Relevant bibliographies by topics / Calculators

Academic literature on the topic 'Calculators'

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Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Calculators"

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Seiberth, Sarah, Theresa Terstegen, Dorothea Strobach, and David Czock. "Accuracy of freely available online GFR calculators using the CKD-EPI equation." European Journal of Clinical Pharmacology 76, no. 10 (June 19, 2020): 1465–70. http://dx.doi.org/10.1007/s00228-020-02932-x.

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Abstract Purpose Estimated glomerular filtration rate (eGFR) as calculated by the Chronic Kidney Disease Epidemiology Collaboration (CKD-EPI) equation is used for detection of chronic kidney disease and drug dose adjustment. The purpose of the present study was to investigate the accuracy of freely available eGFR online calculators. Methods All identified CKD-EPI online calculators were run with five reference cases differing in age, sex, serum creatinine, and ethnicity. Conversion from eGFRindexed (unit ml/min per 1.73 m2) to eGFRnon-indexed (unit ml/min) and creatinine unit from milligramme/decilitre to micromole/litre was checked, if available. Results Only 36 of 47 calculators (76.6%) produced accurate eGFR results for all reference cases. Eight of 47 (17.0%) calculators were considered as faulty because of errors relating to ethnicity (4 calculators), to conversion of the eGFR unit (2 calculators), to erroneous eGFR values without obvious explanation (2 calculators), to conversion of the creatinine unit (1 calculator), and to an error in the eGFR unit displayed (1 calculator). Overall, 28 errors were found (range 59 to 147% of the correct eGFR value), the majority concerning calculation of eGFRindexed and the conversion to eGFRnon-indexed. Only 7 of 47 (14.9%) calculators offered conversion of the eGFR unit. Conclusions Erroneous calculations that might lead to inappropriate clinical decision-making were found in 8 of 47 calculators. Thus, online calculators should be evaluated more thoroughly after implementation. Conversion of eGFR units that might be needed for drug dose adjustments should be implemented more often.
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Stern, M. D. "69.33 Calculations before Calculators." Mathematical Gazette 69, no. 450 (December 1985): 280. http://dx.doi.org/10.2307/3617573.

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Gay, Susan, and Sharon Stenglein. "Projects." Mathematics Teacher 89, no. 4 (April 1996): 362a—364. http://dx.doi.org/10.5951/mt.89.4.362a.

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Graphing calculators are still not widely used in some classrooms, and classroom sets of graphing calculators are still far from common in many schools. As everyone who has taught a class of students working with graphing calculators can testify, this powerful technology is a significant aid to students' learning. One alternative to the classroom set has been the overhead graphing calculator used for demonstrations. With support for training and donations of overhead graphing calculators. the Oklahoma Graphing Calculator Project, over several phases, has made these calculators available in the classrooms in Oklahoma schools.
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Byrkit, Donald R. "Arithmetricks." Mathematics Teacher 81, no. 2 (February 1988): 101–7. http://dx.doi.org/10.5951/mt.81.2.0101.

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Sometimes, in my classes at the university, I ask, “Now what is half of this number?” Almost invariably ten or fifteen students will reach for their calculators; almost equally likely is that several of them will get the wrong answer! Calculators have taken their rightful place in nearly every mathematics classroom in colleges and high schools across the country, yet in the process many students seem no longer to know how to perform simple calculations reasonably and accurately without a calculator. What is even more disturbing is the fact that they often are unable to discern when the answer provided by the calculator is incorrect
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Harvey, John G. "Teaching Mathematics With Technology: Using Calculators in Mathematics Changes Testing." Arithmetic Teacher 38, no. 7 (March 1991): 52–54. http://dx.doi.org/10.5951/at.38.7.0052.

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No matter the level at which we teach mathematics, we are being asked to incorporate calculators into our instruction, to teach students both calculator facility and effective ways of using calculators, and to encourage and expect those students to use calculators appropriately. As early as 1975, just three years after the introduction of Texas Instruments's Data Math calculator, the National Advisory Committee on Mathematical Education (NACOME) urged that calculators be used in mathematics instruction (NACOME 1975, 40–43). Five years later the National Council of Teachers of Mathematics recommended that “mathematics programs [should] take full advantage of calculators … at all grade levels” (NCTM 1980, 1).
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Kummer, Benjamin, Lubaina Shakir, Rachel Kwon, Joseph Habboushe, and Nathalie Jetté. "Usage Patterns of Web-Based Stroke Calculators in Clinical Decision Support: Retrospective Analysis." JMIR Medical Informatics 9, no. 8 (August 2, 2021): e28266. http://dx.doi.org/10.2196/28266.

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Background Clinical scores are frequently used in the diagnosis and management of stroke. While medical calculators are increasingly important support tools for clinical decisions, the uptake and use of common medical calculators for stroke remain poorly characterized. Objective We aimed to describe use patterns in frequently used stroke-related medical calculators for clinical decisions from a web-based support system. Methods We conducted a retrospective study of calculators from MDCalc, a web-based and mobile app–based medical calculator platform based in the United States. We analyzed metadata tags from MDCalc’s calculator use data to identify all calculators related to stroke. Using relative page views as a measure of calculator use, we determined the 5 most frequently used stroke-related calculators between January 2016 and December 2018. For all 5 calculators, we determined cumulative and quarterly use, mode of access (eg, app or web browser), and both US and international distributions of use. We compared cumulative use in the 2016-2018 period with use from January 2011 to December 2015. Results Over the study period, we identified 454 MDCalc calculators, of which 48 (10.6%) were related to stroke. Of these, the 5 most frequently used calculators were the CHA2DS2-VASc score for atrial fibrillation stroke risk calculator (5.5% of total and 32% of stroke-related page views), the Mean Arterial Pressure calculator (2.4% of total and 14.0% of stroke-related page views), the HAS-BLED score for major bleeding risk (1.9% of total and 11.4% of stroke-related page views), the National Institutes of Health Stroke Scale (NIHSS) score calculator (1.7% of total and 10.1% of stroke-related page views), and the CHADS2 score for atrial fibrillation stroke risk calculator (1.4% of total and 8.1% of stroke-related page views). Web browser was the most common mode of access, accounting for 82.7%-91.2% of individual stroke calculator page views. Access originated most frequently from the most populated regions within the United States. Internationally, use originated mostly from English-language countries. The NIHSS score calculator demonstrated the greatest increase in page views (238.1% increase) between the first and last quarters of the study period. Conclusions The most frequently used stroke calculators were the CHA2DS2-VASc, Mean Arterial Pressure, HAS-BLED, NIHSS, and CHADS2. These were mainly accessed by web browser, from English-speaking countries, and from highly populated areas. Further studies should investigate barriers to stroke calculator adoption and the effect of calculator use on the application of best practices in cerebrovascular disease.
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Gilliland, Kay. "Families Ask: Calculators in the Classroom." Mathematics Teaching in the Middle School 8, no. 3 (November 2002): 150–51. http://dx.doi.org/10.5951/mtms.8.3.0150.

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Middle school teachers often hear similar questions about calculators: “Should I allow my child to have a calculator?” “Are calculators just a crutch?” “Is using a calculator for homework acceptable?”
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Kang, JooSuk, Gooyeon Kim, and MiHyun Jeon. "Mathematics Teachers’ Beliefs about Graphing Calculator Use in Mathematics Classrooms." Korean School Mathematics Society 20, no. 4 (December 31, 2017): 537–60. http://dx.doi.org/10.30807/ksms.2017.20.4.010.

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This study aims to investigate secondary mathematics teachers’ beliefs about graphing calculator use in mathematics classrooms. For the purpose, we adopted a research instrument that was developed by Brown et. al(2007) and surveyed 32 mathematics teachers about their beliefs about graphing calculator use and teaching practice with calculators in their mathematics instruction. The data analysis suggested that the teachers rarely used calculators in their instruction and they have not had opportunities to use calculators in learning and teaching mathematics. Also, results suggested that the many teachers showed “Crutch beliefs”about the use of calculators in mathematics instruction.
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Thompson, Anthony D., and Stephen L. Sproule. "Deciding When to Use Calculators." Mathematics Teaching in the Middle School 6, no. 2 (October 2000): 126–29. http://dx.doi.org/10.5951/mtms.6.2.0126.

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The influence of technology, particularly the calculator, in the middle school classroom has become a compelling issue for both practicing and prospective teachers. The National Council of Teachers of Mathematics (1989) encourages the use of calculators in the middle grades, but teachers face a number of difficulties when they introduce calculators in their classrooms. In our work with both prospective and practicing teachers, we frequently hear the same concerns, particularly from middle school teachers, about incorporating calculators into the curriculum. These teachers ask, “When should I use calculators?” and “What should students know before I allow them to use calculators?” In particular, teachers want to be able to justify their answers to these questions to other teachers and parents who might be concerned about including calculator use in the middle school curriculum. The larger question that teachers often ask is “On what basis do I make the decision to use calculators with my students?”
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Hannick, Francis T. "Using the Memory Functions on Hand-held Calculators." Arithmetic Teacher 33, no. 3 (November 1985): 48–49. http://dx.doi.org/10.5951/at.33.3.0048.

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Most inexpensive hand-held calculators on the market today have some memory functions, such as add to, subtract from, recall, and clear. Unfortunately, too few calculator users are familiar with the use of the e memory functions and, as a result, the opportunity to incorporate these calculator features into the elementary school mathematics curriculum is often overlooked. In the spirit of the recommendation in NCTM's Agenda for Action (1980) concerning the use of calculators in the classroom, this article demonstrates rhe use of the memory function by pre enting three activities that are appropriate for use in the middle grades (4–8). These activities are of interest to childrens, and their efllcient solution s are grea tly enhanced by the hand-held calculator's memory functions. (The constant arithmetic feature of the calculator is also required.) The calculator used in each activity is the Texas Instruments TI-1766. The particular memory key that will be di scussed are the AC, M+, and MR keys, which clear the memory and the di splay, add to the memory, and display (recall from) the memory, respectively. The use of the activities with other similar models may require minor modification.
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Dissertations / Theses on the topic "Calculators"

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Thimbleby, Will. "Drawing from calculators." Thesis, Swansea University, 2010. https://cronfa.swan.ac.uk/Record/cronfa43088.

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Two novel interactive systems, a new calculator and a new drawing program, are developed. The novel user interfaces derive from the application and development of design principles during the software development. It is the principles, their relationship to the development process, and their potential future role in interactive system development, that form the main contributions of the thesis. Each system was created using an iterative, principle-driven method, in which the principles and implementation built on each other. The principledriven design process led to original user interfaces and to refined principles. The design, development and underlying principles of each system form two complementary parts of the thesis: • The calculator is designed to work as though it is 'paper with answers'. The user can write any mathematical expression by hand, and the calculator recognises the written expression, then morphs the user's input to a neat typeset expression, corrects any syntax errors, and then provides an answer. The neat typeset expression can then be edited freely by direct manipulation or by adding further writing. • The vector graphics drawing program design follows a similar principledriven approach. It applies the principles developed with the calculator, but to a very different style of user interface. Both systems provide substantial examples of user interface design and development. Their design and development resulted in four key user interface principles: projection, continuity, what you see is what you edit, and declarative interaction. These four flow principles are, it is argued, the main reasons the user interfaces are effective. User studies, qualitative feedback, heuristic, and analytic evidence is provided for the user interfaces. Both systems have been well received by users and are commercially distributed. The design principles may support future user interface design and development. They provide further research opportunities, particularly in exploring exactly where they are applicable, and how and when they can be applied to future designs.
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Stiles, Nancy L. Hathway Robert G. "Graphing calculators and calculus." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510432.

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Thesis (D.A.)--Illinois State University, 1994.
Title from title page screen, viewed March 31, 2006. Dissertation Committee: Robert G. Hathway (chair), Lynn H. Brown, John A. Dossey, Arnold J. Insel, Patricia H. Klass. Includes bibliographical references (leaves 33-34) and abstract. Also available in print.
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LaCour, Mark S. "When Calculators Lie| An Examination of How Calculators Affect Student's Engagement in Mathematical Problem Solving." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10248623.

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Quantitative reasoning is an important skill set that educators work tirelessly to develop, yet evidence is beginning to show a downward trend in performance among university students over the past few decades. The rise of technology in everyday life has undoubtedly affected the cognition of younger generations of students. Of particular interest is the increasing availability of calculators (e.g., on cell phones). In this experiment, we programmed a calculator to lie to students in certain conditions as well as alter the presentation of problems. We also collected numeracy scores. The effects of these variables on reports of suspicion towards the calculator and overall accuracy on problems were analyzed to see whether students tended to be disengaged from math problems while using a calculator (Disengagement Hypothesis) or whether calculators do not substantially affect how students engage in problems and variation in performance is more attributable to general numeracy (Engagement Hypothesis). The Engagement Hypothesis was supported.

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Gosse, Paul W. "Future mathematics in a TI-83 graphing calculator environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ42385.pdf.

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Maldonado, Aldo Rene. "Conversations with Hypatia : the use of computers and graphing calculators in the formulation of mathematical arguments in college calculus /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Shore, Mark A. "The effect of graphing calculators on college students' ability to solve procedural and conceptual problems in developmental algebra." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1024.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains v, 136 p. Vita. Includes abstract. Includes bibliographical references (p. 86-93).
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Spitzer, Sandy Margaret. "The role of graphing calculators in students' algebraic thinking." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 135 p, 2008. http://proquest.umi.com/pqdweb?did=1601234511&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Sheryn, Sarah Louise. "Investigating the appropriation of graphical calculators by mathematics students." Thesis, University of Leeds, 2006. http://etheses.whiterose.ac.uk/4417/.

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The primary aim of this researchis to investigate students' use of graphical calculators for high school mathematics. I see appropriation of the technology to be central to this and therefore I discuss the term appropriation and outline the definition of appropriation I will adhere to. In particular I followed six students through the academic year September 2003 to July 2004 with a view to establishing how, why and when they used their graphical calculators and what benefits they gained from its use. I selected the two schools from where the students came and the students volunteered to take part in my project. My research is broadly socio-cultural as I collected data not only from the students but also about the context in which the students learn. I used a case study approach, focussing on a small number of cases -a case being a student-with-a-GC-in-school. Overall I adopted a naturalistic paradigm for my study and collected qualitative data about the 'natural setting' – the classrooms and schools - and made every attempt to minimise the disruption to the students during their daily routines. The data was collected through a variety of methods- interviews, observations journals and key-stroke data from the students' graphical calculators. The key-stroke data are central to my work. The key-stroke capture software used provides an exact record of a student's use of the graphical calculator. This method of collecting data is not widely used or known and I have dedicated a chapter to outline its main features and make a critical analysis of it as a data collection tool. I see appropriation as a central issue to students using a graphical calculator and as such I reflect on the evidence with this at the forefront. I report on what are the signs that a student has appropriated their graphical calculator and what are the barriers to appropriation. I found that the six students appropriated their GC to varying degrees. The extent of their appropriation was influenced by a variety of factors including the tension between the old tool and the new tool, the teacher, the institution, the curriculum and personal aspirations. I examine these factors in detail and examine the stages of appropriation of each student.
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Sweeney, Sharon Shriver. "Attitudes and beliefs of parents of middle school children about calculators in school mathematics." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1095709423.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiii, 245 p.; also includes graphics. Includes bibliographical references (p. 210-217).
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Onur, Yurdagul. "Effects Of Graphing Calculators On Eighth Grade Students&#039." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609488/index.pdf.

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ABSTRACT EFFECTS OF GRAPHING CALCULATORS ON EIGHTH GRADE STUDENTS&
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ACHIEVEMENT IN GRAPHS OF LINEAR EQUATIONS AND CONCEPT OF SLOPE Ö
nü
r, Yurdagü
l M.S., Department of Elementary Science and Mathematics Education Supervisor: Assist. Prof. Dr. Ayhan Kü
rSat ERBAS May 2008, 76 pages The purpose of this study was to investigate the effects of graphing calculators on eight grade students&
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achievement in graphing linear equations and concept of slope. Pretest-posttest experimental-control group design was utilized in the study. While the students in experimental group (EG) received instruction about graphs of linear equations and concept of slope with graphing calculators, the students in control group (CG) was taught the same topics without using graphing calculators. There were 27 students (13 girls and 14 boys) in each group. Students in both EG and CG was administered an achievement test (i.e., MAT) consisting of questions related to graphing linear equations and slope concept before and after the instruction. Additionally, the teacher and six students from the EG were interviewed. The data obtained from students&
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post test scores of MAT were analyzed by Analysis of Variance (ANOVA). A statistically significant difference was found between the achievements of students in experimental and control groups. However, gender had no statistically significant effect on students&
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post test scores of MAT. Additionally, students&
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pre-test scores of MAT and their mathematics grades of the second semester of the seventh grade (MGS) were analysed by independent samples t-test. The results showed no statistically significant difference. On the other hand, the analysis of interview data revealed that graphing calculators affected students&
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attitudes towards mathematics in a positive way. Students had no considerable difficulty while using graphing calculators and they found studying with graphing calculators enjoyable. In summary, the results of the study showed that when graphing calculators used at elementary school level, they had positive effects on students&
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achievement and in some respects to their attitude. Consequently, integration of graphing calculators to elementary mathematics curriculum may be beneficial for students and teachers.
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Books on the topic "Calculators"

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Haney, Jan P. Calculators. Milwaukee: Raintree Publishers, 1985.

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Smoothey, Marion. Calculators. New York: Marshall Cavendish, 1995.

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Incorporated, Texas Instruments. TI-83 plus graphing calculator guidebook. Dallas, TX: Texas Instruments, 2002.

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Incorporated, Texas Instruments, ed. TI-83 plus graphing calculator guidebook. Dallas, TX: Texas Instruments, 2003.

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Incorporated, Texas Instruments, ed. TI-83 graphing calculator guidebook. [Dallas?], Tex: Texas Instruments Inc., 1996.

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Kokoska, Stephen. TI-83 plus graphing calculator manual for Johnson and Kuby's Just the essentials of elementary statistics, third edition. Pacific Grove, Calif: Brooks/Cole, 2003.

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Henry, Barbara Muncaster. South-western computer calculator: Macintosh & IBM. Cincinnati, Ohio: South-Western Pub. Co., 1994.

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United States. Office of Educational Research and Improvement. and National Center for Education Statistics., eds. Calculators and computers. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 1992.

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Smoothey, Marion. Let's investigate calculators. New York: Marshall Cavendish, 1995.

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Carendar, Jay W. Injection molding calculators. [Corvallis, Or.]: Advanced Process Engineering, 1998.

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Book chapters on the topic "Calculators"

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Penketh, F. E. "Electronic Calculators." In Work Out Numeracy, 211–26. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-08605-4_14.

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Penketh, F. E. "Electronic Calculators." In Confidence Mathematics, 110–25. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-07069-5_7.

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Haines, Betty, Roger Haines, and Andrew May. "Graphic calculators." In Mathematics A Level, 7–26. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-13850-0_2.

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Yrjönsuuri, Mikko, and Edith D. Sylla. "Oxford Calculators." In Encyclopedia of Medieval Philosophy, 903–8. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-1-4020-9729-4_366.

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Sylla, Edith D. "Oxford Calculators." In Encyclopedia of Medieval Philosophy, 1366–73. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-024-1665-7_366.

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Rees, D. G. "Calculators and computers." In Essential Statistics for Medical Practice, 195–205. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-4505-1_15.

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Suits, Bryan H. "Calculators and Computers." In Electronics for Physicists, 299–317. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39088-4_14.

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Clawson, Calvin C. "The Genius Calculators." In The Mathematical Traveler, 233–46. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-6014-6_14.

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Kitcher, Christopher. "Use of Calculators." In Electrical Installation Calculations, 1–2. 9th ed. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003258728-1.

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Kitcher, Christopher. "Use of Calculators." In Electrical Installation Calculations, 1–2. 10th ed. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003258735-1.

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Conference papers on the topic "Calculators"

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Misina, Sigita. "Financial Web Calculators." In 2019 60th International Scientific Conference on Information Technology and Management Science of Riga Technical University (ITMS). IEEE, 2019. http://dx.doi.org/10.1109/itms47855.2019.8940761.

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Bongard, Stefan, and Moritz Main. "Application and Comparison of Online Calculators for Calculating the Economic Efficiency and Sustainability of Vehicles." In 7th FEB International Scientific Conference. University of Maribor, University Press, 2023. http://dx.doi.org/10.18690/um.epf.3.2023.8.

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The aim of this work is to use different online comparison calculators in order to compare the results and to work out limitations and potentials for improvement. The research hypothesis is that due to uniform initial data of the case study, the different calculators provide approximately the same results. To investigate this hypothesis, four steps are carried out: first research and categorization of online calculators; second creating a case study and scenarios; third application of online calculators and fourth comparing the results of the calculations, also with the benchmark calculator DIPO-tool, for a critical evaluation. Generally, one can say that only a small number of the reviewed calculators can provide a functionality that is necessary for a professional and proper comparison of economic efficiency and sustainability. For the economic comparison, one can state, that in some cases, the calculation results deviate strongly from each other, contrary to the formulated hypothesis. When considering sustainability, it becomes very clear that tankto-wheel and well-to-wheel considerations fall far short of the mark and must be supplemented by a holistic approach that includes the manufacturing phase and the after-use phase (recovery and recycling).
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Moser, T. J. "Migration using fast traveltime calculators." In SEG Technical Program Expanded Abstracts 1993. Society of Exploration Geophysicists, 1993. http://dx.doi.org/10.1190/1.1822287.

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Staub, Florian. "Review of Calculators for BSM Higgs bosons." In Prospects for Charged Higgs Discovery at Colliders. Trieste, Italy: Sissa Medialab, 2019. http://dx.doi.org/10.22323/1.339.0004.

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Boffin, Henri M. J., Jakob Vinther, Gurvan Bazin, David Huerta, Yves Jung, Lars Lundin, and Malgorzata Stellert. "ESO’s new generation of exposure time calculators." In Observatory Operations: Strategies, Processes, and Systems X, edited by Lisa J. Storrie-Lombardi, Chris R. Benn, and Antonio Chrysostomou. SPIE, 2024. http://dx.doi.org/10.1117/12.3018325.

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Pohl, Henning, and Kasper Hornbæk. "Integrated Calculators: Moving Calculation into the World." In DIS '24: Designing Interactive Systems Conference. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3643834.3661523.

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Machalík, Stanislav. "Overview of Emission Calculators to Support Transport Sustainability." In 7th FEB International Scientific Conference. University of Maribor, University Press, 2023. http://dx.doi.org/10.18690/um.epf.3.2023.14.

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The increase in both passenger and freight transport has been enormous during last years and the situation will not change in the near future. This growth can be attributed to many factors, such as the increase in global trade or the rise of ecommerce which led to more goods and cargo movement and the amount of passenger traffic in all modes of transport. The consequence is increasing emissions, resulting in massive environmental degradation. Emission calculators are used to estimate the amount of greenhouse gases that are emitted into the atmosphere from various sources. They help better understanding of the process of emission formation to take steps to reduce them. This article's aim lies in comparing available free emission calculators in transport. The comparison is oriented on various transport modes, input and output parameters, and methodologies used to calculate emissions. On the basis of this research review own emission calculator has been designed.
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Krishnan, Saras, and Noraini Idris. "Challenges in using the graphics calculator in teaching statistics in a matriculation program." In Technology in Statistics Education: Virtualities and Realities. International Association for Statistical Education, 2012. http://dx.doi.org/10.52041/srap.12108.

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The teaching and learning of statistics has evolved tremendously over the years owing to the reformation in statistics education that changed the goals of statistics curriculum and the advancement of technology that revolutionized the pedagogy in statistics classrooms. On the whole, students’ knowledge acquisitions do not depend solely on the teacher anymore but students assume active roles in constructing knowledge with the correct guidance from the teacher. Moreover, with technological tools instead of concentrating on lengthy and repetitive calculations, students can focus in learning and understanding the important statistical concepts. Hand-held technologies such as the graphics calculators have paved the way for constructive and exciting learning experience. However, in developing countries such as Malaysia the use of graphics calculators in statistics classrooms poses challenges even to teachers and instructors of statistics.
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Zhang, Duo, Youliang Tian, Linjie Wang, Sheng Gao, and Jianfeng Ma. "Cooperative Game Model of Delegation Computing: Verifier Separated from Calculators." In IEEE INFOCOM 2020 - IEEE Conference on Computer Communications Workshops (INFOCOM WKSHPS). IEEE, 2020. http://dx.doi.org/10.1109/infocomwkshps50562.2020.9162946.

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Burrill, Gail. "Graphing calculators and their potential for teaching and learning statistics." In Role of Technology. International Association for Statistical Education, 1996. http://dx.doi.org/10.52041/srap.96101.

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Reports on the topic "Calculators"

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Yu, C., J. J. Cheng, and S. Kamboj. RESRAD for Radiological Risk Assessment. Comparison with EPA CERCLA Tools - PRG and DCC Calculators. Office of Scientific and Technical Information (OSTI), July 2015. http://dx.doi.org/10.2172/1203604.

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Manning, Karessa L., Fredrick G. Dolislager, and Michael B. Bellamy. Biota Modeling in EPA's Preliminary Remediation Goal and Dose Compliance Concentration Calculators for Use in EPA Superfund Risk Assessment: Explanation of Intake Rate Derivation, Transfer Factor Compilation, and Mass Loading Factor Sources. Office of Scientific and Technical Information (OSTI), November 2016. http://dx.doi.org/10.2172/1334468.

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Manning, Karessa, Fredrick Dolislager, and Anthony Armstrong. Biota Modeling in EPA’s Preliminary Remediation Goal and Dose Compliance Concentration Calculators for Use in EPA Superfund Risk Assessment: Explanation of Intake Rate Derivation, Transfer Factor Compilation, and Mass Loading Factor Sources. Office of Scientific and Technical Information (OSTI), September 2021. http://dx.doi.org/10.2172/1823338.

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Abadayev, G. N. Probability Calculator. Technical institute (branch) Federal State Autonomous Educational Institution of Higher Professional Education «North-Eastern Federal University named after M.K. Ammosov» in Nerungry, 2019. http://dx.doi.org/10.18411/s-2019-15-a.

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Dahlke, Garland R. Feed Efficiency Calculator. Ames (Iowa): Iowa State University, January 2015. http://dx.doi.org/10.31274/ans_air-180814-1267.

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Corona, Edmundo, and Carter Fietek. Mass Property Calculator. Office of Scientific and Technical Information (OSTI), July 2022. http://dx.doi.org/10.2172/1874633.

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Heidrich, Brenden, and Kelley Verner. Neutron Damage Calculator. Office of Scientific and Technical Information (OSTI), August 2018. http://dx.doi.org/10.2172/1968150.

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Wooten, Hasani Omar. PAGOSA Mesh Block Calculator. Office of Scientific and Technical Information (OSTI), February 2020. http://dx.doi.org/10.2172/1601368.

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Vankuik B., C. Gardner, S. Bellavia, A. Rusek, and K. Brown. NSRL Energy Loss Calculator. Office of Scientific and Technical Information (OSTI), August 2006. http://dx.doi.org/10.2172/1061842.

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Cook, J. M. Loss parameter calculations. Office of Scientific and Technical Information (OSTI), July 1995. http://dx.doi.org/10.2172/89978.

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