Math is Beautiful

2015 ◽  
Vol 22 (2) ◽  
pp. 71-73 ◽  
Keyword(s):  
Public School ◽  
Third Grade ◽  
Second Grade ◽  
Stained Glass ◽  
Different Types ◽  
Different Shapes ◽  
Mathematics Class ◽  
Family Vacation

Two different solution contexts for the Math Is Beautiful investigation are described here: Ali Duncan's third-grade class at Prueter Public School in Kitchener, Ontario, solved the problem during a mathematics class; and Cynthia Hockman-Chupp's son in the second grade explored the investigation while on a plane trip during a family vacation. In both cases, students were asked to design a stained-glass window using specific criteria related to quadrilaterals. To meet the criteria, students had to consider how many shapes would fill a designated space, how different shapes can fit together to tile a surface, and the properties and attributes of different types of quadrilaterals.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Preschool Experiences of Advantaged Children

1995 ◽  
Vol 77 (1) ◽  
pp. 89-90 ◽  
Author(s):  
Bobbie Gibson Warash ◽  
Carol Markstrom-Adams
Keyword(s):  
Public School ◽  
Day Care ◽  
First Grade ◽  
Self Esteem ◽  
The Other ◽  
Third Grade ◽  
Second Grade ◽  
Care Group ◽  
Care Groups

Experiences of advantaged children were examined among 85 kindergarten, 72 first-grade, 61 second-grade, and 66 third-grade boys and girls. Preschool and nonpreschool/nonday-care groups scored significantly higher on academic self-esteem than a day-care group. The preschool group scored higher on CTBS Mathematics than the other two groups, and the preschool and day-care groups had significantly fewer absences in public school than the nonpreschool/nonday-care group.

The Effects of Instruction in Sentential Logic on Selected Abilities of Second- and Third-Grade Children

1977 ◽  
Vol 8 (2) ◽  
pp. 88-96
Author(s):  
Robert L. McGinty
Keyword(s):  
Analysis Of Variance ◽  
Grade Level ◽  
Class Size ◽  
Third Grade ◽  
Second Grade ◽  
Positive Effects ◽  
Sentential Logic ◽  
Different Types ◽  
Grade 3 ◽  
Types Of Instruction

The main purpose of the study was to determine the effect of different types of instruction on the logical abilities of children. Sixteen classes, eight Grade 2 and eight Grade 3, were randomly assigned to four treatments (three experimental and one control)--two classes per treatment at each grade level. Class size was 25. The instruction in logic was provided once a week, approximately 50 minutes, for 13 weeks. The analysis of variance from three different posttests indicated that instruction has positive effects on certain logical abilities (p = .05). It would appear that children could profit by such instruction as early as the second grade.

scholarly journals Reduction in self-reported influenza-like-illness in school children and household members following influenza vaccine administration – a cohort study, Israel, 2016–7

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Noa Shviro Roseman ◽  
Natalya Bilenko ◽  
Rivka Sheffer ◽  
Zohar Mor
Keyword(s):  
Cohort Study ◽  
Influenza Vaccine ◽  
School Children ◽  
School Setting ◽  
Health Benefit ◽  
Third Grade ◽  
Second Grade ◽  
Rate Reduction ◽  
Influenza Like Illness ◽  
Household Members

Abstract Background Second-grade pupils in Israel have been vaccinated against influenza since the winter of 2016–2017. This study aims to appraise the rate reduction of seasonal influenza vaccine among vaccinated children and their household members, and that of the vaccinated cohort and their household members. Methods This retrospective cohort study was performed in winter 2016–2017 in Tel-Aviv District, Israel and compared second-grade pupils who were vaccinated at school, with third-grade pupils- who were not vaccinated at school. Parents in nine schools were asked to report prior vaccination against influenza and influenza-like illness (ILI) of their children and other household members. Rate reduction was defined as [(ILI among unvaccinated) – (ILI among vaccinated)] / (ILI among vaccinated) (%). Results Of 527 participants, 359 (68.1%) were unvaccinated and 168 (31.9%) vaccinated. Unvaccinated children reported more ILI compared with vaccinated children (19.5% vs. 7.7%), yielding a rate reduction of 60.5%. Unvaccinated children also had a greater number of physicians’ visits and missed school days (35.7% vs. 14.9 and 42.9% vs. 25.6%, respectively). The rate of ILI among household members of unvaccinated children was 34.5%, compared with 25.0% among household members of vaccinated children. The vaccinated cohort (defined as all children in second grade) reported less ILI compared with the unvaccinated cohort (defined as all children in third grade), with a rate reduction of 44.6%. Pupils of the unvaccinated cohort were more likely to miss school days (42.1% vs. 32.0%, respectively), and a higher rate of ILI was reported among household members of the unvaccinated cohort (35.4% vs. 27.3%, respectively). Conclusion Influenza vaccine administered in school setting reduced ILI among the vaccinated cohort and their household members by 60.5 and 27.5%, respectively, compared with the unvaccinated cohort. Expansion of the vaccination program in a school setting increased the public health benefit of influenza vaccines among both school children and their household members.

scholarly journals Research on a Rice Counting Algorithm Based on an Improved MCNN and a Density Map

Entropy ◽  
2021 ◽  
Vol 23 (6) ◽  
pp. 721
Author(s):  
Ao Feng ◽  
Hongxiang Li ◽  
Zixi Liu ◽  
Yuanjiang Luo ◽  
Haibo Pu ◽  
...  
Keyword(s):  
Grain Weight ◽  
Gaussian Kernel ◽  
Density Level ◽  
Thousand Grain Weight ◽  
Original Algorithm ◽  
Different Types ◽  
Different Shapes ◽  
Density Map ◽  
Important Basis ◽  
Adhesion Condition

The thousand grain weight is an index of size, fullness and quality in crop seed detection and is an important basis for field yield prediction. To detect the thousand grain weight of rice requires the accurate counting of rice. We collected a total of 5670 images of three different types of rice seeds with different qualities to construct a model. Considering the different shapes of different types of rice, this study used an adaptive Gaussian kernel to convolve with the rice coordinate function to obtain a more accurate density map, which was used as an important basis for determining the results of subsequent experiments. A Multi-Column Convolutional Neural Network was used to extract the features of different sizes of rice, and the features were fused by the fusion network to learn the mapping relationship from the original map features to the density map features. An advanced prior step was added to the original algorithm to estimate the density level of the image, which weakened the effect of the rice adhesion condition on the counting results. Extensive comparison experiments show that the proposed method is more accurate than the original MCNN algorithm.

scholarly journals Evaluating Mathematic- Textbooks of Intermediate Stage in KSA according  to Van Hiele’s Geometric Thinking Model

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Mohammed Najjar Al Otaibi
Keyword(s):  
Intermediate Stage ◽  
Third Grade ◽  
Hierarchical Level ◽  
Second Grade ◽  
Middle Stage ◽  
The Third ◽  
Geometric Thinking ◽  
Secondary Stage ◽  
Grade Average ◽  
Descriptive Method

This study aimed to find out the relevance of mathematics books in the intermediate stage of Van Hill levels of geometric thinking, in order to achieve this goal, the researcher utilized the analytical descriptive method, using the analysis card as a tool to conduct this study and prepared a list of skills in which Van Hill's levels of geometric thinking (conceptual, analytical, quasi- Inductive, Inductive, abstract). A number of results were found, most notably: the incompatibility of the engineering subjects in the second- grade books as well as the third- grade average with the hierarchy of Van Hill levels of geometric thinking. Failure to observe mathematics books in the middle stage, to include engineering activities at the induction level, to equip students to deal with secondary engineering topics. The researcher recommended a number of recommendations, the most important of which are: To reconsider the hierarchy of the levels of engineering thinking in the engineering activities included in the mathematics books in the intermediate stage. The work on enriching mathematics books in the second grade is average of engineering activities of semi- inductive level, to match the hierarchy of the levels of engineering thinking of the intermediate stage. The work of enriching mathematics books in the third grade is an average of engineering activities of semi- inductive and indicative level to match the hierarchical level of the engineering thinking of the middle stage, which is the basis for higher levels of engineering thinking in the secondary stage. The inclusion of additional topics in engineering and measurement in mathematics books for the third- grade, to contribute to the development of levels of engineering thinking for students.  

A new class of isotropic generators for developing 6-DOF isotropic manipulators

Robotica ◽  
2008 ◽  
Vol 26 (5) ◽  
pp. 619-625 ◽  
Author(s):  
K. Y. Tsai ◽  
T. K. Lee ◽  
Y. S. Jang
Keyword(s):  
Reference Point ◽  
Parallel Manipulators ◽  
Geometric Constraint ◽  
Kinematic Chains ◽  
New Class ◽  
New Methods ◽  
Center Point ◽  
Different Types ◽  
Different Shapes ◽  
Straight Lines

SUMMARYDeveloping 6-DOF isotropic manipulators using isotropic generators is simple and efficient, and isotropic generators can be employed to develop serial, redundant, or parallel isotropic manipulators. An isotropic generator consists of a reference point and six straight lines. The existing generators, however, have one common geometric constraint: the reference point is equidistant from the six straight lines. Some practical isotropic designs might not be obtained due to this constraint. This paper proposes methods for developing new isotropic generators. The generators thus developed are not subject to the constraint, and the new methods allow us to specify the location of the tool center point, the size of the platform or the base, or the shape of isotropic parallel manipulators. Many new generators are presented to develop 6-DOF parallel manipulators with different shapes or different types of kinematic chains.

Conclusion

2021 ◽  
pp. 187-202
Author(s):  
Katie Lauve-Moon
Keyword(s):  
Structural Change ◽  
Gender Equality ◽  
Stained Glass ◽  
Leadership Positions ◽  
Organizational Processes ◽  
Men And Women ◽  
Women Pastors ◽  
Different Types ◽  
The Individual

This concluding chapter demonstrates the concept of the stained-glass labyrinth by providing an overview of gendered barriers identified in each chapter and ways different types of gendered organizational processes reinforce normative gender structure both within these organizations and in broader society. It illustrates how gendered processes on the individual, interactional, organizational, and societal levels are mutually reinforcing in ways that result in unequal outcomes between men and women. In particular, this chapter illustrates how normative gender structure within CBF congregations presents barriers for women pastors in these contexts thereby reinforcing their underrepresentation in leadership positions. Finally, this chapter reiterates previous chapters by emphasizing organizational (structural) change. Instead of exclusively expecting women pastors to adopt strategies to maneuver better through organizational gendered barriers and resist sexism, this work calls on organizations to change the gender structure itself so that women no longer have to clear unequal and sizeable hurdles on their paths to pastoral positions and in their positions as pastors. For it is only through structural change that gender equality can be fully realized.

scholarly journals “Keep Walls Down Instead of Up”: Interrogating Writing/Making as a Vehicle for Black Girls’ Literacies

2020 ◽  
Vol 10 (6) ◽  
pp. 159 ◽  
Author(s):  
Cassie J. Brownell
Keyword(s):  
United States ◽  
Public School ◽  
Presidential Election ◽  
Black Girls ◽  
Third Grade ◽  
School Based ◽  
School Classroom ◽  
Public School Classroom

Drawing on data generated following the 2016 United States presidential election, in this article the author considers how a classroom makerspace made Black girls’ literacies visible in new ways. During a six-week integrated humanities unit in a third-grade public school classroom in the Midwestern U.S., four Black girls used making to create a space for themselves to collaboratively make sense of contemporary (im)migration issues. In the findings, the author provides two analytic snapshots to illustrate how the girls’ making exemplified the six components of the Black Girls’ Literacies Framework—an asset-oriented framing that highlights how Black girls’ literacies are (1) multiple, (2) connected to identities that are (3) historical, (4) collaborative, (5) intellectual, and (6) political/critical (Muhammad & Haddix, 2016). In closing, the author offers provocations for educational researchers and practitioners to consider, as they facilitate school-based opportunities for Black girls’ literacies to be made visible through making.

scholarly journals Timing of household food insecurity exposures and asthma in a cohort of US school-aged children

BMJ Open ◽  
2018 ◽  
Vol 8 (11) ◽  
pp. e021683 ◽  
Author(s):  
Lauren D Mangini ◽  
Mark D Hayward ◽  
Yeyi Zhu ◽  
Yongquan Dong ◽  
Michele R Forman
Keyword(s):  
Early Childhood ◽  
Food Insecurity ◽  
Primary Outcome Measure ◽  
Third Grade ◽  
Second Grade ◽  
Dual Frame ◽  
Cluster Sampling ◽  
Household Food Insecurity ◽  
Logistic Regression Models ◽  
Household Food

ObjectiveFood insecurity is positively associated with asthma, the most common chronic childhood disease, yet directionality is unclear. The objective was to determine the association between exposure to food insecurity in early childhood and the odds of asthma later in childhood.DesignData from four waves of the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) cohort, a prospective, dual-frame, multistage probability cluster sampling study of school-aged US children were entered in multivariate logistic regression models, adjusted for covariates. Exposures to food insecurity were based on parental responses to the validated USDA 18-item module at each wave.SettingPublic and private primary and secondary schools between 1998 and 2007.ParticipantsAt its inception (1999), the ECLS-K had 20 578 kindergarteners; by the spring of eighth grade (2007), the cohort dropped to 9725 due to attrition. Children missing an exposure, outcome or confounding variable were excluded, final n=6731.Primary outcome measureChild’s diagnosis of asthma by a healthcare professional as reported by the parent.ResultsHousehold food insecurity (vs food security) in the year before kindergarten and in second grade had a higher odds of asthma by 18% (95% CI 1.17 to 1.20) and 55% (95% CI 1.51 to 1.55). After removing asthmatics before third grade from the model, food insecurity in second grade was associated with higher odds of asthma at fifth or eighth grades (OR 1.55; 95% CI 1.53 to 1.58), whereas food insecurity in the year before kindergarten had a lower odds at fifth or eighth grades.ConclusionsFood insecurity in the year before kindergarten and in second grade were associated with a higher odds of asthma in third grade. Food insecurity in second grade retained the signal for increased odds of asthma after third and through eighth grades. Additional research is needed to explore childhood windows of vulnerability to asthma.

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