Conventional Notation Research Articles

Structure-guided discovery of aminopeptidase ERAP1 variants capable of processing antigens with novel PC anchor specificities.

Endoplasmic reticulum aminopeptidase 1 (ERAP1) belongs to the oxytocinase subfamily of M1 aminopeptidases (M1APs), which are a diverse family of metalloenzymes involved in a wide range of functions and have been implicated in various chronic and infectious diseases of humans. ERAP1 trims antigenic precursors into correct sizes (8-10 residues long) for Major Histocompatibility Complex (MHC) presentation, by a unique molecular ruler mechanism in which it makes concurrent bindings to substrate N- and C-termini. We have previously determined four crystal structures of ERAP1 C-terminal regulatory domain (termed ERAP1_C domain) in complex with peptide carboxyl (PC)-ends that carry various anchor residues, and identified a specificity subsite for recognizing the PC anchor side chain, denoted as the SC subsite to follow the conventional notations: S1 site for P1, S2 site for P2, and so forth. In this study, we report studies on structure-guided mutational and hydrolysis kinetics, and peptide trimming assays to further examine the functional roles of this SC subsite. Most strikingly, a point mutation V737R results in a change of substrate preference from a hydrophobic to a negatively charged PC anchor residue; the latter is presumed to be a poor substrate for WT ERAP1. These studies validate the crystallographic observations that this SC subsite is directly involved in binding and recognition of the substrate PC anchor and presents a potential target to modulate MHC-restricted immunopeptidomes.

Deep Learning for Multi-Structured Javanese Gamelan Note Generator

Javanese gamelan, a traditional Indonesian musical style, has several song structures called gendhing. Gendhing (songs) are written in conventional notation and require gamelan musicians to recognize patterns in the structure of each song. Usually, previous research on gendhing focuses on artistic and ethnomusicological perspectives, but this study is to explore the correlation between gendhing as traditional music in Indonesia and deep learning technology that replaces the task of gamelan composers. This research proposes CNN-LSTM to generate notation of ricikan struktural instruments as an accompaniment to Javanese gamelan music compositions based on balungan notation, rhythm, song structure, and gatra information. This proposed method (CNN-LSTM) is compared with LSTM and CNN. The musical data in this study is represented using numerical notation for the main melody in balungan notation. The experimental results showed that the CNN-LSTM model showed better performance compared to the LSTM and CNN models, with accuracy values of 91.9%, 91.5%, and 91.2% for CNN-LSTM, LSTM, and CNN, respectively. And the value of note distance for the Sampak song structure is 4 for the CNN-LSTM model, 8 for the LSTM model, and 12 for the CNN model. The smaller the note distance, the closer it is to the original notation provided by the gamelan composer. This study provides relevance for novice gamelan musicians who are interested in learning karawitan, especially in understanding ricikan struktural music notation and gamelan art in composing musical compositions of a song.

Difficulties Facing Students in Transition to Newtonian Viewpoint: Newton’s Third Law Case

Students’ alternative frameworks and prior conceptions about interactions forces and/or Newton’s motion laws have been largely investigated. The various investigations clearly show that students very often fail to apply Newton’s laws of motion in general to everyday situations and third law in particular. Using a conventional notation for representing forces on diagrams, students were presented with questions on the interaction between two objects. and asked to represent in terms of Newton’s third law the two interacting forces in a variety of situations. The results show that complete understanding of Newton’s Third Law of motion is quite rare, and that some problems related to misunderstanding which force acts on each body. The use of the terms ‘action’ and ‘reaction’ in this specific context, compared with their general use, was also found to be misleading... This study highlights some of the serious difficulties students undergo with reciprocal interaction. It suggests that we should be more anxious about the teaching/learning process and the students overall understanding of this principle and that this understanding is underpinned by an understanding of the force concept. Suggestions were proposed for promoting conceptual change based on Posner et al proposal (1982). For this purpose, we propose in our work to analyse the difficulties of high school students in learning the reciprocal interaction principle, locate and identify the obstacles to overcome when dealing with real physical situations. To achieve this task, we have elaborated a questionnaire used to locate the fields of students' difficulties and identify possible causes. We carried by means of this questionnaire a survey (paper-pencil) by requesting a samples of (102) students in different high schools through the country. The analysis and the exploitation of investigation results have shown that students encounter serious difficulties in in dealing with this law.

Refractive symmetry analysis of fellow eyes

The biological structure of human body frequently exhibit symmetry. The hypothesis of refractive symmetry assumes that the two eyes of an individual should have homogeneous refractive properties. Optometry clinical management mostly rely upon meridional magnification effect, spatial distortion, and binocular spatial perception while prescribing refractive correction. Additionally, bilateral symmetry analysis approach has proven very informative for better diagnosis. This study was multi-centered, cross-sectional, analytical, and retrospective, where we studied refractive errors with conventional clinical notation using the sphere, cylinder, and axis. The collected data were scrutinized using the SPSS, Minitab Statistical Software. In inter-ocular symmetry analysis, if the numerical difference between both axes is zero, Equal Octant or Direct Symmetry is to be considered. While, with Mirror Octants or Mirror Symmetry or Enantiomorphism, the axes difference is not zero, but the portrayal of the figures are reverberatory. 53.23% and 70.15% of the cases rooted in the Equal Octant and Mirror Octant pattern respectively, within 15° of absolute symmetry. Analysis showed that age between 7 to 14 years has the lowest inter-ocular axis difference with both the models. The average difference in inter-ocular axis was significantly reduced in the isorule group compared to the anisorule group, as observed in both direct and mirror symmetry models. Interval plot shows a lower interval proximity for Mirror Octant, in compare to Equal Octant. We tracked down that isorule bilateral astigmatism dominates the study population. Whereas, Mirror Octant is more periodic than Equal Octant.

Impact of Viewing Conditions and Vision Anomalies on Accuracy and Dynamics of Noncycloplegic Autorefraction.

This study was conducted to analyze the influence of binocular vision and accommodation anomalies on refraction dynamics. Our results may help to design more accurate autorefractors and to better understand the difficulties in prescribing an optical correction or adaptation to a correction. This study aimed to verify whether viewing conditions (open- or closed-field) or vision anomalies, such as ocular surface diseases, accommodative dysfunctions, and binocular vision anomalies, influence (1) the differences between subjective refraction and autorefraction and (2) the characteristics of the short-term refractive state variation. The subjective refraction of 64 subjects aged 23 to 60 years was measured during a comprehensive optometric examination, and the Ocular Surface Disease Index questionnaire was collected. Twenty successive measurements of automated refraction of each eye were obtained using a conventional autorefractor Nidek ARK-510A and an open-field autorefractor Shin-Nippon NVision-K 5001. Conventional notation of refractive error (sphere, cylinder, axis) was transformed to h-vectors, presented in scatterplots, and analyzed statistically. The three-way analysis of variance tests showed that there is no influence of accommodation dysfunctions (P = .22 for ARK-510A), binocular vision anomalies (P = .97 for ARK-510A), and ocular surface diseases (P = .20 for ARK-510A) on differences between autorefraction and subjective refraction. The binocular vision anomalies affected the results from open-field autorefractor, whereas the accommodation impacted closed-field refraction measurements. Changes in short-term refractive state variation occurred in sphere power, indicating accommodative state changes; however, 30 subjects demonstrated at least one outlier and/or polymodality of refractive state distributions. The study showed that the presence of accommodative dysfunctions or binocular vision anomalies might increase the range of short-term refractive state variation. The impact of vision anomalies differs between viewing conditions. The polymodal distribution of refractive state variation and the presence of outliers imply that automatic modes used typically in autorefractors with three to five readings may not accurately represent the refractive state of the eye.

Music for Bass Trombone: A Reference Book of Works for Solo Bass Trombone with Orchestra, Band & Chamber Ensemble by Clinton F. Nieweg, and: Modern Times for Brass: Experimentelle Spieltechniken auf Blechblasinstrumenten = Experimental Playing Techniques for Brass Instruments by Malte Burba and Paul Hübner

Reviewed by: Music for Bass Trombone: A Reference Book of Works for Solo Bass Trombone with Orchestra, Band & Chamber Ensemble by Clinton F. Nieweg, and: Modern Times for Brass: Experimentelle Spieltechniken auf Blechblasinstrumenten = Experimental Playing Techniques for Brass Instruments by Malte Burba and Paul Hübner Peter G. Fielding Music for Bass Trombone: A Reference Book of Works for Solo Bass Trombone with Orchestra, Band & Chamber Ensemble. 3rd ed. By Clinton F. Nieweg. Vancouver, BC: Cherry Classics Music, 2018. [292 p. ISBN 9790530057865 (paperback and e-book), $52.50.] Bibliography, list of publishers and sources, select indexes by accompanying ensemble. Modern Times for Brass: Experimentelle Spieltechniken auf Blechblasinstrumenten = Experimental Playing Techniques for Brass Instruments. By Malte Burba and Paul Hübner. Translation by Daniel Costello. Wiesbaden: Breitkopf & Härtel, 2019. [154 p. ISBN 9783765104459 (paperback), $72.] German and English. Illustrations, diagrams, indexes of music examples. Clinton Nieweg's Music for Bass Trombone provides a revised and enlarged update to the recent second edition of 2017 and serves as a significant expansion of the original sixty-three pages of Music for Bass Trombone with Orchestra: A Handbook (Denton, TX: Kagarice Brass Editions, 2010). This work is constructed as two autonomous compendiums of repertory information for solo bass trombone and accompanying ensemble. Part 1 surveys solo bass trombone repertory with orchestra (or string ensemble), and part 2 provides a similar listing of solos with varied band ensembles (concert band, wind ensemble, brass band, jazz ensemble, big band). Each part is augmented with lists of compositions for three or more trombones. Each part contains introductory materials, including a preface, accompanying instruments, pricing, grade level, and acknowledgements. The work contains over seven hundred entries for compositions, including information concerning composer/ arranger, instrumentation, duration, movements, first performance, range, grade level, sources, publisher, copyright date, available recordings, You-Tube links, and information about alternate editions and alternate accompanying ensembles. The extensive internal cross-referencing of solos with both orchestral and band accompaniment is valuable. The entries make frequent reference to Vern Kagarice's Annotated Guide to Trombone Solos with Band and Orchestra (Lebanon, IN: Studio Publications Recordings, 1974), Thomas G. Everett's Annotated Guide to Bass Trombone Literature (Nashville, TN: Brass Press, 1985), and Erik Thomas Shinn's "Annotated Bibliography of Works for Solo Bass Trombone and Wind Band," D.M. treatise, Florida State University, 2015 (http://purl.flvc.org/fsu/fd/FSU_migr_etd-9453, accessed 3 January 2022), a resource to which Shinn provides updates through a website listing wind band solo repertory at http://www.erikshinn.com/bassboneband (accessed 3 January 2022). Music for Bass Trombone is a valuable resource for institutions possessing a sizable bass trombone studio and needing to support bass trombone performance, literature, and research projects, as well as orchestral and band ensembles and organizations that regularly schedule solo bass trombone works in their artistic seasons. Given the number of hyperlinks and URLs Nieweg provides, I recommend the e-book format for ease of access to these web-based resources. Malte Burba and Paul Hübner's Modern Times for Brass is a bilingual English-and German-language treatise with companion compact disc that surveys extended brass performance techniques and their notation to help convey the nuances of pitch and timbre that these approaches can produce. The foreword, by Romanian-born German composer and music educator Adriana Hölszky, affirms relevance of the volume to contemporary solo brass repertory, reflecting explorations at Darmstadt and the Institute for Research and Coordination in Acoustics/ Music to transcend conventional notation and sound possibilities. Over seventy music compositions spanning [End Page 569] fifty-one composers are referenced, with a large number of twenty-first-century examples. While somewhat trumpetcentric, reflecting the authors' expertise, this work provides a comprehensive chronicle of extended performance techniques spanning a range of traditional brass instruments, as well as historical (ophicleide, Wagner tuba) and less common brass-affiliated aerophones (alphorn, didgeridoo, hose tubing). The book is divided into chapters, with a detailed table of contents and subheadings in lieu of an index. Fundamental aspects of sound production are paired with acoustical explanations to present and explain a range of extended and nonstandard alternative sound production techniques. To provide an example of breadth...

Tangible symmetry elements and space-group models to guide from molecular to solid-state composition.

The ability to imagine symmetry and the spatial arrangement of atoms and molecules is crucial in chemistry in general. Teaching and understanding crystallography and the composition of the solid state therefore require understanding of symmetry elements and their relationships. To foster the student's spatial imagination, models representing a range of concepts from individual rotation axes to complete space groups have been designed and built. These models are robust and large enough to be presented and operated in a lecture hall, and they enable students to translate conventional 2D notations into 3D objects and vice versa. Tackling them hands-on means understanding them.

Analysing Probability Teaching Practices in Primary Education: What Tasks Do Teachers Implement?

This study analyses probability tasks proposed by primary education teachers to promote probabilistic literacy. To this end, eight class sessions at various levels of the Chilean educational system were recorded on video and analysed through the ”probability tasks” dimension from the “Observation Instrument for Probability Classes” (IOC-PROB), which includes five components: use of resources, probabilistic contexts, cognitive challenge, procedures and strategies, and probability meanings. The results show that probability tasks focus mainly on technical knowledge, causing the probability class to become an arithmetic class in which only formulas are applied, mechanically and with no meaning. As a result, we see no use of technological resources, a low use of physical materials, and an absolute predominance of solving decontextualised exercises. We conclude that it is necessary to enhance the probability teaching practices based on lesson plans that consider a wide variety of resources and contexts to gradually advance towards a representation of probabilistic knowledge that relies on conventional procedures and notations.

Musical Intonations in N.S. Leskov’s Tale “The Left-Hander” and their Embodiment in the Opera of the Same Name by R.K. Shchedrin

The article is devoted to the manifestations of musicality in N.S. Leskov’s works and its influence on other artworks created on the writer’s plots (specifically, in the genre of opera). The author focuses on the tale “The Left-Hander”, using as examples phrases of one of the characters, Ataman Platov.The approach proposed by the author is based on a structural, genre and intonation-rhythmic analysis of the primary source text, with documentation of its features. The potential intonation and rhythmic variants of reading individual literary phrases, recorded using conventional musical notation, allow not only to visually compare the shades of their semantic content, but also to correlate them with the musical versions presented in R.K. Shchedrin’s opera “The Left-Hander” (2013). The correlation of the graphic schemes of intonation structures of textual and melodic phrases allows to substantively determine the correspondences and discrepancies in them. In addition, the article notes such musical expressive means that make it possible to convey the intonation of characters’ speech and to outline the characteristic features of their image, such as timbre, tempo, dynamics, etc.Basing on the conducted research, the author makes a conclusion about the influence of text intonations on the formation of perception of characters’ image and the melody of their “musical” speech.The method of intonation-rhythmic analysis of a prosaic literary text, proposed by the author, is a new development in the field of studying the problems of the mutual influence of literature and music; it can find wide application in research in this direction.

Quantum Composition and Improvisation

Quantum mechanical systems exist as superpositions of complementary states that collapse to classical, concrete states upon becoming entangled with the measurement apparatus of observer-participants. A musical composition and its performance constitute a quantum system. Historically, conventional musical notation has presented the appearance of a composition as a deterministic, concrete entity, with interpretation approached as an extrinsic act. This historical perspective inhabits a subspace of the available quantum space. A quantum musical system unifies the composition, instruments, situated performance and perception as a superposition of musical events that collapses to concrete musical events via the interactions and perceptions of performers and audience. A composer captures superposed musical events via implicit or explicit conditional event probabilities, and human and/or machine performers create music by collapsing interrelated probabilities to zeros and ones via observer-participancy.

Programming as a language for young children to express and explore mathematics in school

AbstractNatural language helps express mathematical thinking and contexts. Conventional mathematical notation (CMN) best suits expressions and equations. Each is essential; each also has limitations, especially for learners. Our research studies how programming can be a advantageous third language that can also help restore mathematical connections that are hidden by topic‐centred curricula. Restoring opportunities for surprise and delight reclaims mathematics' creative nature. Studies of children's use of language in mathematics and their programming behaviours guide our iterative design/redesign of mathematical microworlds in which students, ages 7–11, use programming in their regular school lessons as a language for learning mathematics. Though driven by mathematics, not coding, the microworlds develop the programming over time so that it continues to support children's developing mathematical ideas. This paper briefly describes microworlds EDC has tested with well over 400 7‐to‐8‐year‐olds in school, and others tested (or about to be tested) with over 200 8‐to‐11‐year‐olds. Our challenge was to satisfy schools' topical orientation and fit easily within regular classroom study but use and foreshadow other mathematical learning to remove the siloes. The design/redesign research and evaluation is exploratory, without formal methodology. We are also more formally studying effects on children's learning. That ongoing study is not reported here. Practitioner notesWhat is already known Active learning—doing—supports learning. Collaborative learning—doing together—supports learning. Classroom discourse—focused, relevant discussion, not just listening—supports learning. Clear articulation of one's thinking, even just to oneself, helps develop that thinking. What this paper adds The common languages we use for classroom mathematics—natural language for conveying the meaning and context of mathematical situations and for explaining our reasoning; and the formal (written) language of conventional mathematical notation, the symbols we use in mathematical expressions and equations—are both essential but each presents hurdles that necessitate the other. Yet, even together, they are insufficient especially for young learners. Programming, appropriately designed and used, can be the third language that both reduces barriers and provides the missing expressive and creative capabilities children need. Appropriate design for use in regular mathematics classrooms requires making key mathematical content obvious, strong and the ‘driver’ of the activities, and requires reducing tech ‘overhead’ to near zero. Continued usefulness across the grades requires developing children's sophistication and knowledge with the language; the powerful ways that children rapidly acquire facility with (natural) language provides guidance for ways they can learn a formal language as well. Implications for policy and/or practice Mathematics teaching can take advantage of the ways children learn through experimentation and attention to the results, and of the ways children use their language brain even for mathematics. In particular, programming—in microworlds driven by the mathematical content, designed to minimise distraction and overhead, open to exploration and discovery en route to focused aims, and in which children self‐evaluate—can allow clear articulation of thought, experimentation with immediate feedback. As it aids the mathematics, it also builds computational thinking and satisfies schools' increasing concerns to broaden access to ideas of computer science.

Multidimensional Arrays, Indices and Kronecker Products

Much of the algebra that is associated with the Kronecker product of matrices has been rendered in the conventional notation of matrix algebra, which conceals the essential structures of the objects of the analysis. This makes it difficult to establish even the most salient of the results. The problems can be greatly alleviated by adopting an orderly index notation that reveals these structures. This claim is demonstrated by considering a problem that several authors have already addressed without producing a widely accepted solution.

The effect of varying encoding conditions on jazz, instrumental, and choral musicians’ memorization accuracy: Implications for music literacy

The primary purposes of this study were (1) to determine the effect of three encoding conditions (singing, playing, studying silently) on participants’ music memorization accuracy; (2) to examine potential differences between choral, jazz, and concert band musicians’ accuracy in completing the music memorization task; and (3) to determine whether ensemble affiliation yielded any performance advantages among the three presentation conditions. Three folk melodies were selected for memorization under the three encoding conditions. Participants ( N = 81) had 75 s to commit each melody to memory while studying silently, singing, or playing on a keyboard. Participants then notated the three melodies using conventional staff notation. A two-way analysis of variance (ANOVA) with repeated measures on one factor revealed significant differences based on participants’ ensemble affiliation. A Tukey’s honest significant difference (HSD) post hoc test revealed the jazz group had higher accuracy scores than the band group. No significant differences were found based on encoding conditions, and no significant interactions were found between the encoding conditions and ensemble groups. The experiment is framed by questions related to memory, reading, and differing notions of literacy.

On the synergy of matrix-isolation infrared spectroscopy and vibrational configuration interaction computations

The key feature of matrix-isolation infrared (MI-IR) spectroscopy is the isolation of single guest molecules in a host system at cryogenic conditions. The matrix mostly hinders rotation of the guest molecule, providing access to pure vibrational features. Vibrational self-consistent field (VSCF) and configuration interaction computations (VCI) on ab initio multimode potential energy surfaces (PES) give rise to anharmonic vibrational spectra. In a single-sourced combination of these experimental and computational approaches, we have established an iterative spectroscopic characterization procedure. The present article reviews the scope of this procedure by highlighting the strengths and limitations based on the examples of water, carbon dioxide, methane, methanol, and fluoroethane. An assessment of setups for the construction of the multimode PES on the example of methanol demonstrates that CCSD(T)-F12 level of theory is preferable to compute (a) accurate vibrational frequencies and (b) equilibrium or vibrationally averaged structural parameters. Our procedure has allowed us to uniquely assign unknown or disputed bands and enabled us to clarify problematic spectral regions that are crowded with combination bands and overtones. Besides spectroscopic assignment, the excellent agreement between theory and experiment paves the way to tackle questions of rather fundamental nature as to whether or not matrix effects are systematic, and it shows the limits of conventional notations used by spectroscopists.

Accuracy of WASCA Aberrometer Refraction Compared to Manifest Refraction and Cycloplegic Refraction in Hyperopia Measurement.

PurposeTo explore the agreement between the wavefront supported custom ablation (WASCA) aberrometer and manifest refraction (MR) and cycloplegic refraction (CR) in hyperopia testing.MethodsNinety eyes of 90 hyperopic patients (spherical equivalent ≥ +0.5 D) were evaluated; MR, CR, and WASCA refraction (WR) were performed consecutively. Analysis pupil size was 6.0 mm in WASCA measurement using the Seidel method. The conventional notation was transferred into vector components for analysis, i.e., spherical equivalent (M) and two cross-cylinders at axis 0° (J0) and axis 45° (J45). Bland-Altman plots were used to test the agreement between the two measurements.ResultsThe mean Ms obtained with MR and CR were 3.23 ± 1.74 D and 4.04 ± 2.04 D, respectively (P < 0.001), and the correlation was high (r = 0.90, P < 0.001). The WR was highly correlated with MR and CR in terms of M (r = 0.89, 0.87), but not significantly correlated in J0 and J45. The total dioptric power vector error was 0.18 ± 1.00 D between WR and MR and −0.64 ± 1.03 D between WR and CR. The limits of agreement of all vector components were beyond ± 1.0 D. With hyperopia level increase, WR tended to overestimate MR (P = 0.04), whereas WR always underestimated CR.ConclusionsWASCA could act as a reference of subjective refraction in hyperopia measurement, the exchangeability is not fully applicable.Translational RelevanceWASCA can provide an alternative for objective refraction in hyperopia measurement.

Uma conexão geométrica: imagens mentais, visualização e registros matemáticos

No presente artigo, apresenta-se o resultado de uma pesquisa qualitativa que teve o objetivo de investigar se existe conexão entre imagens mentais, visualização e notações matemáticas convencionais. O trabalho foi realizado com um grupo de estudos e pesquisas em geometria, constituído por futuros professores e professores em ação continuada, no primeiro semestre do ano de 2019, no sul do país. Na investigação, foram realizadas duas atividades que partiram da imaginação individual de cada participante do grupo para criar visualização como construto mental. Posteriormente, foram produzidas representações semióticas, tanto em linguagem natural quanto em linguagem simbólica geométrica. A coleta de dados foi realizada por meio de registros escritos dos participantes, e a respectiva análise foi feita à luz da Teoria dos Registros de Representação Semiótica, Criatividade, Visualização e Imaginação, levando em consideração aportes de diferentes estudiosos sobre esses temas. Isso possibilitou aos investigadores concluírem que é possível uma conexão que permita levantar hipóteses e, após, comprová-las por meio do uso de recursos materiais adequados.

A Non-symmetric Divide-and-Conquer Recursive Formula for the Convolution of Polynomials and Power Series

Some changes in a recent convolution formula are performed here in order to clean it up by using more conventional notations and by making use of more referenced and documented components (namely Sierpinski’s polynomials, the Thue-Morse sequence, the binomial modulo 2 transform and its inverse). Several variants are published here, by reading afterwards summed coefficients in another order; the last formula is then turned back from a summation to a new divide-and-conquer recursive formula.

Radiative corrections and Lorentz violation

Radiative corrections in Lorentz violating (LV) models have already received a lot of attention in the literature in recent years, with many instances where a LV operator in one sector of the Standard Model Extension (SME) generates, via loop corrections, one of the LV coefficients in the photon sector, which is probably the most understood and well constrained part of the SME. In many of these works, however, the now standard notation of the SME is not used, which can obscure the comparison of different results, and their possible phenomenological relevance. In this work, we fill this gap, trying to build up a more general perspective on the topic, bringing many of the results to the SME conventional notation and commenting on their possible phenomenological relevance. We uncover one example where a result already presented in the literature can be used to place a stronger bound on the temporal component of the b_{mu } coefficient of the fermion sector of the SME.

Transforming learning with computers: Calculus for kids

The Calculus for Kids project was deliberately designed to use computers in the transformation of curriculum. The intervention used multi-media learning materials to assist teachers and Year 6 (aged 11–12 years) students understand the principles of integral calculus. They used Maple mathematics software to solve real-world problems using these principles and by employing conventional mathematics notation on their individual computers. Between June 2010 and April 2016, it was implemented in 23 classes at 19 schools involving 434 students. Two methods were used to calculate effect sizes of 22.19 (pre-test/post-test Cohen’s d) and 1.17 (age-maturation). Positive gains were also found in students’ attitudes, particularly in Technology confidence. This article discusses methods for calculating effect sizes for transformational education with computers and recommends further research in the field.

OMR metrics and evaluation: a systematic review

Music is rhythm, timbre, tones, intensity and performance. Conventional Western Music Notation (CWMN) is used to generate Music Scores in order to register music on paper. Optical Music Recognition (OMR) studies techniques and algorithms for converting music scores into a readable format for computers. This work presents a systematic literature review (SLR) searching for metrics and methods of evaluation and comparing for OMR systems and algorithms. The most commonly used metrics on OMR works are described. A research protocol is elaborated and executed. From 802 publications found, 94 are evaluated. All results are organized and classified focusing on metrics, stages, comparisons, OMR datasets and related works. Although there is still no standard methodology for evaluating OMR systems, a good number of datasets and metrics are already available and apply to all the stages of OMR. Some of the analyzed works can give good directions for future works.