Relevant bibliographies by topics / Year 11 Mathematics

Academic literature on the topic 'Year 11 Mathematics'

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Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Year 11 Mathematics"

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Bond, Rod, David Green, and Barbara Jaworski. "Motivating Years 12 and 13 study of mathematics: researching pathways in Year 11." Research in Mathematics Education 12, no. 2 (September 2010): 153–54. http://dx.doi.org/10.1080/14794802.2010.496981.

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Kirkham, Jane, Elaine Chapman, and Helen Wildy. "Factors considered by Western Australian Year 10 students in choosing Year 11 mathematics courses." Mathematics Education Research Journal 32, no. 4 (July 17, 2019): 719–41. http://dx.doi.org/10.1007/s13394-019-00277-y.

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Hudáková, Jana, and Eva Králová. "11. Creative Interdisciplinary Math Lessons by Means of Music Activities." Review of Artistic Education 12, no. 2 (March 1, 2016): 290–96. http://dx.doi.org/10.1515/rae-2016-0035.

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Abstract The goal of the paper is to introduce the project Comenius “EMP-Maths”, entitled ‘Providing Mathematics with Music Activities’, in which seven European countries took part. The key chapter is devoted to music activities that Slovak team integrated in the school subject of Mathematics. Music activities were selected and designed in accordance with the content of school subject Mathematics. To each particular theme the project solvers designed methodologies and didactic musical games, contests, music and drama exercises. The authoresses illustrate in detail one example of this integration which was presented during the meeting of 7 European countries in Barcelona in January 2015. Their illustration refers to interconnection of cognitive, affective, and psychomotor goals of both school subjects to develop musical and mathematical abilities of 11 – 12 year old elementary school pupils.
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Fomina, Tatiana. "Self-Regulation, Math Self-Efficacy, Math Interest and Mathematics Achievement." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 29, 2017): 33–40. http://dx.doi.org/10.18844/prosoc.v4i6.2909.

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This study reports the relationships between self-regulation (SR), math self-efficacy, math interest, and three types of pupils’ mathematics achievement. The sample included 14–16-year-old students in the 9th grade (out of 11) educated in seven standard and enhanced curricula schools in Russia (N = 318). Significant correlations were found between the studied constructs and various types of pupils’ mathematics achievement. SR proved to be a significant predictor for higher indicators in both year math grade and for solving specific mathematical tasks. Whereas the constructs math self-efficacy and math interest are relevant to different kinds of mathematics achievements, math self-efficacy is a significant predictor for successful solving specific mathematical tasks, math interest is for the year math grade. In addition, the general level of SR acts as a mediator of the links between math interest and year math grade. Keywords: Self-regulation, math self-efficacy, math interest, achievement;
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Paul, Fredric. "Soundoff: An Integrated Approach for Secondary School Mathematics." Mathematics Teacher 79, no. 4 (April 1986): 236–38. http://dx.doi.org/10.5951/mt.79.4.0236.

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In 1972, after many years of concern and dissatisfaction with the traditional three-year high school mathematics program of geometry sandwiched between algebra (Math 9) and algebra-trigonometry (Math 11), the Bureau of Mathematics of the New York State Education Department decided to investigate a possible alternative approach. In June of that year, an ad hoc committee of the state's mathematics educators developed an outline for a three-year curriculum aimed at bringing together the various branches of mathematics previously treated as independent, year-long courses. Most of the traditional content was retained, although not necessarily at the same grade level; in addition, probability, statistics, logic, and transformation geometry were included in a three-year comprehensive program.
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Deater-Deckard, Kirby, Shereen El Mallah, Mido Chang, Michael A. Evans, and Anderson Norton. "Student behavioral engagement during mathematics educational video game instruction with 11–14 year olds." International Journal of Child-Computer Interaction 2, no. 3 (September 2014): 101–8. http://dx.doi.org/10.1016/j.ijcci.2014.08.001.

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Topping, Keith, Jean Campbell, Walter Douglas, and Andrea Smith. "Cross-age peer tutoring in mathematics with seven- and 11-year-olds: influence on mathematical vocabulary, strategic dialogue and self-concept." Educational Research 45, no. 3 (December 2003): 287–308. http://dx.doi.org/10.1080/0013188032000137274.

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Warren, Elizabeth, and Eva deVries. "Young Australian Indigenous Students' Engagement with Numeracy: Actions That Assist to Bridge the Gap." Australian Journal of Education 53, no. 2 (August 2009): 159–75. http://dx.doi.org/10.1177/000494410905300205.

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Many young Indigenous Australian students continue to underachieve in Western mathematics. National test results indicate that they are two years behind their peers. Success in mathematics is important to Indigenous students as it leads to employment opportunities and can assist in identifying power differences among socio-economic classes (Gustein, 2003). The focus of this paper is the preparatory year. One-on-one interviews were conducted with 48 students (average age 4 years and 11 months) at the commencement and completion of the preparatory year. Pre-and post-intervention test results of BOEHM (an oral language test), School Entry Number Assessment (SENA) and patterning ability were collected. The pre-and post-intervention test results indicated that, although Australian Indigenous students scored significantly lower on the pre-intervention test with regard to their understanding of number, an intervention focusing, first, on the language of mathematics and, secondly, on representations that support mathematical thinking assisted these students to begin to bridge the gaps in their learning. This paper begins to tease out classroom actions that supported their engagement with and understanding of Western mathematics.
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Nicholas, Karen, and Jo Fletcher. "What supports 11- to 13-year-old Pasifika students in mathematics learning in New Zealand classrooms?" Education 3-13 45, no. 1 (May 27, 2015): 68–82. http://dx.doi.org/10.1080/03004279.2015.1048269.

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Montgomery, Alice, and Leslie J. Francis. "Relationship between Personal Prayer and School-Related Attitudes among 11–16-Year-Old Girls." Psychological Reports 78, no. 3 (June 1996): 787–93. http://dx.doi.org/10.2466/pr0.1996.78.3.787.

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A sample of 392 girls between the ages of 11 and 16 years attending a state-maintained single-sex Catholic secondary school completed six semantic differential scales of attitudes toward school and toward lessons concerned with English, music, religion, mathematics, and sports, together with information about paternal employment and their personal practice of prayer. The relationship between personal prayer and attitude toward school after controlling for age and social class was positive.
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Dissertations / Theses on the topic "Year 11 Mathematics"

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Türnüklü, Elif Beymen. "Mathematics teachers' assessment practices and formative assessment : a study of teachers of 11-14 year olds in Turkey and England." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/30944.

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Teacher assessment and formative assessment have a crucial place in the teaching and learning process. Their value especially was increased due to the changing perspectives of educational assessment in the last decade. This study therefore, has been designed to identify, examine and compare secondary mathematics teachers' assessment practices and formative assessment in Turkey and England. For this study multiple case studies, approached under the qualitative paradigm were chosen as the main approach. Semi-structured interviewing and non-participant observation (being a complete observer) were adopted as the methods of data collection. The study was carried out with 12 mathematics teachers of 11-14 year olds in England and Turkey. The findings show that questioning played a crucial role in teachers' assessment processes during interactions between the teachers and the pupils. The teachers collected information about their pupils by observing them, while pupils are practicing their skills and using their knowledge, and examining pupils' products as a part of their teaching. Formative assessment appeared as generally correcting errors and an approving type of feedback. The results of the study also show that both English and Turkish teachers used almost the same assessment techniques. However, how they used these techniques and what they looked for was different between Turkish and English teachers. It seems that these differences came from the different teaching styles of teachers as well as different teaching contexts. Differences in assessment practices and formative assessment appeared not only between teachers from different countries, but also among teachers from the same country. According to findings, a model of teachers' assessment practices was devised. Some issues were found with Turkish teachers assessment practices because of the influence of assessment policy and lack of use of assessment methods.
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Peard, Robert, and mikewood@deakin edu au. "The Effect of social background on the development of probabilistic concepts." Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.154933.

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This research explores how the social backgrounds of a group of students contributed to their intuitive knowledge in probabilistic reasoning, and influenced their processing of the associated mathematics. A group of Year 11 students who came from families for whom the phenomenon of track gambling formed an important part of their cultural background was identified. Another group consisting of students in the same mathematics course (Year 11 Maths in Society) but from families for whom the phenomenon of gambling in any form was totally absent from their social backgrounds was identified. Twenty students were selected from each group. The research employed a qualitative methodology in which a phenomenographic approach was used to investigate the qualitatively different ways in which individuals within the two groups thought about concepts involving probabilistic reasoning, and processed the related mathematical skills and concepts. The cognitive processes involved in the applications of probabilistic and related mathematical concepts in a variety of both gambling and non-gambling situations were studied in order to determine whether this culturally based knowledge could be viewed as a type of ‘ethnomathematics.’ Data were obtained through individual structured interviews which enabled patterns of reasoning to be compared and contrasted. Analyses of these data enabled intuitive mathematical understandings possessed by the gamblers not only to be identified, but also to be linked with their social backgrounds. Also differences between how individuals in the two groups processed probabilistic and associated mathematical knowledge were determined. This research complements and extends existing knowledge and theories related to culturally-based mathematical knowledge. Implications for further research, for classroom teaching, and for curriculum development in the study of probability in senior secondary mathematics classes are discussed.
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Kwang, Teong Su. "The effect of metacognitive training on the mathematical word problem solving of Singapore 11-12 year olds in a computer environment." Thesis, University of Leeds, 2000. http://etheses.whiterose.ac.uk/813/.

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This study aims to establish the extent to which metacognitive training plays a part in Singapore primary students' word problem solving in a computer environment. The study involved 142 Singapore 11 to 12-year-old students from two primary schools. The study adopts a two-phase design, combining a quasi-experimental design and a case study design. For the quasi-experimental design, analysis of students' mathematical achievement test data is used to investigate the relationship between metacognitive training, students' level of mathematical achievement and their mathematical word problem solving performance. For the case study design, analysis of the think aloud protocol data during word problem solving of eight pairs of students is used to explore the role of metacognition in mathematical word problem solving in a computer environment. In addition, student questionnaire and teacher interview data provide descriptive accounts of students' metacognitive knowledge during mathematical word problem solving. The findings from the analysis of mathematical achievement test and think aloud protocol data reveal that metacognitive training results in improvement in mathematical word problem solving performance, and that lower achievers appear to show the full benefit from metacognitive training only after a period of time. The findings of the think aloud protocol data also reveal that i) generating metacognitive behaviours, and knowing when and how to use them during word problem solving are important determinants for successful word problem solving, and ii) students have distinctive progressions of word problem solving activity which can be represented by five types of cognitive-metacognitive word problem solving models. These progressions of word problem solving activity seem to relate to students' success in word problem solving. It is also proposed that there is a relationship between affect, students' ability to develop metacognitive awareness, and word problem solving. In addition, effective pair collaboration is influenced by students' mathematical beliefs, and how students are paired according to their metacognitive knowledge. The educational and pedagogical implications of these findings are discussed, particularly in relation to the Singaporean context.
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Kerridge, Susan. "A study into the improvement in the mathematical academic attainment of low attainers in Year 7 (11–12 year olds) when accelerated learning is used as a teaching pedagogy in the classroom." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/3500/.

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As a practitioner with over 20 years of classroom experience, I felt that low attainers in mathematics had a fear of failure and that this had a negative effect on the pupils‟ academic attainment. In order to address this I instigated a pilot study with low attainers in year 7 using accelerated learning. The pilot study used descriptive narrative to capture the teacher‟s and pupils‟ responses and in the vignettes presented the reader will see how these fears were addressed. Statistical analysis of pupils‟ academic attainment demonstrated unequivocally that pupils in the experimental group had improved more than the pupils in the parallel control group. As a researcher I realised that this warranted further investigation however, this pilot study was conducted as a practitioner and needed to be placed into a more rigorous academic framework. In this context, causes of low attainment, key theoretical principles and practical intervention strategies that address these causes are discussed. These theories and strategies are categorised under 3 key elements of environment, communication and memory. The suitability of accelerated learning as a teaching pedagogy is also discussed. As a research practitioner I carried out two case studies and actual lessons are described capturing the teachers‟ and pupils‟ responses. Statistical analysis shows that in approximately 70% of the cases the academic attainment of the low attainers improved more than the pupils in the control group. A toolbox that can be utilised in effective teaching and learning was developed. The tools are underpinned by the key theoretical principles and practical intervention strategies and are expressed in terms of the three key elements; environment, communication and memory. In conclusion the pilot and case studies provide strong evidence that the mathematical academic attainment of year 7 low attainers improves when accelerated learning is used as a teaching pedagogy.
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Mubark, Ma’Moon Mohammad. "Mathematical Thinking And Mathematics Achievement Of Students In The Year 11 Scientific Stream In Jordan." 2005. http://hdl.handle.net/1959.13/24864.

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The first aim of this study was to identify important aspects of mathematical thinking, and to investigate the relationships between the different aspects of mathematical thinking and mathematics achievement. The second aim was to examine possible gender and school location (urban, suburban, and rural) differences related to aspects of mathematical thinking and mathematics achievement. Two assessments were developed that were suitable for students in the Year 11 scientific stream in Jordan. One test was for aspects of mathematical thinking and the other for mathematics achievement, the latter being consistent with typical school achievement tests for these students in Jordan. The researcher chose and developed items to test mathematical thinking and mathematics achievement from the Third International Mathematics and Science Study (TIMSS), the internet, research literature, specialist books in mathematics and his own experience. The data were collected in the 2003-2004 academic year from over 500 Year 11 scientific stream students (both male and female) at 20 randomly selected schools from six directorates in the Irbid Governorate, Jordan. In addition, 13 teachers were individually interviewed, and four groups of students were interviewed in focus groups to obtain information about their opinions and about different methods of thinking in mathematics. The teacher interviews were used to identify consistencies and inconsistencies between the test results and the respondents’ opinions of difficulty and importance. In addition, information was obtained about the classroom time teachers devoted to the different aspects of mathematical thinking and the teaching strategies they employed. Six aspects of mathematical thinking were identified by the study: Generalization, Induction, Deduction, Use of Symbols, Logical thinking and Mathematical proof. Mathematical proof was also the most difficult aspect, while Logical thinking was the least difficult. Female students had significantly higher mean scores than males on three of the six aspects of mathematical thinking and on the total test scores. Students attending suburban schools had significantly higher mean scores than students at urban and rural schools on four aspects, and on the total scores. Using multiple regression analysis, all six aspects were found to be important for mathematics achievement. Mathematical proof and Generalization were the most important aspects, Use of symbols and Logical thinking were next in importance, and Deduction and Induction were the least important aspects. Approximately 70 per cent of the variance in mathematics achievement was explained by the six aspects of mathematical thinking, gender, and school location. There was a high level of consistency between teacher opinions of the relative importance of aspects of mathematical thinking and the test results. However, there were some nconsistencies between the teacher opinions and test results with respect to relative difficulty levels of the six aspects. By clarifying the importance for mathematics achievement of the six aspects of mathematical thinking identified, this study has relevance for the teaching of mathematics to Year 11, scientific stream students in Jordan.
PhD Doctorate
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Books on the topic "Year 11 Mathematics"

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Maths for 10-11 year olds. London: Letts, 1996.

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Maths for 10-11 year olds. London: Letts Educational, 1990.

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International Conference on Applied Mathematics and Mathematical Physics (2000 Shahjalal University of Science and Technology, Sylhet, Bangladesh). Proceedings of International Conference on Applied Mathematics and Mathematical Physics: An event of international mathematic year 2000, 11-15 September, 2000. Sylhet: Dept. of Mathematics, Shahjalal University of Science & Technology, 2000.

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Burndred, Stafford. National curriculum mathematics attainment tests: Key stage 3 (11-14 year olds). 2nd ed. London: DP Publications, 1993.

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Burndred, Stafford. National curriculum mathematics attainment tests: Key stage 3 (11-14 year olds). London: DP, 1992.

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Mills, Steve. Language book 2: Using maths vocabulary for 9-11 year olds. Oxford: Heinemann, 1999.

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Askew, Mike. Using and applying mathematics for 7 to 11 year olds: Teaching and learning strategies. Oxford: Heinemann, 1997.

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Khalil, Bitar, Chamseddine Ali, and Sabra Wafic, eds. Proceedings of the International Conference on the Mathematical Sciences after the year 2000: Beirut, Lebanon, 11-15 January 1999. Singapore: World Scientific, 2000.

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Linda, Terry, ed. Homework helpers: Maths : ages 10-11, key stage 2, year 6. Harlow: Longman, 2000.

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Thomas, Alice, Norman Fisher, David Calvey, and Michael Brown. Cambridge General Mathematics Year 11. University of Cambridge ESOL Examinations, 2000.

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Book chapters on the topic "Year 11 Mathematics"

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Pesci, Angela. "Visualization in Mathematics and Graphical Mediators: An Experience with 11-12 Year Old Pupils." In NATO ASI Series, 34–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57771-0_3.

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Barker, Debbie, and Craig Pournara. "Designing Mathematics Tasks for the Professional Development of Teachers Who Teach Mathematics Students Aged 11–16 Years." In Proceedings of the 13th International Congress on Mathematical Education, 701–2. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_113.

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Kyriakides, Andreas O., Maria Meletiou-Mavrotheris, and Theodosia Prodromou. "Changing Children's Stance towards Mathematics through Mobile Teaching." In Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education, 122–45. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8714-1.ch006.

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In this chapter, we argue for the importance of embedding computer programming into existing mathematics curricula through the use of educational games apps. We illustrate the apps' opportunities by showing how programming was incorporated into a task undertaken by a group of 10-11 year old students. This was their first experience of computer programming at the primary level. The results of this study contribute to understanding a) the development of students' reasoning about mathematical concepts and procedures throughout the participants' engagement with A.L.E.X. app, and b) students' articulated impressions about educational games apps with mathematical content, including students' acknowledgment of the pedagogical role that an iPad could play.
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Prodromou, Theodosia, Maria Meletiou-Mavrotheris, and Andreas O. Kyriakides. "Students' Kinaesthetic Interactions with a Touch-Enabled Virtual Mapping Tool." In Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education, 1–23. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8714-1.ch001.

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Recent technology advances have substantially changed the way we teach and learn mathematics providing educators with opportunities for creating novel inquiry-based learning environments by increasing the range and sophistication of possible classroom activities. The affordances provided by mobile technologies can motivate students to engage in authentic problem solving activities that can promote their mathematical learning, and the attainment of important competencies essential in modern society. This chapter reports on the main experiences gained from a study that exploited affordances of tablet devices used by young students (11-year old). Findings from the study indicate that general purpose apps such as Recce that was employed in the current study can scaffold learning of the mathematics curriculum in educationally powerful ways that engage students and promote their mathematical growth.
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Moscardini, Lio. "Collaborating Across the Pond: Cognitively Guided Instruction Project." In Theory and Practice: An Interface or A Great Divide?, 401–5. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.76.

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This paper describes a primary-school (ages 5-11) project implemented in Scotland, based on the United States research from Cognitively Guided Instruction (CGI), and as envisioned by Dr. Lio Moscardini. Three schools, two public and one private, participated in this two-year long initial study that focused on helping teachers to understand the developmental stages pupils naturally progress through in order to understand the mathematics for their class level as defined by the Scottish government. This project provides evidence that a rise in attainment can occur by focusing on teachers’ knowledge, pedagogy, and pedagogical content knowledge in relation to mathematics rather than by focusing on attainment itself. Additionally, this project addresses the teaching and learning of a diverse group of students, i.e. inclusion, low socio-economics.
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"Mathematical Makeovers: Using Existing Mathematics Problems to Promote the Development of Thinking Skills." In Teaching Thinking Skills across the Middle Years, 79–108. David Fulton Publishers, 2014. http://dx.doi.org/10.4324/9780203065341-11.

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Gallea, Sandro, and Roberto Gallea. "A Math E-Learning Course to Improve Pupils’ Performances." In Handbook of Research on Didactic Strategies and Technologies for Education, 763–71. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch066.

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This chapter presents an e-learning teaching/learning activity to support the traditional activities at school. It was developed as a part of a P.O.R. project (Piano Operativo Regionale) of the Regione Sicilia for the Mathematics subject. The experiment was conducted at Libero Grassi school (Istituto Tecnico Commerciale Statale) in Palermo, Italy. The designated e-learning platform is the open source system, Moodle. The main purpose of the formative activity is to reduce students’ educational gap, which may generate “educational debits” at the end of the school year. If the students do not overcome these debits, they are not admitted to the next year. This activity took place during the second four-month term of the 2010/11 academic year. Results were excellent; no students had any educational debits. There was also an improvement in the students’ attitude towards the subject in the collaborative and cooperative approach between the students and the teacher. It was also positive for the rest of the class.
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"Writing about mathematics." In Creative Teaching: Mathematics in the Early Years and Primary Classroom, 88–104. David Fulton Publishers, 2007. http://dx.doi.org/10.4324/9780203826294-11.

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"Knowing and Understanding Mathematics: Concerning a Theory of Instruction." In Mathematics Teaching in the Early Years, 41–66. Routledge, 2013. http://dx.doi.org/10.4324/9780203062500-11.

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"Shape and space." In Mathematics in Early Years Education, 127–56. Routledge, 2013. http://dx.doi.org/10.4324/9780203810385-11.

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Conference papers on the topic "Year 11 Mathematics"

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Pushkov, V., and S. Zavjalov. "The natives of Smolensk province – first-year students of Moscow university of 1917." In Historical research in the context of data science: Information resources, analytical methods and digital technologies. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1793.978-5-317-06529-4/89-95.

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In 1917 Smolensk province stood on the second place by the quantity of sophomores of the Moscow university next to Vladimir province (139 and 158 students correspondingly). 7 districts out from 11 were represented. Mainly graduators of gymnasia and the Seminary entered the university. For the first time 8 girls became students. Principally the social structure of students included petty bourgeoisie, clergy and peasantry. Most part of students entered physics and mathematics department, much smaller part entered medical department and ones of law and of linguistics and history.
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Pushkov, V., and S. Zavjalov. "The natives of Smolensk province – first-year students of Moscow university of 1917." In Historical research in the context of data science: Information resources, analytical methods and digital technologies. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1793.978-5-317-06529-4/89-95.

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In 1917 Smolensk province stood on the second place by the quantity of sophomores of the Moscow university next to Vladimir province (139 and 158 students correspondingly). 7 districts out from 11 were represented. Mainly graduators of gymnasia and the Seminary entered the university. For the first time 8 girls became students. Principally the social structure of students included petty bourgeoisie, clergy and peasantry. Most part of students entered physics and mathematics department, much smaller part entered medical department and ones of law and of linguistics and history.
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Ławrynowicz, Julian, Tatsuro Ogata, and Osamu Suzuki. "Differential and integral calculus for a Schauder basis on a fractal set (I) (Schauder basis 80 years after)." In Lvov Mathematical School in the Period 1915-45. Warsaw: Institute of Mathematics Polish Academy of Sciences, 2009. http://dx.doi.org/10.4064/bc87-0-11.

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Latifah, Leny, Yusi Dwi Nurcahyani, Suryati Kumorowulan, and Diah Yunitawati. "Iodine Deficiency Associated with Adolescent Cognitive Performance in Endemic Iodine Deficiency Endemic Area." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.05.24.

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ABSTRACT Background: Iodine deficiency is one of the most important public health problems in the world today, especially among children and pregnant women who are considered to be the highest-risk groups. These diseases hinder the socio-economic development of the affected areas. This study aimed to determine iodine deficiency associated with adolescent cognitive performance in endemic iodine deficiency endemic area. Subjects and Method: This is a cross-sectional study conducted in Bulu district, Temanggung. A sample of 120 adolescents range age 11-14 years old was selected by cluster sampling. The dependent variable was Cognitive performance. The independent variable was Iodine deficiency. The data were collected by questionnaire, measurement and assessment. This study was analyzed by multiple logistic regression. Results: On cognitive performance. Adolescent IQs are below average (69.2%), mathematics tests (64.2%), and Indonesian language tests are below average (47.5%). A total of (30.8%) adolescents showed insufficient iodine intake, goiter enlargement (30.2%), stunting (35%), and anemia (20.8%). The linear regression model on IQ showed goiter enlargement as a factor associated with decreased IQ, even after accounting for confounding factors (p = 0.013; R2 = 0.07). Subjects with goiter enlargement had lower mean IQ (Mean = 10.32). IQ was related to Indonesian achievement (p = 0.031; R2 = 0.13), while UIE (p = 0.031), father’s education (p = 0.011), and IQ (p <0.001) were identified as factors related to math test scores (R2 = 0.23). after accounting for confounding factors. Conclusion: Iodine deficiency is negatively associated with cognitive performance in areas of endemic infested iodine deficiency. Goiter enlargement, which is an indicator of long-term iodine deficiency status, correlates with IQ. UIE, which reflects current indicators of iodine deficiency status, affects academic achievement. The cognitive impact of iodine deficiency lasts into adolescence. Therefore, ensuring adequate iodine intake in adolescents is essential to optimize their cognitive performance. Keywords: cognitive performance, iodine deficiency, early adolescence, nutrition, nutrition Correspondence: Leny Latifah. Research and Development Center for Health, Magelang, Central Java, Indonesia. Email: lenylatifah1@gmail.com DOI: https://doi.org/10.26911/the7thicph.05.24
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Ljubin-Golub, Tajana. "THE ROLE OF ACHIEVEMENT GOALS IN MOTIVATIONAL REGULATION AND FLOW IN LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact037.

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"Appropriate self-regulation in motivation and experiencing flow in learning and other academic activities are important factors for success in study and psychological wellbeing. Previous studies suggested that achievement goals have role in student’s motivation for learning, but there is only partial knowledge regarding the role of achievement goals in motivational regulation and academic flow. The aim of this study was to explore: a) the role of achievement goals in motivational self-regulation and study-related flow; b) the incremental role of mastery self-talk motivational strategy in academic flow over the mastery-approach goal; c) the mediating role of mastery self-talk motivational strategy in the relationship between mastery-approach goal and academic flow. It was expected that both mastery-approach goal and mastery self-talk motivational strategy will have positive and incremental role in academic flow, and that the relationship between mastery-approach goal and academic flow would be mediated through using motivational strategy of mastery self-talk. The participants were 113 university undergraduate students studying mathematics (M= 20 years, 61% females). Self-report questionnaires assessing achievement goals, strategies used for self-regulation of motivation, and study-related flow were applied. Data analysis included regression analyses and mediational analyses. Regression analyses revealed that personal goal achievements explained 43% of variance in mastery self-talk strategy, 32% of variance in performance-approach self-talk strategy, 18% of variance in performance-avoidance self-talk strategy, 11% of variance in environmental control strategy, 7% of variance in self-consequating strategy, and 10% of variance in proximal goal strategy. Personal achievement goals explained 45% of variance in academic flow. Mastery-approach goal was predictive for explaining individual variance in most of positive motivational strategies and academic flow. In line with hypothesis, it was found that mastery self-talk mediated the relationship between mastery-approach goal and flow. The results underscore the importance of adopting mastery-approach goal and using mastery self-talk strategy in order to experience study-related flow."
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6

Patil, Parimal A., Prasanna Chidambaram, M. Syafeeq Bin Ebining Amir, Pankaj K. Tiwari, Debasis P. Das, Mahesh S. Picha, M. Khaidhir B A Hamid, and Raj Deo Tewari. "FEP Based Model Development for Assessing Well Integrity Risk Related to CO2 Storage in Central Luconia Gas Fields in Sarawak." In International Petroleum Technology Conference. IPTC, 2021. http://dx.doi.org/10.2523/iptc-21472-ms.

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Abstract Underground storage of CO2 in depleted gas reservoirs is a greenhouse gas reduction technique that significantly reduces CO2 released into the atmosphere. Three major depleted gas reservoirs in Central Luconia gas field, located offshore Sarawak, possess good geological characteristics needed to ensure long-term security for CO2 stored deep underground. Long-term integrity of all the wells drilled in these gas fields must be ensured in order to successfully keep the CO2 stored for decades/centuries into the future. Well integrity is often defined as the ability to contain fluids without significant leakage through the project lifecycle. In order to analyze the risk associated with all 38 drilled wells, that includes 11 plugged and abandoned (P&A) wells and 27 active wells, probabilistic risk assessment approach has been developed. This approach uses various leakage scenarios, that includes features, events, and processes (FEP). A P&A well in a depleted reservoir is a very complex system in order to assess the loss of containment as several scenarios and parameters associated to those scenarios are difficult to estimate. Based on the available data of P&A wells, a well has been selected for this study. All the barriers in the example well have been identified and properties associated with those barriers are defined in order to estimate the possible leakage pathways through the identified barriers within that well. Detailed mathematical models are provided for estimating CO2 leakage from reservoir to the surface through all possible leakage pathways. Sensitivity analysis has been carried out for critical parameters such as cement permeability, and length of cement plug, in order to assess the containment ability of that well and understand its impact on overall well integrity. Sensitivity analysis shows that permeability of the cement in the annulus, and length of cement plug in the wellbore along with pressure differential can be used as critical set of parameters to assess the risk associated with all wells in these three fields. Well integrity is defined as the ability of the composite system (cemented casings string) in the well to contain fluids without significant leakage from underground reservoir up to surface. It has been recognized as a key performance factor determining the viability of any CCS project. This is the first attempt in assessing Well Integrity risk related to CO2 storage in Central Luconia Gas Fields in Sarawak. The wells have been looked individually in order to make sure that integrity is maintained, and CO2 is contained underground for years to come.
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7

Ebuzeme, Ifeanyichukwu, Oladipo Olatunji, and Babatope Olufemi. "Factorial Design Validation of an Environmentally Benign Water-Based Drilling Fluid from Sweet Potato Peels at Elevated Temperatures." In SPE Nigeria Annual International Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/207097-ms.

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Abstract In recent years, several research types have been carried out to produce environmentally-benign drilling fluid additives using locally sourced substances. Still, the formulation of a more effective and cheaper viscosifier for a better hole cleaning ability that lowers risk in lost circulation zones, especially at higher temperatures, remains a critical research subject. This study examines the use of Sweet Potato Peels Extract (PPE), a more readily available by-product, as a drilling fluid additive. A 23 factorial experiment that considers temperature, PPE and Xanthan Gum (X.G.) as factor variables and viscosity as a response variable was conducted for field optimisation. In this research, the PPE and other commercial polymers were measured at different concentrations and combined in a specified ratio of 1:1 by mass to verify the levels of interaction between the additives on the mud weight, yield point (Y.P.), and plastic viscosity (P.V.) of the formulated drilling mud. The additives’ effects were then recorded using a mud balance, a viscometer, and a heater for temperature variance. The results were then compared with the control mud to ascertain the additives’ effectiveness. Experimental results revealed that the PPE and X.G. increased the Y.P. and P.V. at 104 °F and 176 °F, respectively. On adding 6 g of X.G. to the control mud (8.97 ppg), at 104 °F and 176 °F, the Y.P. increased by 88% and 11%, respectively, and the 3 g PPE + 3 g X.G. gave a better inference at 104 °F and 176 °F with a 92% and 38% increase respectively. This increase is a result of higher potassium content in the PPE from chemical laboratory analysis. Apart from the optimum ratio by mass of 1:1 above, the combination effects or results are shown using the factorial design experiment. The factor variables were modelled into a mathematical equation that indicates PPE additive as the most significant parameter on the yield point. The second component of viscosity, plastic viscosity (P.V.), followed a similar trend. Furthermore, PPE and X.G.'s effect on plastic viscosity at 176 °F decreased slightly with an increase in the control mud's salinity. This novel combination offers a more cost-effective and better-performing viscosifier than the conventional X.G. from the above results. The model helps predict downhole conditions better as it shows the interactive effects of the various additives and can help inform decisions at the surface. A better hole cleaning ability, lower risk in lost circulation zones, and reduced Non-Productive Time would be the benefits of using this formulation.
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