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Academic literature on the topic 'Arithmetic Examinations'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Arithmetic Examinations"

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Hu, Xin Bu, and Fen Ni Zhao. "Research on Single Critical Resource-Constrained Multiple Projects Scheduling Problem Based on Critical Chain Method." Applied Mechanics and Materials 174-177 (May 2012): 2975–78. http://dx.doi.org/10.4028/www.scientific.net/amm.174-177.2975.

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In view of the characteristic of the Single Critical Resource-Constrained Multiple Projects Scheduling Problem, the paper first describes the SCRCMPSP, then establishes the model upon SCRCMPSP based on the Critical Chain Method and designs the corresponding arithmetic , at the same time it puts forward an Arithmetic flow for the Problem. In order to verify degree of adaptability of model and calculate way, the thesis selects a real examinations form the engineering in the related cultural heritage to carry on solving and analyses, it prove the model and calculate way's opposite to the traditional item progress' method is more valid.
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Zhang, Chi Jun, and Wang Sheng Liu. "Research on VR-Based Experiment Space for Complex Electromagnetic Environment." Advanced Materials Research 403-408 (November 2011): 2923–26. http://dx.doi.org/10.4028/www.scientific.net/amr.403-408.2923.

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Virtual Reality technology is a hot research field in simulation of complex electromagnetic and its practical environment in the condition of information and high technology war. The paper discussed the main framework of spatial electromagnetic environment computing and simulating, presented realizing method and key arithmetic designing based on Virtual Reality Modeling Language. The work is evidently valuable for quantitative examinations, evaluation, and analysis of complex electromagnetic environment function, diversification, and effect on human beings, electronic units.
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Mandal, Debarshi, and Debasish Sarkar. "A Dismal Story of Academic Performance of Primary Students in West Bengal, India." Indian Economic Journal 68, no. 1 (March 2020): 40–60. http://dx.doi.org/10.1177/0019466220959577.

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This study is an attempt to look at the academic achievement in three core subjects, such as First Language, English and Arithmetic, of the primary school students studying in classes II and III in External Evaluation and Diagnostic Achievement Test in West Bengal, India. We try to provide an insight into the group disparity in academic achievement of the students in the three subjects through classifying the sample by caste, gender and sector. Besides, we also employ the logistic model of regression to assess likelihood of success of different groups in the minimum level of learning of these three subjects in the said examinations. The study found considerable disparity in academic skills among social groups, males and females and rural and urban students. Performance of the students was quite poor in Arithmetic compared to First Language and English. Findings of this study will enable the policy makers to design appropriate policies, which will enable the society to achieve better performance in education in future.
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Ellerton, N. F., and M. A. Clements. "Reshaping School Mathematics in Australia 1788–1988." Australian Journal of Education 32, no. 3 (November 1988): 387–405. http://dx.doi.org/10.1177/000494418803200310.

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An examination of nineteenth and early twentieth century events reveals the origins of the following three traditions of school mathematics in Australia: 1. Many groups in society will not benefit from having access to any branch of mathematics other than elementary arithmetic. Such groups include females, working-class children, and Aboriginal and other children whose cultures differ from the dominant Anglo-Saxon culture. 2. The main purpose of school mathematics is to prepare students for tertiary courses. 3. Rote teaching and learning procedures associated with rigidly defined courses of study, prescribed text books, and written examinations are desirable. Over the last 25 years the validity of these traditions has been questioned. This paper argues that the heavy dependence on overseas ideas, and the acceptance of tertiary mathematicians' views on school mathematics, which characterised earlier times, have diminished because of the greater involvement of school teachers, and tertiary and government mathematics educators, in discussions on school mathematics.
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K., Imasuen, and Stanley O.E. "Proficiency in Algebraic Equations as a Predictor of Secondary School Students’ Academic Achievement in Mathematics." African Journal of Mathematics and Statistics Studies 5, no. 3 (September 11, 2022): 33–42. http://dx.doi.org/10.52589/ajmss-3myqulvv.

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Mathematics is a tool for achieving educational and economic goals and aims in a nation or society. Thus, being good in mathematics will pave the way to excel in other subjects. Algebra has always been one of the main subjects in mathematics all over the world. This is probably due to the fact that algebra is the door to the extension of complex arithmetic calculations. This study therefore examined proficiency in algebraic equation as predictors of secondary school students’ performance in mathematics in Benin Metropolis. To achieve this, four research questions were raised. The design of this study was survey. The population of the study consisted of all the public junior secondary schools in Benin Metropolis, Edo State. One thousand one hundred and forty (1,140) students from 38 junior secondary schools serve as the sample for the study. The instrument for the data collection was an achievement test constructed by the researcher, which was drawn from past Basic Education Certificate Examination conducted by the National Examination Council for the 2018, 2019, 2020 and 2021 academic sessions. The validity of the instrument was presumed to have been carried out by the National Examination Council, being an examination body saddled with the responsibility of conducting examinations in Nigeria. The reliability of the instrument was ascertained using the Kuder-Richardson Formula 20 and it gave the reliability indices of 0.90 and 0.93 respectively. The data collected were analyzed using mean and standard deviation, two-way Analysis of Variance, and Pearson Product Moment Correlation Coefficient (r). The finding that emerged from the study revealed that the level of students’ proficiency in solving algebraic equations and mathematics was low. A significant relationship existed between proficiency in solving algebraic equations and students’ performance in mathematics, and sex was not a determining factor in students’ proficiency in algebraic equations and performance. It was recommended among others that teachers should ensure that students are well taught using various methods that will promote their comprehension of mathematical concepts.
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Chou, Jason Chih-sheng, Yi-Fong Lin, and Scott Shu-Cheng Lin. "A Further Study on Multiperiod Health Diagnostics Methodology under a Single-Valued Neutrosophic Set." Computational and Mathematical Methods in Medicine 2020 (August 1, 2020): 1–11. http://dx.doi.org/10.1155/2020/6093545.

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Employing the concept and function of tangency with similarity measures and counterpart distances for reliable medical consultations has been extensively studied in the past decades and results in lots of isomorphic measures for application. We compared the majority of such isomorphic measures proposed by various researchers and classified them into (a) maximum norm and (b) one-norm categories. Moreover, we found that previous researchers used monotonic functions to transform an identity function and resulted in complicated expressions. In this study, we provide a theoretical foundation to explain the isomorphic nature of a newer measure proposed by the following research paper against its studied existing one in deriving the same pattern recognition results. Specifically, this study initially proposes two similarity measures using maximum norm, arithmetic mean, and aggregation operators and followed by a detailed discussion on their mathematical characteristics. Subsequently, a simplified version of such measures is presented for easy application. This study completely covers two previous methods to point out that the complex approaches used were unnecessary. The findings will help physicians, patients, and their family members to obtain a proper medical diagnosis during multiple examinations.
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Bereskin, D., and I. A. Gorbunov. "Features of Bioelectric Activity of the Cerebral Cortex and Thinking Disorders in Children with Various Borderline Disorders of Residual Organic Genesis." Experimental Psychology (Russia) 14, no. 1 (2021): 151–71. http://dx.doi.org/10.17759/exppsy.2021140107.

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The article presents the results of a study of the features of cognitive function and bioelectric activity cerebral cortex in children with borderline mental disorders of residually organic genesis. 80 children participated with the following diagnoses: organic emotionally labile [asthenic] disorder [F 06.06]; inorganic enuresis [F 98.0], encopresis [F 98.1], stereotypical motor disorders [F 98.4], other specified emotional and behavioral disorders with onset usually occurring in childhood [F 98.8]. The features of bioelectric activity of the cerebral cortex, the ability to spatial analysis and synthesis, arithmetic counting, assimilation of logical and grammatical structures, the presence of viscosity, detail and diversity intellectual activity were studied in children. Data of electroencephalographic examinations were compared with the results of psychodiagnostic methods using the methods of mathematical statistics. Differences of bioelectric activity and features of thinking in children were investigated depending on features of boundary disorder. It is shown that on the background of asthenization more pronounced cognitive impairment is observed. Children with asthenic disorders [06.06] have the largest scatter of data than patients with enuresis [F98.0], encopresis [F 98.1], stereotypical movement disorders [F 98.4], disorders of behavior [F 98.8]. At the same time, on average, they have the most significant violations of thinking, what happens against the background of increasing spectral power of low-frequency activity of delta and theta rhythms in general, as well as of delta rhythm in the frontal part of the brain. Increase of low-frequency activity in the frontal lobes of both hemispheres leads to more pronounced disorders of thinking, than similar changes in the temporal, parietal, occipital regions of the right hemisphere and speech zones of the left hemisphere. In the first case, they are manifested in violations of spatial analysis and synthesis, viscosity, detail and diversity of thinking, as well as in difficulties in the semantic and symbolic activity, in the assimilation of logical and grammatical structures and arithmetic. In the second case — only in violations of spatial analysis and synthesis, viscosity, detail and diversity of thinking.
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Sakibaev, Kyialbek Sh, Dmitry B. Nikityuk, Aiperi A. Alimbekova, Nurbek M. Mamashov, Ravshanbek M. Dzhumaev, and Gulay T. Dzholdosheva. "Constitutional Characteristics of Physical Development in the Kyrgyz Population." BIO Web of Conferences 29 (2021): 01011. http://dx.doi.org/10.1051/bioconf/20212901011.

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Personalized medicine is one of the priorities of the development of modern medical science. The aim of this study was to identify somatotypological features of physical development in men and women of the Kyrgyz population. The physical status of 1083 men and women in the Kyrgyz population (Osh, Kyrgyzstan) was studied by the method of complex anthropometry and somatotyping. The whole complex of the conducted anatomical and anthropometric examinations corresponded to generally accepted ethical standards, with the registration of informed consent from all the examined persons. The statistical analysis included the calculation of the arithmetic mean of the indicators of their mistakes. The differences were evaluated using the Student’s method at p<0.05. The results show that among women of youth and mature age, representatives of hypersthenic and normosthenic body types predominate; women of asthenic type are a minority (classification of M. V. Chernorutsky). Women of indeterminate somatotype (scheme of I. B. Galant et al.) belong either to the normal or hypersthenic type and never to the asthenic type. In men, the abdominal somatotype corresponds to a hypersthenic, thoracic-asthenic physique; men of the muscular type-mainly normosthenics; men of indeterminate type are both hypersthenics and normosthenics. The obtained data, undoubtedly, have not only theoretical, but also significant practical significance.
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WASILUK, Agnieszka, Jerzy SACZUK, and Małgorzata KRECH. "LEVEL OF PHYSICAL FITNESS OF ADOLESCENTS FROM SECONDARY AVIATION SCHOOL IN DĘBLIN." Scientific Journal of the Military University of Land Forces 161, no. 3 (July 1, 2011): 407–16. http://dx.doi.org/10.5604/01.3001.0002.3141.

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This study was undertaken in order to evaluate the level of physical fitness of boys from the Secondary Aviation School (SAS) (OLL) in Dęblin in respect of a comparative group. Examinations of physical fitness were conducted in December 2009 and covered 129 pupils. Their fitness was evaluated with the use of a battery of motor tests being a part of the European Physical Fitness Test (EUROFIT). In each age category, arithmetic means and standard deviations were calculated for the results achieved in all motor tests. Differences in the level of physical fitness between the surveyed boys and their average peers inhabiting the Lubelskie Province were determined with a T point scale. In turn, the significance of difference was evaluated with the use of the Student’s test for independent variables. The boys from SAS in Dęblin were characterized by a higher level of general physical fitness, as compared to their average peers. Distinct differences were noted in the tests of upper limb speed, explosive strength, trunk strength, trunk suppleness and functional strength. It should be noticed, however, that the boys examined were characterized by a significantly lower level of balance. In the other analyzed tests, the differences in the level of physical fitness were not so remarkable
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Giordani, Bruno, Elise K. Hodges, Kenneth E. Guire, Deborah L. Ruzicka, James E. Dillon, Robert A. Weatherly, Susan L. Garetz, and Ronald D. Chervin. "Changes in Neuropsychological and Behavioral Functioning in Children with and without Obstructive Sleep Apnea Following Tonsillectomy." Journal of the International Neuropsychological Society 18, no. 2 (January 25, 2012): 212–22. http://dx.doi.org/10.1017/s1355617711001743.

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AbstractThe most common treatment for sleep disordered breathing (SDB) is adenotonsillectomy (AT). Following AT, SDB resolves in most cases, and gains in cognitive and behavior scores are consistently reported, although persistent neuropsychological deficits or further declines also have been noted. This study presents results of the comprehensive 1-year follow-up neuropsychological examinations for children in the Washtenaw County Adenotonsillectomy Cohort I (95% return rate). After adjusting for normal developmental and practice-effect related changes in control children, significant improvements 1 year following AT were noted in polysomnography and sleepiness, as well as parental reports of behavior, although cognitive outcomes were mixed. Children undergoing AT with and without polysomnography-confirmed obstructive sleep apnea improved across a range of academic achievement measures, a measure of delayed visual recall, short-term attention/working memory, and executive functioning, along with parental ratings of behavior. On the other hand, measures of verbal abstraction ability, arithmetic calculations, visual and verbal learning, verbal delayed recall, sustained attention, and another measure of visual delayed recall demonstrated declines in ability, while other measures did not improve over time. These findings call into question the expectation that AT resolves most or all behavioral and cognitive difficulties in children with clinical, office-based diagnoses of SDB. (JINS, 2012, 18, 212–222)
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Dissertations / Theses on the topic "Arithmetic Examinations"

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Coon, Vicky Elizabeth. "An examination of information preservation in mental arithmetic performance for young and old adults." Thesis, Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/28625.

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Books on the topic "Arithmetic Examinations"

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Math review: Arithmetic. Silver Spring, MD: EZ Solutions, 2008.

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Erdsneker, Barbara. Civil service arithmetic and vocabulary. New York: Prentice Hall, 1993.

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A, Haller Margaret, and Steinberg Eve P, eds. Civil service arithmetic and vocabulary. New York: Arco, 1991.

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A, Haller Margaret, and Steinberg Eve P, eds. Civil service arithmetic and vocabulary. New York: Macmillan, 1998.

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A, Haller Margaret, and Steinberg Eve P, eds. Civil service arithmetic and vocabulary. 9th ed. New York: Arco, 1988.

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A, Haller Margaret, Steinberg Eve P, and Arco Publishing, eds. Civil Service arithmetic and vocabulary. New York: Macmillan USA, 1996.

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Gillham, W. E. C. Test your child's mental arithmetic. Sevenoaks: Hodder and Stoughton, 1989.

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Elaine, Bender, and Erdsneker Barbara, eds. Civil service arithmetic and vocabulary. Australia: Arco/Thomson Learning, 2002.

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Halstead, Marion E. Development and validation of three tests of arithmetic ability: Arithmetic reasoning test--high level, Arithmetic reasoning test--standard level, Estimation test--high level. Pretoria: Human Sciences Research Council, 1985.

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Kirkby, Dave. Investigation bank books. Sheffield: Eigen, 1986.

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Book chapters on the topic "Arithmetic Examinations"

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"Re-Examination of Basic Algebra and Trigonometry." In Calculus: The Logical Extension of Arithmetic, edited by Seymour B. Elk, 17–108. BENTHAM SCIENCE PUBLISHERS, 2016. http://dx.doi.org/10.2174/9781681082035116010006.

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Snyder, Eric, and Stewart Shapiro. "Frege on the Real Numbers." In Essays on Frege's Basic Laws of Arithmetic, 343–83. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198712084.003.0014.

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This paper is concerned with Gottlob Frege’s theory of the real numbers as sketched in the second volume of his masterpiece Grundgesetze der Arithmetik. It is perhaps unsurprising that Frege’s theory of the real numbers is intimately intertwined with and largely motivated by his metaphysics. The account raises interesting, and surprisingly underexplored, questions about Frege’s metaphysics: Can this metaphysics even accommodate mass quantities like water, gold, light intensity, or charge? Frege’s main complaint with his contemporaries Cantor and Dedekind is that their theories of the real numbers do not build the applicability of the real numbers directly into the construction. In taking Cantor and Dedekind’s Arithmetic theories to be insufficient, clearly Frege takes it to be a desideratum on a theory of the real numbers that their applicability be essential to their construction. We begin with a detailed review of Frege’s theory, one that mirrors Frege’s exposition in structure. This is followed by a critique, outlining Frege’s linguistic motivation for ontologically distinguishing the cardinal numbers from the real numbers. We briefly consider how Frege’s metaphysics might need to be developed, or amended, to accommodate some of the problems. Finally, we offer a detailed examination of Frege’s Application Constraint – that the reals ought to have their applicability built directly into their characterization. It bears on deeper questions concerning the relationship between sophisticated mathematical theories and their applications.
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Tappenden, Jamie. "Infinitesimals, Magnitudes, and Definition in Frege." In Essays on Frege's Basic Laws of Arithmetic, 235–63. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198712084.003.0010.

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Frege offers a contextual definition of infinitesimal in Grundlagen and in his review of Hermann Cohen’s book on infinitesimal methods. A scholarly puzzle is that Frege explicitly rejects exactly that definition in Grundgesetze, without any explanation of the change in view. This paper aims to provide some historical context for Frege’s original definition and his change of mind, including other definitions of infinitesimal that were current and an area of mathematics (Algebraic invariant theory) familiar to Frege in which contextual definitions by equations were used. The paper also draws on Frege’s discussion of the Riemann integral in an unpublished fragment originally intended for Grundgesetze. The examination reveals some unnoticed connections between issues of mathematical method and Frege’s concern for sharp definition of objects, as well as some additional complexity to the already complex discussion of the definition of number in Grundlagen sections 60-68.
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McCarty, Charles. "What Is a Number?" In The History of Continua, 283–98. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198809647.003.0012.

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An examination of and plea for a time-honored answer to the title question, that answer being, “A number is one principal result among others of a process of converting magnitudes drawn from a continuum, via a scheme of measurement, into arithmetic quantities.” Ideas on this subject of Paul du Bois-Reymond, Richard Dedekind, and Otto Hölder are subjected to detailed statement and close analysis. At the very center lies du Bois-Reymond’s demonstration that the Cantor-Dedekind Axiom–that an intuition into the nature of continuous magnitude shows that the geometric line is isomorphic to the array of Dedekind real numbers–is not merely unprovable but wholly false.
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Renaud, Hervé. "Toward a rigorous teaching of calculus in France in secondary education (1885-1904)." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 15–28. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.02.

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In France, the period from 1887 to 1904 was decisive for the teaching of calculus in secondary education. Carefully introduced in 1851 into the curriculum of the school grades called classe de mathématiques spéciales which prepared for the entrance examination to the École polytechnique, the principles of calculus were still taught, in 1885, in an essentially intuitive way. The arithmetical foundations of calculus, mainly issued from the German School during the 1870s, were neither taught in secondary education nor in higher education, except at the École normale supérieure which trained teachers for secondary education. This article shows how teachers mainly graduated from this school introduced the teaching of these principles into the classe de mathématiques spéciales as well as into the lower levels of French secondary education outside the official curricula. Indeed, during that period, the first teaching of calculus was introduced into the curriculum of the baccalauréat, the final examination of French secondary education. Despite its rejection by the boards in charge of the curricula at the École polytechnique, a more rigorous teaching of calculus eventually ended up prevailing in the classe de mathématiques spéciales. The interactions between these school grades specific of the French secondary educational system and the lower levels contributed to the acceptance of this teaching.
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Conference papers on the topic "Arithmetic Examinations"

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Paolini, Christopher P., and Subrata Bhattacharjee. "An Object-Oriented Online Tool for Solving Generalized Chemical Equilibrium Problems." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-69210.

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Analysis of chemical equilibria is a topic covered in both undergraduate and graduate courses such as physical chemistry, chemical thermodynamics, and engineering thermodynamics. Manual calculation of problems that require a student to solve for species concentrations, partial pressures, or mole fractions usually involve the method of equilibrium constants. Exercises in homework assignments or in-class examinations are frequently limited to reactions that involve no more than four gas phase species as the resulting arithmetic required to solve for the unknown quantity becomes too cumbersome and prone to error. Students who invest the requisite time in manually solving complex equilibrium problems in homework assignments need a tool to verify their answer. A Java web application (“applet”) has been developed to assist engineering students who encounter general multiphase equilibrium problems involving many species. In addition to students, educators and professional researchers will benefit from a user friendly and free to use software package that can numerically compute equilibrium distributions for arbitrary reactions. The applet we present in this work can be used to analyze complex reactions involving twenty or more species and one such reaction, the combustion of isooctane and air, is presented as an example.
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Hadikurniawati, Wiwien, Edy Winarno, Setyawan Wibisono, and Anindita Septiarini. "Multi-Attribute Group Decision Making Using Fuzzy Numbers at Arithmetic Intervals for Determining Thesis Examination." In 2021 International Seminar on Machine Learning, Optimization, and Data Science (ISMODE). IEEE, 2022. http://dx.doi.org/10.1109/ismode53584.2022.9743117.

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Lisowyj, Bob, and Zoran Kuljis. "Determining the Onset of Stress Corrosion Cracking in Austenitic Stainless Steel With Permeability Change." In ASME 2010 Pressure Vessels and Piping Division/K-PVP Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/pvp2010-25984.

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After two decades of operation, austenitic stainless steel Control Element Drive Mechanism (CEDM) seal housings at a Pressurized Water Reactor (PWR) nuclear plant experienced Transgranular Stress Corrosion Cracking (TGSCC). In order to prevent the same cracking from occurring at the Fort Calhoun Nuclear Plant, a preventative program was initiated in 1999. All 37 CEDM seal housings have been inspected by using WesDyne Intraspect pancake and plus point eddy current probes. Examination of the eddy current data found that TGSCC was associated with localized areas of higher permeability (confirmed with a magnetometer). In order to quantitatively analyze the data, the normalized value from signal amplitude was defined as the arithmetic ratio between the absolute measurement of local permeability value (amplitude) and the eddy current signal value (amplitude) for the calibration standard axial notch. The data showed that in failed seal housings the normalized amplitudes were about three times greater than in non-cracked housings. Higher permeabilities were associated with cracked locations. The eddy current methodology therefore provides an empirical criterion to monitor when locally higher surface material permeability changes occur in order to determine the onset of TGSCC.
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Roos, Eberhard, Frank Otremba, and Frank Hu¨ttner. "A Contribution to Proof the Component Integrity Taking Into Account the Corrosion-Assisted Crack Growth." In ASME 2002 Pressure Vessels and Piping Conference. ASMEDC, 2002. http://dx.doi.org/10.1115/pvp2002-1330.

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The proof of the component integrity is fundamental for a safe and reliable operation of Nuclear Power Plants (NPP). The concept of the Material Testing Institute (MPA) for integrity assessment is based on fracture mechanic analysis which results in detailed regulations for nondestructive examination. This approach has to account for the main damage mechanisms as fatigue and corrosion. This paper focuses on the influence of corrosion-assisted crack growth which strongly depends on corrosion and environmental conditions (e.g. coolant purity). Up to stress intensity of approximately 60 MPa√m for ferritic low-alloy steels in high-purity water (acc. to specification) under constant load conditions the analysis can be based on a crack extension of max. 70 μm for each load cycle. Related to a test duration of 1000 hours this is equivalent to a formally calculated crack growth rate (CGR) of ≤2 · 10 −8 mm/s. For austenitic stainless steels more complex dependences on material, environmental and mechanical parameters exist. Particularly, for stabilized austenitic steels the crack growth rate data base is relatively weak. Under unfavourable environmental conditions in single cases crack growth rates up 6 mm/a have been measured. Based on experimental results an arithmetic mean value of 0.95 mm/a and a median value of 0.6 mm/a have been determined. A further improvement of data base is desirable.
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Roos, Eberhard, Frank Otremba, and Frank Hu¨ttner. "A Contribution to Proof the Component Integrity Taking Into Account the Corrosion-Assisted Crack Growth." In 10th International Conference on Nuclear Engineering. ASMEDC, 2002. http://dx.doi.org/10.1115/icone10-22175.

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The proof of the component integrity is fundamental for a safe and reliable operation of Nuclear Power Plants (NPP). The concept of the Material Testing Institute (MPA) for integrity assessment is based on fracture mechanic analysis which results in detailed regulations for nondestructive examination. This approach has to account for the main damage mechanisms as fatigue and corrosion. This paper focuses on the influence of corrosion-assisted crack growth which strongly depends on corrosion and environmental conditions (e.g. coolant purity). Up to stress intensity of approximately 60 MPa√m for ferritic low-alloy steels in high-purity water (acc. to specification) under constant load conditions the analysis can be based on a crack extension of max. 70 µm for each load cycle. Related to a test duration of 1000 hours this is equivalent to a formally calculated crack growth rate (CGR) of = 2 · 10−8 mm/s. For austenitic stainless steels more complex dependences on material, environmental and mechanical parameters exist. Particularly, for stabilized austenitic steels the crack growth rate data base is relatively weak. Under unfavourable environmental conditions in single cases crack growth rates up to 6 mm/a have been measured. Based on experimental results an arithmetic mean value of 0.95 mm/a and a median value of 0.6 mm/a have been determined. A further improvement of data base is desirable.
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Ljubičić, Sanja, Ljubomir Antekolović, and Vedran Dukarić. "Differences in the level of body equilibrium by sex in early school-age children." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-10.

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Equilibrium represents the motor capability responsible for the performance of virtually all functional movements. Thus, the importance of early diagnosis of equilibrium levels in boys and girls was recognized as the key factor for the prevention of motor deficits and muscles misbalances later in life. Purpose: The purpose of this paper was to show the difference between boys and girls aged 7‒10 years in the level of unilateral static balance of the take-off leg. Methods: Research was conducted at the Kvarner Athletics Club Rijeka, and it involved 80 children aged 7‒10 years (38 boys and 42 girls). Measurement of static unilateral equilibrium was obtained using Gyko Inertial System (Microgate, Bolzano, Italy). Three attempts were made in 20 seconds and two motor variables were observed: medio-lateral and antero-posterior trajectories of the body. For both variables, the arithmetic mean, the minimum and maximum score and standard deviation were calculated. Moreover, a non-parametric method of the Mann-Whitney U test was used to determine statistical significance between boys and girls. Statistical significance was set at p < 0.05. Results: Statistically, girls have significantly better results compared to boys, both in the medio-lateral trajectory variable (M_Sumg = 335.1, M_Sumb = 479.34) and the antero-posterior trajectory variable (M_Sumg = 291.14, M_Sumb = 411.71). Conclusion: The results of this study showed that girls aged 7‒10 years achieved significantly better results compared to boys in observed motor variables (medio-lateral and antero-posterior trajectory of the body), when performing a static unilateral take-off leg balance test. These results are consistent with previous research. Indications for such results stem from different perspectives, among which the most common one refers to the earlier maturation of the systems responsible for postural control in female bodies. Recommendation for further research is to conduct examination on a larger sample of subjects, in younger children (pre-school age) and with both legs.
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Coffin Murray, Meg, Jorge Pérez, and Joy Fluker. "Digital Literacy in the Core: The Emerging Higher Education Landscape." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4915.

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Aim/Purpose: Digital literacy is critical to participation in a contemporary knowledge-based society and is requisite to both academic success and career development. Institutions of higher education have been slow to define, assess, and amplify digital literacy in parallel with advances in the enhancement of reading, writing, and arithmetic literacy. Perhaps as a consequence of the pandemic, awareness appears to be growing of the need to infuse digital literacy at both institutional and individual levels. The purpose of this paper is to investigate the promotion and amplification of digital literacy within top universities around the globe. Background: For years, the role of higher education in the amplification of digital literacy among college students has been debated, but efforts have been limited primarily to ad hoc, unsystematic attempts to rectify disparities between students’ exposure and understanding. The impacts of COVID-19 exposed the reality that many institutions, professors, and college students were under-prepared for the surge in reliance on digital technologies. Methodology: This paper explores the prevalence of digital literacy in the top public and private universities around the globe by conducting a qualitative examination on compulsory requirements, digital literacy offerings, university identified digital literacy initiatives, and university strategic plans. Contribution: This paper contributes to the body of knowledge by providing evidence for the need to expand the constructs of what it means to be digitally literate to address the ever-expanding range of emerging technologies and the impact of those technologies on society. Findings: The review of digital literacy amplification at top universities showed that none of the universities' admissions requirements required students to demonstrate digital competence and compulsory digital literacy was uncommon. However, a majority of universities undertook some form of initiative to promote digital literacy. These initiates included a focus on developing digitally literate society and workforce or developing innovative approaches to digital literacy education. Recommendations for Practitioners: The pandemic has generated a greater sense of urgency for institutions of higher education to ensure access to and understanding of digital technologies by students, faculty, and staff. Educational institutions will have to adapt their methodologies to promote explicit and intentionally reasoned digital literacy strategies that combine the competencies possessed by users of technology with the generation of new competencies required to successfully participate in the digital transformation of education, business, and society. Recommendations for Researchers: This paper examined the top 50 universities around the globe. Additional re-search is needed to examine national, regional and local efforts in the quest to address the need for a digitally literate citizenry. Impact on Society: COVID-19 has thrust us into a new normal wherein digital competence is foundational to success in an ever digitally reliant world. Institutions of higher education are best positioned to carry out the initiatives, programs and re-search needed to enhance the digital literacy of all citizens, not just students and employees. Future Research: Societal impacts of the COVID-19 pandemic continue to emerge and will resonate for decades to come. Continued investigation, exploration and dis-semination of information related to effort to enhance and amplify digital literacy is necessary to ensure momentum to reimagine digital literacy education is maintained.
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Reports on the topic "Arithmetic Examinations"

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Rodriguez-Segura, Daniel, and Isaac Mbiti. Back to the Basics: Curriculum Reform and Student Learning in Tanzania. Research on Improving Systems of Education (RISE), June 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/099.

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In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by the policy. We find that the policy increased learning by around 0.20 standard deviations in Kiswahili and math test scores one year after the start of the reform. Timely teacher training on the new curriculum was associated with even larger effects. Evaluating longer term outcomes, we find suggestive evidence that the reform decreased the dropout rate of children up to four years later. However, this was also accompanied with lower average passing rates in the national Grade 4 examination due to compositional changes as low-performing students became less likely to dropout.
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