Activities to Help in Learning about Functions

1997 ◽  
Vol 2 (4) ◽  
pp. 214-219
Author(s):  
Stephen S. Willoughby
Keyword(s):  
First Year ◽  
Function Concept ◽  
Early Introduction

The function concept is perhaps as important as any concept in mathematics. It permeates all of mathematics, from first-year algebra through calculus and beyond, as well as most applications of mathematics. This article describes several activities and games that have been used by me and many other teachers to provide a dynamic and enjoyable early introduction to the function concept.

Epidemiology of Physician-Diagnosed Allergic Rhinitis in Childhood

PEDIATRICS ◽  
1994 ◽  
Vol 94 (6) ◽  
pp. 895-901
Author(s):  
Anne L. Wright ◽  
Catharine J. Holberg ◽  
Marilyn Halonen ◽  
Fernando D. Martinez ◽  
Wayne Morgan ◽  
...  
Keyword(s):  
Risk Factors ◽  
Allergic Rhinitis ◽  
Immunoglobulin E ◽  
Age At Onset ◽  
First Year ◽  
Healthy Children ◽  
Early Introduction ◽  
Maternal Cigarette Smoking ◽  
History Of ◽  
First Year Of Life

Objective. To investigate the natural history of and risk factors for allergic rhinitis in the first 6 years of life. Methods. Parents of 747 healthy children followed from birth completed a questionnaire when the child was 6 years old. Data were obtained regarding physician-diagnosed allergic rhinitis (PDAR), associated symptoms, and age at onset. Risk-factor data were taken from earlier questionnaires, and data regarding immunoglobulin E (IgE) and skin-test reactivity were obtained at age 6. Results. By the age of 6, 42% of children had PDAR. Children whose rhinitis began in the first year of life had more respiratory symptoms at age 6 and were more likely to have a diagnosis of asthma. Early introduction of foods or formula, heavy maternal cigarette smoking in the first year of life, and higher IgE, as well as parental allergic disorders, were associated with early development of rhinitis. Risk factors for PDAR that remained significant in a multivanate model included maternal history of physician-diagnosed allergy (odds ratio: 2.2, 95% confidence interval: 1.35-3.54), asthma in the child (4.06, 2.06-7.99), and IgE greater than 100 IU/mL at age 6 (1.93, 1.18-3.17). The odds for atopic as opposed to nonatopic PDAR were significantly higher only among those with high IgE and those who had dogs. Conclusion. Allergic rhinitis developing in the first years of life is an early manifestation of an atopic predisposition, which may be triggered by early environmental exposures.

The Use of the Function Concept in First Year Algebra

1926 ◽  
Vol 19 (2) ◽  
pp. 86-98
Author(s):  
Eleanor E. Booher
Keyword(s):  
First Year ◽  
Function Concept ◽  
Ample Opportunity ◽  
Study And Teaching ◽  
Teaching Of Mathematics

We have all tried at various times in our lives to solve riddles and we have all observed others try to solve them too. Now when it comes to solving riddles folks may be classified roughly under two heads: those who give up if the answer does not come to their minds immediately and those who will try for hours. There are the easy givers up and those with the inquiring mind. The very fact that we have devoted a good part of our time to the study and teaching of mathematics must indicate that in our younger days, at least, we were not always with the easy givers up when occasionally a mathematical riddle was propounded to us from back of the teacher's desk. Of course, in these days, mathematics is taught quite differently and many of the problems of the riddle type have given place to a more rational kind of exercise, but even so some of us have had ample opportunity to observe how folks react when riddles are assigned.

scholarly journals INTERNATIONAL FIELD SCHOOL FOR FIRST-YEAR ENGINEERING STUDENTS

2020 ◽  
Author(s):  
Brian Dick ◽  
Thai Son Nguyen ◽  
Mackenzie Sillem
Keyword(s):  
Engineering Students ◽  
Student Response ◽  
First Year ◽  
Barriers To Learning ◽  
Intercultural Effectiveness ◽  
Early Introduction ◽  
Field School ◽  
International Projects ◽  
On Line ◽  
Field Schools

Engineering graduates increasingly find that they are part of teams that draw a multi-disciplinary membership across a broad range of cultural, socio-economic, and linguistic backgrounds. Although engineering students often have the opportunity to participate in international projects (e.g. co-operative education programs, study abroad), formal international field schools are not typical within engineering curricula, particularly at the first- and second-year level. To provide an early introduction to intercultural perspectives, first-year engineering students at Vancouver Island University (VIU) participated in a field school at Tra Vinh University (TVU) in Tra Vinh Province, Vietnam over a period of three weeks. This field school consisted of a number of cultural and engineering activities, and involved pairing of students at both TVU and VIU for the duration of the experience. To measure student response during the field school, participating VIU students completed the on-line Intercultural Effectiveness Scale questionnaire pre- and post-experience. Students at both institutions also completed reflection exercises throughout the three-week period. This feedback suggested each student pairing continuously developed skills necessary to overcome linguistic, cultural, and technical barriers to learning and growing over their time together. Students described an enhanced understanding of self, and an increased likelihood to further participate in intercultural experiences. 

scholarly journals Prognostic risk algorithm of the development of microecology disorders of mucous in children of industrial r

2013 ◽  
Vol 3 (1(7)) ◽  
pp. 37-39
Author(s):  
Y.G. Resnichenko ◽  
M.O. Yartzeva
Keyword(s):  
Nervous System ◽  
Food Allergy ◽  
Respiratory Diseases ◽  
First Year ◽  
Mixed Feeding ◽  
Early Introduction ◽  
Risk Algorithm ◽  
The Family ◽  
Acute Respiratory Diseases ◽  
First Year Of Life

Algorithm of prognostic risk of the development of microecology disorders of mucous in children from industrial region is presented in the article. The influence of the early introduction of formula feeding and using of the mixed feeding, the low socio-economical situation of the family, the presence of anemia, food allergy, nervous system disorders during the first year of life, frequent acute respiratory diseases and the using of antibiotics which is leading to dysbiosis manifestation is ascertained.

scholarly journals "Finis Origine Pendet” – Enhancing Later Learning and Professional Socialization Through an Introductory DPT Course

2005 ◽  
Author(s):  
Kyle Meyer ◽  
Patricia Hageman ◽  
Robert Fuchs ◽  
Amy Tyler ◽  
Gregory Karst
Keyword(s):  
Physical Therapy ◽  
Qualitative Data ◽  
Clinical Decision Making ◽  
Professional Socialization ◽  
Clinical Decision ◽  
First Year ◽  
Socialization Process ◽  
Patient Centered ◽  
First Year Students ◽  
Early Introduction

Background and Purpose: In developing a new Doctor of Physical Therapy (DPT) curriculum, the faculty at a mid-west academic health sciences center decided to introduce course content historically placed near the end of the program’s Master of Physical Therapy curriculum at the beginning of the DPT curriculum. The new DPT curriculum was constructed to promote the value of three central themes; 1) evidence-based practice and 2) patient-centered care, both of which contribute to 3) sound clinical decision making. Faculty theorized that by explicitly expressing these themes in a first semester, introductory course, students would acquire a much needed framework for categorizing and integrating future knowledge, and would begin the professional socialization process earlier in the curriculum. The purpose of this report is to describe the new course and provide quantitative and qualitative data regarding the course outcomes.Methods: Quantitative data were gathered via a survey administered to 75 students, 37 who had completed all three years of the program and 38 who had completed the second year of the program. In addition, qualitative data were gathered from first year student essays summarizing the course and describing its influence on their perceptions of the field. Results: More than 80% of second and third year students agreed or strongly agreed that the course had met all of the primary objectives outlined by the faculty. Essays from first year students also supported many of the purposes envisioned in the development of the course. Conclusion: These outcomes suggest students can value and comprehend more advanced content early in allied health curricula and that the early introduction of such content may aid in organizing subsequent learning and professional socialization.

scholarly journals Design and implementation of a student-taught course on research in regenerative medicine

2018 ◽  
Vol 42 (2) ◽  
pp. 360-367 ◽  
Author(s):  
Daniel Naveed Tavakol ◽  
Cara J. Broshkevitch ◽  
William H. Guilford ◽  
Shayn M. Peirce
Keyword(s):  
Regenerative Medicine ◽  
Undergraduate Students ◽  
Engineering Students ◽  
First Year ◽  
Biomedical Sciences ◽  
Undergraduate Major ◽  
Early Introduction ◽  
Introductory Course ◽  
Scientific Papers ◽  
The University

In the Undergraduate School of Engineering and Applied Sciences (SEAS) at the University of Virginia (UVa), there are few opportunities for undergraduate students to teach, let alone develop, an introductory course for their major. As two undergraduate engineering students (D. N. Tavakol and C. J. Broshkevitch), we were among the first students to take advantage of a new initiative at UVa SEAS to offer student-led courses. As part of this new program, we designed a 1000-level, 1-credit, pass-fail course entitled Introduction to Research in Regenerative Medicine. During a student’s first year at the University, opportunities to build research skills and gain exposure to topics within the field of the biomedical sciences are relatively rare, so, to fill this gap, we focused our course on teaching primarily freshman undergraduate students how to synthesize and contextualize scientific literature, covering both basic science and clinical applications. At the end of the course, students self-reported increased confidence in reading and discussing scientific papers and review articles. The critical impact of this course lies not only in an early introduction to the popularized field of regenerative medicine, but also encouragement for younger students to participate in research early on and to appreciate the value of interdisciplinary interactions. The teaching model can be extended for implementation of student-taught introductory courses across diverse undergraduate major tracks at an institution.

scholarly journals Complementary feeding practices in Wakiso District of Uganda

2014 ◽  
Vol 14 (64) ◽  
pp. 9085-9103
Author(s):  
EL Ssemukasa ◽  
◽  
J Kearney ◽  
Keyword(s):  
Exclusive Breastfeeding ◽  
Complementary Feeding ◽  
Health Centre ◽  
Feeding Practices ◽  
Capital City ◽  
Cow Milk ◽  
First Year ◽  
Complementary Foods ◽  
Early Introduction ◽  
Solid Foods

The first 2 years of life provide a critical window of opportunity for ensuring children’s appropriate growth and development through optimal feeding. The objective of this study was to evaluate the prevalence of weaning practices in Wakiso district. Wakiso is a district in central Uganda that encircles Kampala, Uganda's capital city. The district is named after the town of Wakiso, where the district headquarters are located. A descriptive survey to evaluate infant weaning practices was conducted at Nsanji Health Centre III, Wakiso district from July through October 2011. Mothers with no established HIV/AIDS positive status aged 15 years and above, with last born-child aged 1-23 months, willing to provide data on the infant´s feeding practices and regular attendants for infant vaccination schedules on Tuesday at the same facility were targeted. The motherinfant pairs were systematically selected for participation in the study based on the number of mothers together with their infants present every Tuesday morning of each week, for vaccinations at the health centre since the health centre had no database for the breastfeeding mothers. A structured questionnaire focusing on breastfeeding practices, complementary feeding practices, mineral supplementation and fluids administration, child’s state of wellbeing in first year of life, mothers’ age and parity was administered. A total of 204 mother-infant pairs were analysed. Overall, 94% of 204 infants who participated in the study had not been exclusively breastfed for 6 months. Only one of the 124 infants between 0- 6 months of age and 5.9% of the 80 infants over 6 months of age were still exclusively breastfeeding at the time of the survey. Complementary foods were introduced earlier than recommended with 22% of the mothers introducing solid foods before 1 month, 14% at 1-3 months and 6% at 4-6 months. Family members (p = 0.001) were a significant source of information on when to start feeding infants solid foods. In conclusion, the low exclusive breastfeeding rates, the early introduction of complementary foods and cow milk and the late introduction of red meat into the infant diets may well be responsible for the high level of infant infections recorded in the first year of infancy. Therefore, a nutritional education intervention, promoting exclusive breastfeeding, highlighting the health and food safety risks associated with the early introduction of cow milk into the infant diets could help reduce the high levels of infant infections and mortality in Uganda.

Introduction to complementary feeding in the first year of life and risk of overweight at 24 months of age: changes from 2004 to 2015 Pelotas (Brazil) Birth Cohorts

2020 ◽  
Vol 124 (6) ◽  
pp. 620-630
Author(s):  
Bruna Celestino Schneider ◽  
Giovanna Gatica-Domínguez ◽  
Maria Cecília Formoso Assunção ◽  
Alicia Matijasevich ◽  
Aluísio J. D. Barros ◽  
...  
Keyword(s):  
Complementary Feeding ◽  
Population Based ◽  
First Year ◽  
Food Groups ◽  
Birth Cohorts ◽  
Powdered Milk ◽  
Growth Standards ◽  
Early Introduction ◽  
Fresh Milk ◽  
First Year Of Life

AbstractComplementary feeding (CF) and overweight relationships during early childhood are inconsistent in the literature. We described the association of CF during the first year of life with risk of overweight at 24 months of age in the population-based 2004 and 2015 Pelotas (Brazil) Birth Cohorts (2004c and 2015c). CF introduction was evaluated at the 3 and 12 months’ follow-ups by asking mothers using a list of foods. Risk of overweight at 24 months of age was BMI-for-age z-score above +1sd from the median of the WHO 2006 growth standards. Our analyses included 3823 (2004c) and 3689 (2015c) children. Early introduction CF (before 6 months of age) prevalence in 2004c was 93·3 (95 % CI 92·5, 94·1) % and in 2015c was 87·2 (95 % CI 86·1, 88·2) %. Tea was the item introduced earlier in both 2004c (68·8 %) and 2015c (55·7 %). At 6 months of age, vegetable mash was the most introduced food in 2004c (33·5 %) and 2015c (47·9 %). Between 2004c and 2015c, the introduction of fresh milk decreased 82·1 to 60·5 % and yogurt from 94·4 to 78·1 % during the first year. Risk of overweight prevalence at 24 months was 33·0 (95 % CI 31·6, 34·5) % in 2004c and 32·0 (95 % CI 30·5, 33·5) % in 2015c. In 2015c, the adjusted odds of risk of overweight at 24 months were increased 1·66 and 1·50 times with the early introduction of fresh/powdered milk: plus water, tea or juice, and plus semi-solid/solid food groups, respectively. It is essential to reinforce the adherence to global recommendations on timely feeding introduction and encourage exclusive breast-feeding until 6 months of age to prevent child overweight.

The Secondary School Mathematics Curriculum Improvement Study: A Unified Mathematics Program

1974 ◽  
Vol 67 (1) ◽  
pp. 25-33
Author(s):  
Howard F. Fehr
Keyword(s):  
High School Students ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Entrance Examination ◽  
Function Concept ◽  
College Entrance Examination ◽  
School Students ◽  
Early Introduction ◽  
Number Systems ◽  
The University

IN THE early 1950s the mathematicians at the university level began justifiably to criticize the mathematical preparation of high school students for university study. Partly because of this criticism, a number of reform movements arose, of which those of the University of Illinois Committee on School Mathematics, the Commission on Mathematics of the College Entrance Examination Board, and the School Mathematics Study Group were most notable. The activities of these reform groups brought about a great improvement of the mathematics curriculum, though maintaining the traditional separation of mathematics into yearly units of study, especially for algebra and geometry. Included in these programs were quite a few topics not found in the pre-1950 era, such as the structure of the several number systems, the early introduction of the function concept, and a more rigorous presentation of Euclidean synthetic geometry. Likewise, the notions of sets and set operations were used to the advantage of better understanding.

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