Search results

This study aims to investigate the differences in spatial ability between students with a math learning disability and their normal peers.

To investigate these differences two groups, (60 students with a math learning disability) and (60 normal students) from fifth grade with a mean age (10.6 years) were administered with spatial ability test along with an IQ test. Students with a math learning disability were chosen using measures of the following: math learning disability questionnaire developed from learning disability evaluation scale – renormed second edition (LDES-R²) (McCarney and Arthaud, 2007) and the Quick Neurological Screening Test (Mutti et al., 2012), in addition to their marks in formal math tests in school.

Comparison between the two groups in four aspects of spatial ability resulted in obvious differences in each aspect of spatial ability (spatial relations, mental rotation, spatial visualization and spatial orientation); these differences were clear, especially in mental rotation and spatial visualization.

This paper contributes to gain more insights into the characteristics of pupils with a math learning disability, the nature of spatial abilities and its effect on a math learning disability. Moreover, the results suggest spatial ability to be an important diagnose factor to distinguish and identify students with a math learning disability, and that spatial ability is strongly relevant to math achievement. The results have significant implications for success in the science, technology, engineering and mathematics domain.

Surveillance is the emerging concept in the current technology, as it plays a vital role in monitoring keen activities at the nooks and corner of the world. Among which moving object identifying and tracking by means of computer vision techniques is the major part in surveillance. If we consider moving object detection in video analysis is the initial step among the various computer applications. The main drawbacks of the existing object tracking method is a time-consuming approach if the video contains a high volume of information. There arise certain issues in choosing the optimum tracking technique for this huge volume of data. Further, the situation becomes worse when the tracked object varies orientation over time and also it is difficult to predict multiple objects at the same time. In order to overcome these issues here, we have intended to propose an effective method for object detection and movement tracking. In this paper, we proposed robust video object detection and tracking technique. The proposed technique is divided into three phases namely detection phase, tracking phase and evaluation phase in which detection phase contains Foreground segmentation and Noise reduction. Mixture of Adaptive Gaussian (MoAG) model is proposed to achieve the efficient foreground segmentation. In addition to it the fuzzy morphological filter model is implemented for removing the noise present in the foreground segmented frames. Moving object tracking is achieved by the blob detection which comes under tracking phase. Finally, the evaluation phase has feature extraction and classification. Texture based and quality based features are extracted from the processed frames which is given for classification. For classification we are using J48 ie, decision tree based classifier. The performance of the proposed technique is analyzed with existing techniques k-NN and MLP in terms of precision, recall, f-measure and ROC.

The purpose of this paper is to present a complex pyrolysis computational fluid dynamics (CFD) model of timber protection exposed to fire in a medium size enclosure. An emphasis is placed on rarely used temperature-dependent thermal material properties effecting the overall simulation outputs. Using the input dataset, a fire test model with oriented strand boards (OSB) in the room corner test facility is created in Fire Dynamics Simulator (FDS).

Seven FDS models comprising different complexity approaches to modelling the burning of wood-based materials, from a simplified model of burning based on a prescribed heat release rate to complex pyrolysis models which can describe the fire spread, are presented. The models are validated by the experimental data measured during a fire test of OSB in the room corner test facility.

The use of complex pyrolysis approach is recommended in real-scale enclosure fire scenarios with timber as a supplementary heat source. However, extra attention should be paid to burning material thermal properties implementation. A commonly used constant specific heat capacity and thermal conductivity provided poor agreement with experimental data. When the fire spread is expected, simplified model results should be processed with great care and the user should be aware of possible significant errors.

This paper brings an innovative and rarely used complex pyrolysis CFD model approach to predict the behaviour of timber protection exposed to fire. A study on different temperature-dependent thermal material properties combined with multi-step pyrolysis in the room corner test scenario has not been sufficiently published and validated yet.

This study analyzed articles from India, Italy and Singapore regarding how science, technology, engineering and mathematics (STEM) education is conceptualized in the K-12 setting. The research questions that guided our study were as follows: (1) How is K-12 STEM education conceptualized in literature in other countries? (2) Which STEM subject areas are more documented in K-12 STEM literature? (3) How are K-12 STEM teaching practices implemented?

This study utilized a systematic literature review methodology by (1) creating search terms based on the research questions, (2) choosing databases in which to conduct the search, (3) conducting the search and gathering articles and (4) selecting articles based on inclusion criteria. We chose search terms according to three domains relevant to our study as follows: countries of interest, content of interest and teaching practices. Articles researched were (1) an empirical journal article or literature review; (2) primarily focused on the concept of K-12 STEM teaching practices in one of the countries of interest and (3) written in English.

Findings from the study revealed few articles addressed a conceptualization of STEM; however, the majority of articles agreed upon the importance of STEM teaching methods in the K-12 classroom setting. Science was documented as the top documented area in K-12 STEM literature for India and Italy, whereas technology and mathematics were the top documented areas in Singapore. Comparing K-12 STEM teaching practices, Italy and Singapore were found to focus more on student-centered STEM teaching practices whereas schools in India mostly utilized student-centered teaching approaches.

The parameters of the systematic literature review, such as key terms used in the search and limited scope of countries investigated, were identified as limitations of the study. By expanding search parameters to include other countries or search terms, STEM education can be viewed on a more global scale.

This study will improve the global perspective of STEM education practices.

This study is unique in that it compared the conceptualization and K-12 STEM teaching practices implemented in India, Italy and Singapore.

The ever-changing educational landscape, exacerbated by recent events surrounding COVID, political and cultural unrest, necessitates educators who are antifragile, able to withstand pressures and thrive amidst uncertainty. To this end, the pilot study reported here aims to examine mathematics educators’ initial reflections on what it means to be a risk-taker in the classroom, what prevents them from engaging in instructional risks and what would support their instructional risk-taking.

The pilot study utilized interviews with participants, including four pre-service teachers who were enrolled at the university and seven in-service teachers who were employed on active PDS campuses within the school district.

Preliminary findings suggest teacher beliefs concerning risk-taking, the barriers to engaging in such behaviors and the support needed to be able to take instructional risks. Results highlight the role of school–university partnerships in cultivating a culture of risk-taking through active collaboration and dialogue.

These findings have important implications for universities and PDS partners engaged in preparing teachers for an educational field that is unpredictable and continually changing. Additional research should be completed in varying PDS settings.

Findings highlight the role of school–university partnerships in cultivating a culture of risk-taking through active collaboration and dialogue.

Educators are currently faced with an unprecedented instructional landscape. Antifragile, risk-taking teachers are needed who are adaptable and innovative, thus better equipped to enter the challenging and uncertain realities of education.

This study aims to analyze the differences of electrocardiograph (ECG) characteristics for female drivers in calm and anxious states during driving.

The authors used various materials (e.g. visual materials, auditory materials and olfactory materials) to induce drivers’ mood states (calm and anxious), and then conducted the real driving experiments and driving simulations to collect driver’s ECG signal dynamic data. Physiological changes in ECG during the stimulus process were recorded using PSYLAB software. The paired T-test analysis was conducted to determine if there is a significant difference in driver’s ECG characteristics between calm and anxious states during driving.

The results show significant differences in the characteristic parameters of female driver’s ECG signals, including (average heart rate), (atrioventricular interval), (percentage of NN intervals > 50ms), (R wave average peak), (Root mean square of successive), (Q wave average peak) and ( S wave average peak), in time domain, frequency domain and waveform in emotional states of calmness and anxiety.

Findings of this work show that ECG can be used to identify driver’s anxious and calm states during driving. It can be used for the development of personalized driver assistance system and driver warning system.

Only a few attempts have been made on the influence of human emotions on physiological signals in the transportation field. Hence, there is a need for transport scholars to begin to identify driver’s ECG characteristics under different emotional states. This study will analyze the differences of ECG characteristics for female drivers in calm and anxious states during driving to provide a theoretical basis for developing the intelligent and connected vehicles.