post-processing analysis the phase variation along the machine is depicted and, from this information, first conclusions of the impedance distribution can be drawn.

MD and FFM Electron Broadening for Warm and Dense Hydrogen Plasmas

International Nuclear Information System (INIS)

Ferri, S.; Calisti, A.; Mosse, C.; Talin, B.; Gonzalez, M. A.; Gigosos, M. A.

2006-01-01

Direct integration of the semi-classical evolution equation based on Molecular Dynamics simulations (MD) and the Frequency Fluctuation Model (FFM) have long been used to synthesize spectra accounting for ion dynamics. Cross comparisons of these approaches generally show results in good agreement. Recently, interest in low temperature (Te ∼ 1eV) and high density (Ne ∼ 1018 cm-3) hydrogen plasma spectroscopy has motivated extended applications of FFM. Arising discrepancies were found to originate in electron collision operators suggesting an improper use of impact approximations for warm and dense plasma conditions. In order to clarify this point, new useful cross comparisons between MD and FFM have been carried out for electron broadening

Adolescent Bullying and Sleep Difficulties

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Simon C. Hunter

2014-11-01

Full Text Available This study evaluated whether adolescents who report having been bullied, being bullies, or report both being a bully and being bullied experience more sleep difficulties than children uninvolved in bullying. The study drew upon cognitive theories of insomnia, investigating whether the extent to which young people report worrying about bullying can moderate associations between victimization and sleep difficulties. Participants were 5420 adolescents who completed a self-report questionnaire. Pure Victims (OR = 1.72, 95% CI [1.07, 2.75], Pure Bullies (OR = 1.80, 95% CI [1.16, 2.81], and Bully-Victims (OR = 2.90, 95% CI [1.17, 4.92] were all more likely to experience sleep difficulties when compared to uninvolved young people. The extent to which young people reported worrying about being bullied did not moderate the links between victimization and sleep difficulties. In this way, bullying is clearly related to sleep difficulties among adolescents but the conceptual reach of the cognitive model of insomnia in this domain is questioned.

动态测验对“数学学习困难”儿童的进一步甄别%The Contribution of Dynamic Assessment to Screening Children with Mathematics Learning Disabilities

Institute of Scientific and Technical Information of China (English)

张丽锦; 张臻峰

2014-01-01

The commonly used grade-level discrepancy assessment, which relies on achievement test scores to identify children with mathematics learning disabilities (MLD or MD), can be biased and its effectiveness varies across children’s cognitive levels, educational backgrounds of families, school contexts, and children’s learning styles. As a consequence, the identification of children with MD often lacks accuracy. With an integration of interventions and interactive evaluation, dynamic assessment is developed to identify children’s potential for learning which is less influenced by their family and school backgrounds mentioned above. Unlike traditional achievement tests, dynamic assessment applies new criterion on MD that focus on children’s potential for learning mathematics and can reduce above-mentioned unfavorable effect to some extent. The current study attempted to demonstrate that the addition of dynamic assessment to traditional achievement tests can help identify MD children and the subgroups of MD children with increased accuracy and objectivity. Dynamic assessment has a unique effect on rapid and accurate identifying children with mathematics learning disabilities. Following the standard orientation model proposed by Proctor and Prevatt (2003), the treatment group included 30 fourth-grade children with mathematics learning disabilities, while the control group consisted of 30 children who were matched on Raven intelligence test scores. Four subtests (Rhyming Words, Auditory Digit Sequence, Visual Matrix and Mapping and Directions) of the “Swanson Cognitive Processing Test (S-CPT)”were administrated to assess children’s working memory. The assessment included initial score, gain score, maintain score, difference score, stable score, guide score and strategy score, collected in four phases: pretest, intervention, posttest, and delayed posttest. The differences in work memory task scores before and after the dynamic interventions, were used to

The Origin of Mathematics and Number Sense in the Cerebellum: with Implications for Finger Counting and Dyscalculia.

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Vandervert, Larry

2017-01-01

Mathematicians and scientists have struggled to adequately describe the ultimate foundations of mathematics. Nobel laureates Albert Einstein and Eugene Wigner were perplexed by this issue, with Wigner concluding that the workability of mathematics in the real world is a mystery we cannot explain. In response to this classic enigma, the major purpose of this article is to provide a theoretical model of the ultimate origin of mathematics and "number sense" (as defined by S. Dehaene) that is proposed to involve the learning of inverse dynamics models through the collaboration of the cerebellum and the cerebral cortex (but prominently cerebellum-driven). This model is based upon (1) the modern definition of mathematics as the "science of patterns," (2) cerebellar sequence (pattern) detection, and (3) findings that the manipulation of numbers is automated in the cerebellum. This cerebro-cerebellar approach does not necessarily conflict with mathematics or number sense models that focus on brain functions associated with especially the intraparietal sulcus region of the cerebral cortex. A direct corollary purpose of this article is to offer a cerebellar inner speech explanation for difficulty in developing "number sense" in developmental dyscalculia. It is argued that during infancy the cerebellum learns (1) a first tier of internal models for a primitive physics that constitutes the foundations of visual-spatial working memory, and (2) a second (and more abstract) tier of internal models based on (1) that learns "number" and relationships among dimensions across the primitive physics of the first tier. Within this context it is further argued that difficulty in the early development of the second tier of abstraction (and "number sense") is based on the more demanding attentional requirements imposed on cerebellar inner speech executive control during the learning of cerebellar inverse dynamics models. Finally, it is argued that finger counting improves (does not

Undergraduate mathematics competitions (1995–2016) Taras Shevchenko National University of Kyiv

CERN Document Server

Brayman, Volodymyr

2017-01-01

Versatile and comprehensive in content, this book of problems will appeal to students in nearly all areas of mathematics. The text offers original and advanced problems proposed from 1995 to 2016 at the Mathematics Olympiads. Essential for undergraduate students, PhD students, and instructors, the problems in this book vary in difficulty and cover most of the obligatory courses given at the undergraduate level, including calculus, algebra, geometry, discrete mathematics, measure theory, complex analysis, differential equations, and probability theory. Detailed solutions to all of the problems from Part I are supplied in Part II, giving students the ability to check their solutions and observe new and unexpected ideas. Most of the problems in this book are not technical and allow for a short and elegant solution. The problems given are unique and non-standard; solving the problems requires a creative approach as well as a deep understanding of the material. Nearly all of the problems are originally authored by...

Difficulties faced by eighth grade students in the learning of linear equation problems at a high school in Heredia

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Gilberto Chavarría Arroyo

2014-06-01

Full Text Available The current article presents the results of a study that aimed to analyze the difficulties faced by eighth grade students when learning to solve algebraic problems based on linear equations with one unknown variable. The participants were learners with low average performance in mathematics at a high school in Heredia. The research followed a naturalistic paradigm and the case study method with a qualitative approach. Different techniques like class observations, questionnaires to students, non-structured interviews to teachers and interviews to the learners were applied. The research helped to identify the main causes of difficulty when learning to solve algebraic problems. Some of the causes that were identified are affective aspects, lack of previous knowledge, poor relational understanding, fatigue, diversion, reading deficiencies and misunderstanding of terminology.

Variations of Reasoning in Equal Sharing of Children Who Experience Low Achievement in Mathematics: Competence in Context

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Jessica Hunt

2017-03-01

Full Text Available For children with persistent mathematics difficulties, research and practice espouses that an altered kind of mathematics instruction is necessary due to sustained performance differences. Yet, a critical issue in mathematics education rests in the question of why research locates the problem within these children. In this paper, we challenge a longstanding assumption about the type of mathematics children with low achievement in mathematics “need” along with how these children are positioned in terms of mathematical thinking and reasoning. Our aim in this work is to identify ways of reasoning evident in the partitioning activity of 43 fifth-grade children as they solved equal sharing situations independent of instruction over ten sessions. Results reveal three themes of reasoning that show a resemblance between these children’s reasoning and existing frameworks of reasoning in equal sharing problems found in prior research among children who did not show low achievement in mathematics. We discuss the results in terms of the problem of a continued conceptualization of low achieving students’ need for specific kinds of teaching and learning experiences and/or detached instructional experiences in school. We advocate for an increase in research that examines how teachers can support participation of these children in mathematics classrooms such that children might develop powerful mathematics conceptions.

Teaching Mathematical Modeling in Mathematics Education

Science.gov (United States)

Saxena, Ritu; Shrivastava, Keerty; Bhardwaj, Ramakant

2016-01-01

Mathematics is not only a subject but it is also a language consisting of many different symbols and relations. Taught as a compulsory subject up the 10th class, students are then able to choose whether or not to study mathematics as a main subject. The present paper discusses mathematical modeling in mathematics education. The article provides…

Success in Mathematics within a Challenged Minority: The Case of Students of Ethiopian Origin in Israel (SEO)

Science.gov (United States)

Mulat, Tiruwork; Arcavi, Abraham

2009-01-01

Many studies have reported on the economical, social, and educational difficulties encountered by Ethiopian Jews since their immigration to Israel. Furthermore, the overall academic underachievement and poor representation of students of Ethiopian origin (SEO) in the advanced mathematics and science classes were highlighted and described. Yet,…

Enhanced Assessment Technology and Neurocognitive Aspects of Specific Learning Disorder with Impairment in Mathematics.

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Marios A. Pappas

2018-02-01

Full Text Available Specific Learning Disorder with impairment in Mathematics (Developmental Dyscalculia is a complex learning disorder which affects arithmetic skills, symbolic magnitude processing, alertness, flexibility in problem solving and maintained attention. Neuro-cognitive studies revealed that such difficulties in children with DD could be related to poor Working Memory and attention deficits. Furthermore, neuroimaging studies indicate that brain structure differences in children with DD compared to typically developing children could affect mathematical performance. In this study we present the cognitive profile of Dyscalculia, as well as the neuropsychological aspects of the deficit, with special reference to the utilization of enhanced assessment technology such as computerized neuropsychological tools and neuroimaging techniques.

Going beyond clustering in MD trajectory analysis: an application to villin headpiece folding.

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Aruna Rajan

2010-04-01

Full Text Available Recent advances in computing technology have enabled microsecond long all-atom molecular dynamics (MD simulations of biological systems. Methods that can distill the salient features of such large trajectories are now urgently needed. Conventional clustering methods used to analyze MD trajectories suffer from various setbacks, namely (i they are not data driven, (ii they are unstable to noise and changes in cut-off parameters such as cluster radius and cluster number, and (iii they do not reduce the dimensionality of the trajectories, and hence are unsuitable for finding collective coordinates. We advocate the application of principal component analysis (PCA and a non-metric multidimensional scaling (nMDS method to reduce MD trajectories and overcome the drawbacks of clustering. To illustrate the superiority of nMDS over other methods in reducing data and reproducing salient features, we analyze three complete villin headpiece folding trajectories. Our analysis suggests that the folding process of the villin headpiece is structurally heterogeneous.

Mathematical Modeling and Pure Mathematics

Science.gov (United States)

Usiskin, Zalman

2015-01-01

Common situations, like planning air travel, can become grist for mathematical modeling and can promote the mathematical ideas of variables, formulas, algebraic expressions, functions, and statistics. The purpose of this article is to illustrate how the mathematical modeling that is present in everyday situations can be naturally embedded in…

[Professor Frantisek Por MD and Professor Robert Klopstock MD, students at Budapest and Prague Faculties of Medicine].

Science.gov (United States)

Mydlík, M; Derzsiová, K

2010-11-01

Professor Frantisek Por MD and Professor Robert Klopstock MD were contemporaries, both born in 1899, one in Zvolen, the other in Dombovar, at the time of Austro-Hungarian Monarchy. Prof. Por attended the Faculty of Medicine in Budapest from 1918 to 1920, and Prof. Klopstock studied at the same place between 1917 and 1919. From 1920 until graduation on 6th February 1926, Prof. Por continued his studies at the German Faculty of Medicine, Charles University in Prague. Prof. Klopstock had to interrupt his studies in Budapest due to pulmonary tuberculosis; he received treatment at Tatranske Matliare where he befriended Franz Kafka. Later, upon Kafka's encouragement, he changed institutions and continued his studies at the German Faculty of Medicine, Charles University in Prague, where he graduated the first great go. It is very likely that, during their studies in Budapest and Prague, both professors met repeatedly, even though their life paths later separated. Following his graduation, Prof. Por practiced as an internist in Prague, later in Slovakia, and from 1945 in Kosice. In 1961, he was awarded the title of university professor of internal medicine at the Faculty of Medicine, Pavol Jozef Safarik University in Kosice, where he practiced until his death in 1980. Prof. Klopstock continued his studies in Kiel and Berlin. After his graduation in 1933, he practiced in Berlin as a surgeon and in 1938 left for USA. In 1962, he was awarded the title of university professor of pulmonary surgery in NewYork, where he died in 1972.

Applicability of effective fragment potential version 2 - Molecular dynamics (EFP2-MD) simulations for predicting excess properties of mixed solvents

Science.gov (United States)

Kuroki, Nahoko; Mori, Hirotoshi

2018-02-01

Effective fragment potential version 2 - molecular dynamics (EFP2-MD) simulations, where the EFP2 is a polarizable force field based on ab initio electronic structure calculations were applied to water-methanol binary mixture. Comparing EFP2s defined with (aug-)cc-pVXZ (X = D,T) basis sets, it was found that large sets are necessary to generate sufficiently accurate EFP2 for predicting mixture properties. It was shown that EFP2-MD could predict the excess molar volume. Since the computational cost of EFP2-MD are far less than ab initio MD, the results presented herein demonstrate that EFP2-MD is promising for predicting physicochemical properties of novel mixed solvents.

The knock-down of the expression of MdMLO19 reduces susceptibility to powdery mildew (Podosphaera leucotricha) in apple (Malus domestica).

Science.gov (United States)

Pessina, Stefano; Angeli, Dario; Martens, Stefan; Visser, Richard G F; Bai, Yuling; Salamini, Francesco; Velasco, Riccardo; Schouten, Henk J; Malnoy, Mickael

2016-10-01

Varieties resistant to powdery mildew (PM; caused by Podosphaera leucotricha) are a major component of sustainable apple production. Resistance can be achieved by knocking-out susceptibility S-genes to be singled out among members of the MLO (Mildew Locus O) gene family. Candidates are MLO S-genes of phylogenetic clade V up-regulated upon PM inoculation, such as MdMLO11 and 19 (clade V) and MdMLO18 (clade VII). We report the knock-down through RNA interference of MdMLO11 and 19, as well as the complementation of resistance with MdMLO18 in the Arabidopsis thaliana triple mlo mutant Atmlo2/6/12. The knock-down of MdMLO19 reduced PM disease severity by 75%, whereas the knock-down of MdMLO11, alone or in combination with MdMLO19, did not result in any reduction or additional reduction of susceptibility compared with MdMLO19 alone. The test in A. thaliana excluded a role for MdMLO18 in PM susceptibility. Cell wall appositions (papillae) were present in both PM-resistant and PM-susceptible plants, but were larger in resistant lines. No obvious negative phenotype was observed in plants with mlo genes knocked down. Apparently, MdMLO19 plays the pivotal role in apple PM susceptibility and its knock-down induces a very significant level of resistance. © 2016 The Authors. Plant Biotechnology Journal published by Society for Experimental Biology and The Association of Applied Biologists and John Wiley & Sons Ltd.

Measuring Difficulty in English-Chinese Translation: Towards a General Model of Translation Difficulty

Science.gov (United States)

Sun, Sanjun

2012-01-01

Accurate assessment of a text's level of translation difficulty is critical for translator training and accreditation, translation research, and the language industry as well. Traditionally, people rely on their general impression to gauge a text's translation difficulty level. If the evaluation process is to be more effective and the…

Practical mathematical optimization basic optimization theory and gradient-based algorithms

CERN Document Server

Snyman, Jan A

2018-01-01

This textbook presents a wide range of tools for a course in mathematical optimization for upper undergraduate and graduate students in mathematics, engineering, computer science, and other applied sciences. Basic optimization principles are presented with emphasis on gradient-based numerical optimization strategies and algorithms for solving both smooth and noisy discontinuous optimization problems. Attention is also paid to the difficulties of expense of function evaluations and the existence of multiple minima that often unnecessarily inhibit the use of gradient-based methods. This second edition addresses further advancements of gradient-only optimization strategies to handle discontinuities in objective functions. New chapters discuss the construction of surrogate models as well as new gradient-only solution strategies and numerical optimization using Python. A special Python module is electronically available (via springerlink) that makes the new algorithms featured in the text easily accessible and dir...

Energy taxation difficulties

International Nuclear Information System (INIS)

Landsberg, H.H.

1993-01-01

This paper assesses what may be the underlying reasons for the Clinton administration's recent failure to pass the Btu Tax on energy sources and the current difficulties that this Administration is experiencing in acquiring nation wide consensus on a gasoline tax proposal. Two difficulties stand out - regional differences in climate and thus winter heating requirements, and the differences from state to state in transportation system preferences. The paper cites the positive aspects of energy taxation by noting the petroleum industry's efforts to develop a new less polluting reformulated gasoline

Linking Preservice Teachers' Mathematics Self-Efficacy and Mathematics Teaching Efficacy to Their Mathematical Performance

Science.gov (United States)

Bates, Alan B.; Latham, Nancy; Kim, Jin-ah

2011-01-01

This study examined preservice teachers' mathematics self-efficacy and mathematics teaching efficacy and compared them to their mathematical performance. Participants included 89 early childhood preservice teachers at a Midwestern university. Instruments included the Mathematics Self-Efficacy Scale (MSES), Mathematics Teaching Efficacy Beliefs…

The draft genome of MD-2 pineapple using hybrid error correction of long reads

Science.gov (United States)

Redwan, Raimi M.; Saidin, Akzam; Kumar, S. Vijay

2016-01-01

The introduction of the elite pineapple variety, MD-2, has caused a significant market shift in the pineapple industry. Better productivity, overall increased in fruit quality and taste, resilience to chilled storage and resistance to internal browning are among the key advantages of the MD-2 as compared with its previous predecessor, the Smooth Cayenne. Here, we present the genome sequence of the MD-2 pineapple (Ananas comosus (L.) Merr.) by using the hybrid sequencing technology from two highly reputable platforms, i.e. the PacBio long sequencing reads and the accurate Illumina short reads. Our draft genome achieved 99.6% genome coverage with 27,017 predicted protein-coding genes while 45.21% of the genome was identified as repetitive elements. Furthermore, differential expression of ripening RNASeq library of pineapple fruits revealed ethylene-related transcripts, believed to be involved in regulating the process of non-climacteric pineapple fruit ripening. The MD-2 pineapple draft genome serves as an example of how a complex heterozygous genome is amenable to whole genome sequencing by using a hybrid technology that is both economical and accurate. The genome will make genomic applications more feasible as a medium to understand complex biological processes specific to pineapple. PMID:27374615

Contrasts in Mathematical Challenges in A-Level Mathematics and Further Mathematics, and Undergraduate Mathematics Examinations

Science.gov (United States)

Darlington, Ellie

2014-01-01

This article describes part of a study which investigated the role of questions in students' approaches to learning mathematics at the secondary-tertiary interface, focussing on the enculturation of students at the University of Oxford. Use of the Mathematical Assessment Task Hierarchy taxonomy revealed A-level Mathematics and Further Mathematics…

Dyscalculia ≠ maths difficulties. An analysis of conflicting positions at a time that calls for inclusive practices

DEFF Research Database (Denmark)

Schmidt, Maria Christina Secher

2016-01-01

Using Bourdieu’s notion of field, the Scandinavian field of maths pedagogy occurs at a time characterised by increasing inclusion efforts in primary school. Various stakeholders in maths pedagogy are arguing about what should be done about pupils who perform poorly in mathematics and what causes...... their difficulties. Four analytical positions are presented here: the diagnostic, the structural, the interventionist and the complementary. The literature examined includes academic articles on math pedagogy and scholarly journals for maths teachers from the period 1995–2014. A total of 103 articles were analysed...

Mathematical models and illustrative results for the RINGBEARER II monopole/dipole beam-propagation code

International Nuclear Information System (INIS)

Chambers, F.W.; Masamitsu, J.A.; Lee, E.P.

1982-01-01

RINGBEARER II is a linearized monopole/dipole particle simulation code for studying intense relativistic electron beam propagation in gas. In this report the mathematical models utilized for beam particle dynamics and pinch field computation are delineated. Difficulties encountered in code operations and some remedies are discussed. Sample output is presented detailing the diagnostics and the methods of display and analysis utilized

MD1831: Single Bunch Instabilities with Q" and Non-Linear Corrections

CERN Document Server

Carver, Lee Robert; De Maria, Riccardo; Li, Kevin Shing Bruce; Amorim, David; Biancacci, Nicolo; Buffat, Xavier; Maclean, Ewen Hamish; Metral, Elias; Lasocha, Kacper; Lefevre, Thibaut; Levens, Tom; Salvant, Benoit; CERN. Geneva. ATS Department

2017-01-01

During MD1751, it was observed that both a full single beam and 964 non-colliding bunches in Beam 1 (B1) and Beam 2 (B2) were both stable at the End of Squeeze (EOS) for 0A in the Landau Octupoles. At ß* = 40cm there is also a significant Q" arising from the lattice, as well as uncorrected non-linearities in the Insertion Regions (IRs). Each of these effects could be capable of fully stabilising the beam. This MD made first use of a Q" knob through variation of the Main Sextupoles (MS) by stabilising a single bunch at Flat Top, before showing at EOS that the non-linearities were the main contributors to the beam stability.

MD-CTS: An integrated terminology reference of clinical and translational medicine

Directory of Open Access Journals (Sweden)

Will Ray

2016-01-01

Full Text Available New vocabularies are rapidly evolving in the literature relative to the practice of clinical medicine and translational research. To provide integrated access to new terms, we developed a mobile and desktop online reference—Marshfield Dictionary of Clinical and Translational Science (MD-CTS. It is the first public resource that comprehensively integrates Wiktionary (word definition, BioPortal (ontology, Wiki (image reference, and Medline abstract (word usage information. MD-CTS is accessible at http://spellchecker.mfldclin.edu/. The website provides a broadened capacity for the wider clinical and translational science community to keep pace with newly emerging scientific vocabulary. An initial evaluation using 63 randomly selected biomedical words suggests that online references generally provided better coverage (73%-95% than paper-based dictionaries (57–71%.

Measurement of functional task difficulty during motor learning: What level of difficulty corresponds to the optimal challenge point?

Science.gov (United States)

Akizuki, Kazunori; Ohashi, Yukari

2015-10-01

The relationship between task difficulty and learning benefit was examined, as was the measurability of task difficulty. Participants were required to learn a postural control task on an unstable surface at one of four different task difficulty levels. Results from the retention test showed an inverted-U relationship between task difficulty during acquisition and motor learning. The second-highest level of task difficulty was the most effective for motor learning, while learning was delayed at the most and least difficult levels. Additionally, the results indicate that salivary α-amylase and the performance dimension of the National Aeronautics and Space Administration-Task Load Index (NASA-TLX) are useful indices of task difficulty. Our findings suggested that instructors may be able to adjust task difficulty based on salivary α-amylase and the performance dimension of the NASA-TLX to enhance learning. Copyright © 2015 Elsevier B.V. All rights reserved.

Using Mathematics Literature with Prospective Secondary Mathematics Teachers

Science.gov (United States)

Jett, Christopher C.

2014-01-01

Literature in mathematics has been found to foster positive improvements in mathematics learning. This manuscript reports on a mathematics teacher educator's use of literature via literature circles with 11 prospective secondary mathematics teachers in a mathematics content course. Using survey and reflection data, the author found that…

MD1878: Operation with primary collimators at tighter settings

CERN Document Server

AUTHOR|(CDS)2078850; Amorim, David; Biancacci, Nicolo; Bruce, Roderik; Buffat, Xavier; Carver, Lee Robert; Fiascaris, Maria; Mereghetti, Alessio; Redaelli, Stefano; Rossi, Roberto; Salvachua Ferrando, Belen Maria; Soderen, Martin; Trad, Georges; CERN. Geneva. ATS Department

2017-01-01

Primary (TCP) collimators of the betatron cleaning insertion determine the betatron cut of the LHC beam. During the 2016 they were set at 5.5 nominal beam sigmas at 6.5 TeV (i.e. by using a normalized emittance ε* = 3:5 μm is used). Reducing their settings is a possible way to push the ß* at the LHC, which depends on the collimation hierarchy. This study aims at understanding possible limitations of operating the LHC with tighter settings of the primary collimators. This is a crucial input to the choice of operational configuration in terms of ß* at the LHC as well as at the HL-LHC. This study follows a successful MD done in block 3 to understand limitations from TCP impedance [1]. The outcome of this MD can also have an impact for the design of the FCC collimation system, which is currently based on the present TCP gaps. Studies of beam stability as a function of octupole current, transverse feedback gain (ADT) and transverse separation at the IPs were also carried out.

Doing Mathematics with Purpose: Mathematical Text Types

Science.gov (United States)

Dostal, Hannah M.; Robinson, Richard

2018-01-01

Mathematical literacy includes learning to read and write different types of mathematical texts as part of purposeful mathematical meaning making. Thus in this article, we describe how learning to read and write mathematical texts (proof text, algorithmic text, algebraic/symbolic text, and visual text) supports the development of students'…

Annual Perspectives in Mathematics Education 2016: Mathematical Modeling and Modeling Mathematics

Science.gov (United States)

Hirsch, Christian R., Ed.; McDuffie, Amy Roth, Ed.

2016-01-01

Mathematical modeling plays an increasingly important role both in real-life applications--in engineering, business, the social sciences, climate study, advanced design, and more--and within mathematics education itself. This 2016 volume of "Annual Perspectives in Mathematics Education" ("APME") focuses on this key topic from a…

A workshop on leadership for senior MD-PhD students.

Science.gov (United States)

Meador, Catherine B; Parang, Bobak; Musser, Melissa A; Haliyur, Rachana; Owens, David A; Dermody, Terence S

2016-01-01

Leadership skills are essential for a successful career as a physician-scientist, yet many MD-PhD training programs do not offer formal training in leadership. The Vanderbilt Medical Scientist Training Program (MSTP) previously established a 2-day leadership workshop that has been held biennially since 2006 for students in the first and second years of the graduate school portion of combined MD and PhD training (G1/G2 students). Workshop attendees have consistently rated this workshop as a highly effective experience. However, opportunities for structured training in leadership competencies during the subsequent 3-5 years of MD-PhD training are limited. Given the success of the G1/G2 leadership workshop and the need for continuity in this model of leadership training, we developed a half-day workshop for MSTP students in the clinical years of medical school (M3/M4 students) to foster continued training in leadership. Our workshop curriculum, based in part on original cases drafted by Vanderbilt MSTP students, provides concrete strategies to manage conflict and navigate leadership transitions in the physician-scientist career path. The curriculum emphasizes both short-term competencies, such as effective participation as a member of a clinical team, and long-term competencies, such as leadership of a research team, division, or department. Our inaugural senior leadership workshop, held in August, 2015, was judged by student participants to be well organized and highly relevant to leadership concepts and skills. It will be offered biennially in our training curriculum for M3 and M4 MSTP students.

Neurally and mathematically motivated architecture for language and thought.

Science.gov (United States)

Perlovsky, L I; Ilin, R

2010-01-01

Neural structures of interaction between thinking and language are unknown. This paper suggests a possible architecture motivated by neural and mathematical considerations. A mathematical requirement of computability imposes significant constraints on possible architectures consistent with brain neural structure and with a wealth of psychological knowledge. How language interacts with cognition. Do we think with words, or is thinking independent from language with words being just labels for decisions? Why is language learned by the age of 5 or 7, but acquisition of knowledge represented by learning to use this language knowledge takes a lifetime? This paper discusses hierarchical aspects of language and thought and argues that high level abstract thinking is impossible without language. We discuss a mathematical technique that can model the joint language-thought architecture, while overcoming previously encountered difficulties of computability. This architecture explains a contradiction between human ability for rational thoughtful decisions and irrationality of human thinking revealed by Tversky and Kahneman; a crucial role in this contradiction might be played by language. The proposed model resolves long-standing issues: how the brain learns correct words-object associations; why animals do not talk and think like people. We propose the role played by language emotionality in its interaction with thought. We relate the mathematical model to Humboldt's "firmness" of languages; and discuss possible influence of language grammar on its emotionality. Psychological and brain imaging experiments related to the proposed model are discussed. Future theoretical and experimental research is outlined.

Assessment of contemporary mathematical methods for magnetic fusion research

International Nuclear Information System (INIS)

Treve, Y.M.

1978-03-01

The mathematical techniques reviewed have been selected on the basis of their relevance to at least four outstanding theoretical problems of magnetic fusion research, namely: (a) ion heating; (b) particle-wave interactions; (c) stability of magnetic surfaces in real tokamaks; and (d) strong plasma turbulence. These problems have a common feature: they all involve chaotic motions in spite of the perfectly deterministic nature of the mathematical models used for their description. In the first section devoted to Hamiltonian systems we briefly review the essentials of the Hamilton-Jacobi theory and discuss the Kolmogorov-Arnold-Moser theorem and its implications. In section 2 we review the difficulties of the problem of turbulence and present the Ruelle-Takens picture. An example of a dynamical system with a strange attractor is constructed and the Hopf bifurcation theory is discussed. Finally we review the properties of the Lorenz model for the convective instability of an atmospheric layer which is known to have a strange attractor for sufficiently high Rayleigh numbers

Active Learning to Improve Fifth Grade Mathematics Achievement in Banten

Directory of Open Access Journals (Sweden)

Andri Suherman

2011-12-01

Full Text Available Teaching for active learning is a pedagogical technique that has been actively promoted in Indonesian education through government reform efforts and international development assistance projects for decades. Recently, elementary schools in Banten province received training in active learning instructional strategies from the USAID-funded project, Decentralized Basic Education 2. Post-training evaluations conducted by lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa suggested that teachers were successfully employing active learning strategies in some subjects, but not mathematics. In order to understand the difficulties teachers were having in teaching for active learning in mathematics, and to assist them in using active learning strategies, a team of lecturers from UNTIRTA designed and carried out an action research project to train teachers in an elementary school in the city of Cilegon to use a technique called Magic Fingers in teaching Grade 5 multiplication. During the course of the project the research team discovered that teachers were having problems transferring knowledge gained from training in one context and subject to other school subjects and contexts. Key Words: Mathematics, Teaching for Active Learning, Indonesia, Banten

Workplace bullying and sleep difficulties

DEFF Research Database (Denmark)

Hansen, Åse Marie; Hogh, Annie; Garde, Anne Helene

2014-01-01

PURPOSE: The aims of the present study were to investigate whether being subjected to bullying and witnessing bullying at the workplace was associated with concurrent sleep difficulties, whether frequently bullied/witnesses have more sleep difficulties than occasionally bullied....../witnesses, and whether there were associations between being subjected to bullying or witnessing bullying at the workplace and subsequent sleep difficulties. METHODS: A total of 3,382 respondents (67 % women and 33 % men) completed a baseline questionnaire about their psychosocial work environment and health....... The overall response rate was 46 %. At follow-up 2 years later, 1671 of those responded to a second questionnaire (49 % of the 3,382 respondents at baseline). Sleep difficulties were measured in terms of disturbed sleep, awakening problems, and poor quality of sleep. RESULTS: Bullied persons and witnesses...

Player Modeling for Intelligent Difficulty Adjustment

Science.gov (United States)

Missura, Olana; Gärtner, Thomas

In this paper we aim at automatically adjusting the difficulty of computer games by clustering players into different types and supervised prediction of the type from short traces of gameplay. An important ingredient of video games is to challenge players by providing them with tasks of appropriate and increasing difficulty. How this difficulty should be chosen and increase over time strongly depends on the ability, experience, perception and learning curve of each individual player. It is a subjective parameter that is very difficult to set. Wrong choices can easily lead to players stopping to play the game as they get bored (if underburdened) or frustrated (if overburdened). An ideal game should be able to adjust its difficulty dynamically governed by the player’s performance. Modern video games utilise a game-testing process to investigate among other factors the perceived difficulty for a multitude of players. In this paper, we investigate how machine learning techniques can be used for automatic difficulty adjustment. Our experiments confirm the potential of machine learning in this application.

Combination of advanced encryption standard 256 bits with md5 to secure documents on android smartphone

Science.gov (United States)

Pasaribu, Hendra; Sitanggang, Delima; Rizki Damanik, Rudolfo; Rudianto Sitompul, Alex Chandra

2018-04-01

File transfer by using a smartphone has some security issues like data theft by irresponsible parties. To improve the quality of data security systems on smartphones, in this research the integration of AES 256 bit algorithm by using MD5 hashing is proposed. The use of MD5 aims to increase the key strength of the encryption and decryption process of document files. The test results show that the proposed method can increase the key strength of the encryption and decryption process in the document file. Encryption and decryption time by using AES and MD5 combination is faster than using AES only on *.txt file type and reverse results for *.docx, *.xlsx, *.pptx and *.pdf file files.

An Efficient Hybrid DSMC/MD Algorithm for Accurate Modeling of Micro Gas Flows

KAUST Repository

Liang, Tengfei

2013-01-01

Aiming at simulating micro gas flows with accurate boundary conditions, an efficient hybrid algorithmis developed by combining themolecular dynamics (MD) method with the direct simulationMonte Carlo (DSMC)method. The efficiency comes from the fact that theMD method is applied only within the gas-wall interaction layer, characterized by the cut-off distance of the gas-solid interaction potential, to resolve accurately the gas-wall interaction process, while the DSMC method is employed in the remaining portion of the flow field to efficiently simulate rarefied gas transport outside the gas-wall interaction layer. A unique feature about the present scheme is that the coupling between the two methods is realized by matching the molecular velocity distribution function at the DSMC/MD interface, hence there is no need for one-toone mapping between a MD gas molecule and a DSMC simulation particle. Further improvement in efficiency is achieved by taking advantage of gas rarefaction inside the gas-wall interaction layer and by employing the "smart-wall model" proposed by Barisik et al. The developed hybrid algorithm is validated on two classical benchmarks namely 1-D Fourier thermal problem and Couette shear flow problem. Both the accuracy and efficiency of the hybrid algorithm are discussed. As an application, the hybrid algorithm is employed to simulate thermal transpiration coefficient in the free-molecule regime for a system with atomically smooth surface. Result is utilized to validate the coefficients calculated from the pure DSMC simulation with Maxwell and Cercignani-Lampis gas-wall interaction models. ©c 2014 Global-Science Press.

A mathematical medley fifty easy pieces on mathematics

CERN Document Server

Szpiro, George G

2010-01-01

Szpiro's book provides a delightful, well-written, eclectic selection of mathematical tidbits that makes excellent airplane reading for anyone with an interest in mathematics, regardless of their mathematical background. Excellent gift material. -Keith Devlin, Stanford University, author of The Unfinished Game and The Language of Mathematics It is great to have collected in one volume the many varied, insightful and often surprising mathematical stories that George Szpiro has written in his mathematical columns for the newspapers through the years. -Marcus du Sautoy, Oxford University, author

The Convergence of Business and Medicine: A Study of MD/MBA Programs in the United States

Science.gov (United States)

Keogh, Timothy J.; Martin, William Marty

2011-01-01

The purpose of this paper is to identify the convergence of business and medical education and describe the curricula of MD/MBA (Medical Doctor/Master of Business Administration) programs in the US. The focus of this study is to provide a guide to dual MD/MBA programs for physicians, aspiring physicians, policy makers and healthcare organizations.…

The Relationship among Elementary Teachers’ Mathematics Anxiety, Mathematics Instructional Practices, and Student Mathematics Achievement

OpenAIRE

Hadley, Kristin M.; Dorward, Jim

2011-01-01

Many elementary teachers have been found to have high levels of mathematics anxiety but the impact on student achievement was unknown. Elementary teachers (N = 692) completed the modified Mathematics Anxiety Rating Scale-Revised (Hopko, 2003) along with a questionnaire probing anxiety about teaching mathematics and current mathematics instructional practices. Student mathematics achievement data were collected for the classrooms taught by the teachers. A positive relationship was found betwee...

A Componential View of Children’s Difficulties in Learning Fractions

Directory of Open Access Journals (Sweden)

Florence Claude Gabriel

2013-10-01