Difficult Exercises Research Articles

Examining the Applicability of Constructivist Theory in History Teaching in Bulo Parents Secondary School, Bulo Sub County of Butambala District, Uganda

This study examined the application of construction theory in history learning at Bulo Parents Secondary School. The study found that the procedure was time-consuming and needed to be replaced with others. The study recommends that history teachers must work hard to elicit students' past knowledge because new knowledge is built on pre-existing knowledge. Teachers should use pre-tests, informal interviews, and small group warm-ups that require prior knowledge to achieve this. History professors should challenge students' thinking with difficult issues and exercises to create cognitive dissonance. As learners solve difficult tasks and change schemas, they build knowledge. Teachers should empower students to evaluate and modify knowledge. This requires presentations, small group or class discussions, and tests to compare pre-existing schema to the fresh circumstance. Teachers should provide students a chance to demonstrate their learning through presentations, reflection articles, or step-by-step tutorials. Student instructors must be introduced to constructivism and its use in the classroom. The constructivist approach must be used to create and implement educational plans. In-service programmes should include conferences, workshops, and seminars to train instructors in the constructivist approach. Keywords: Application, Construction theory, History teaching, Students, Teachers.

Why do we Need to go Digital? Process of Developing an Online Facilitator Training Platform for a Global Family Skills Programme for Drug Use Prevention

Strong Families is a programme developed for families living in challenged or stressful settings to prevent poor mental health and developmental outcomes, violence, and substance use. Facilitators are conventionally trained in person over two full days, by experienced international trainers. During the COVID-19 pandemic and due to travel restrictions, we developed an online course to deliver the content of the training manual electronically, with videos explaining the most difficult exercises, note taking functions and click and reveal activities to check their understanding. We further blended synchronous and asynchronous course formats to accommodate facilitators’ different time zones and work schedules. We tied two educational theories (Malcom Knowles theory of andragogy and Blooms taxonomy) into the Strong Families online course, to ensure learners are easily able to understand content, remember it and implement the gained skills within their communities. The aim of this paper is to discuss the process of the development of the Learning Management System and the Strong Families online course, as well as its benefits, key tools and essential considerations for replication through the UNODC multi-country and inter-disciplinary experience in digitalizing the Strong Family skills prevention tool to support other institutions interested in such a process, including in anticipation of future similar circumstances. To date, our online course has been made available in 10 languages, benefitting facilitators from 11 countries and the respective beneficiary families. Further impact evaluation, fidelity of implementation during national scale up and return on investment of integration of blended-learning concepts still need to be assessed.

Dynamic changes of vocal tract dimensions with sound pressure level during messa di vocea).

The messa di voce (MdV), which consists of a continuous crescendo and subsequent decrescendo on one pitch is one of the more difficult exercises of the technical repertoire of Western classical singing. With rising lung pressure, regulatory adjustments both on the level of the glottis and the vocal tract are required to keep the pitch stable. The dynamic changes of vocal tract dimensions with the bidirectional variation of sound pressure level (SPL) during MdV were analyzed by two-dimensional real-time magnetic resonance imaging (25 frames/s) and synchronous audio recordings in 12 professional singer subjects. Close associations in the respective articulatory kinetics were found between SPL and lip opening, jaw opening, pharynx width, uvula elevation, and vertical larynx position. However, changes in vocal tract dimensions during plateaus of SPL suggest that perceived loudness could have been varied beyond the dimension of SPL. Further multimodal investigation, including the analysis of sound spectra, is needed for a better understanding of the role of vocal tract resonances in the control of vocal loudness in human phonation.

Development and feasibility of an exercise training program in primary care for patients with COPD experiencing an acute exacerbation

BackgroundStarting rehabilitation soon after an acute exacerbation of chronic obstructive pulmonary disease (AECOPD) is crucial to diminish the detrimental effects of this acute event on muscle function. However, uptake in outpatient pulmonary rehabilitation is low. ObjectivesTo design and test a feasible, acceptable and accessible exercise training program (ETP) in primary care for patients experiencing an AECOPD. Design(1) A literature review and qualitative study to develop an ETP and (2) A feasibility study of the ETP implemented in primary care. Methods(1) The development of the ETP proceeded in several phases with input from different stakeholders through focus group discussions. (2) Patients experiencing a moderate or severe AECOPD were included and followed the ETP for two weeks with a physiotherapist in primary care. Interviews with the participants took place and patients were given the choice to complete the eight-week program. Results(1) Six discussion sessions took place. The ETP contained a flexible set of progressively more difficult exercises applicable in a primary care practice. (2) Eight patients experiencing a moderate (n = 1) or severe (n = 7) AECOPD were included. Patients started the first physiotherapy session 5 (2−6) days after the start of their symptoms or hospital discharge. Seven patients wanted to complete the ETP. ConclusionsAn ETP in primary care is feasible, acceptable and accessible for patients experiencing a moderate or severe AECOPD, and for physiotherapists. The effectiveness of this ETP on muscle function and physical activity is currently under investigation in a RCT. Contribution of the Paper•Alternative forms of rehabilitation are needed to tackle the current challenges of rehabilitation after an acute exacerbation of chronic obstructive pulmonary disease (AECOPD).•Input from different stakeholders was incorporated to develop a feasible ETP.•This paper provides a feasible, acceptable and accessible ETP developed for patients recovering from a moderate or severe AECOPD.•This is the first ETP developed for implementation in primary care in patients suffering from an AECOPD.

Methodologically and Psychological Aspects in the Gymnastics Training

The author has created two gymnastic exercises on parallel bars on the basis of objective logical analysis. One of them (bent with side straddleturn and twist on 90 degrees to longitudinal angle swing) is performed by the author and some other gymnastics. The next one—the same with open legs is performed only by the author (1989), which makes the article innovative activity. By this moment no other gymnast has performed the exercise.The significance of the physical and the technical as well as the psychological preparation for successful learning of new and difficult gymnastic exercises is underlined.

Procena balansnih sposobnosti kod pacijenata sa unilateralnim transtibijalnim amputacijama u pretprotetičkoj fazi rehabilitacije nakon sprovedenih vežbi balansa

Introduction: Unilateral transtibial amputations are among the most frequent amputations , representing a major rehabilitation problem that requires the involvement of a greater rehabilitation team. In order to solve this kind of rehabilitation problem and make the patient with transtibial amputation functionally capable, it is necessary to implement an adequate program of balance exercises. Balance exercises in the pre-prosthetic phase o f rehabilitation are of crucial importance in achieving better neuromuscular control, stability and functional mobility o f patients with unilateral transtibial amputations. Objective: To evaluate the impact of the applied balance exercises on the patients' balance abilities. Method: In the research, exercise programs applied were classified into easy, medium and difficult exercises, and along with a set of exercises, the subjects were exposed to various tests to assess the ability of patients to maintain balance: the test of reactive postural control, the test of the risk of falling in persons with amputations, functional reach test and balance intensity scale. Testing was performed before and after the applied balance exercise programs. 25 respondents participated in the research, patients of the ''Special Hospital for Rehabilitation and Orthopedic Prosthetics" , who participated by signing the voluntary informed consent form of the patients in the research. Results: At the end of the period scheduled for practicing balance reactions, all subjects from the experimental group independently maintained balance during perturbations on the balance board, so that subjects who had a worse grade during the first attempt to maintain balance on the balance board achieved a more positive grade from the previous one. Conclusion: Balance exercises in persons with unilateral transtibial amputations contributed to a higher level o f functional abilities, mobility and stability in activities o f daily life.

Perseverance in motor tasks: the impact of different types of positive feedback

ABSTRACT Background It is widely recommended for teachers to provide positive feedback to foster the development and maintenance of children’s motivation and perseverance. However, not all positive feedback has positive consequences and an important differentiation can be made between positive person-oriented feedback (i.e. ‘you are very talented’) and process-oriented feedback (i.e. ‘you showed great perseverance’). Specific evidence- and theory-based recommendations regarding the impact of different types of positive feedback will benefit children’s experiences in physical education and sports. Purpose The present study addressed this topic by carrying out an experimental study on the provision of different types of positive feedback on children’s perseverance following failure experience in motor tasks. Since it has been suggested that children’s ability as well as their degree of insecurity or self-esteem may affect how they respond to different types of feedback, we also consider the role of individual differences between children. Specifically, it was examined whether the impact of the different types of feedback depends on children’s actual and perceived motor competence and narcissism levels. Methods A sample of 176 Flemish children (44.3% boys, 9–13 years) received either person-oriented, process-oriented or neutral positive feedback after a set of easy motor tasks in which they succeeded. Next, children engaged in motor tasks that were too difficult for their age so that they had a failure experiences after which they received negative feedback. Children’s perseverance following failure was measured by monitoring at which difficulty level and how long they kept on practicing. Prior to the experiment, children’s level of actual and perceived motor competence and narcissism was measured. Results Children who received process-oriented positive feedback chose more difficult exercises than children in the neutral positive feedback condition. Children in the process-oriented feedback condition also persisted longer than children in the person-oriented positive feedback and control condition. These effects were independent of both children’s level of actual and perceived motor competence and narcissism. Conclusion This study shows that not all forms of positive feedback are equally effective to increase perseverance. The results highlight the importance of offering process-oriented rather than person-oriented positive feedback to increase children’s perseverance when facing difficult tasks.

A Critical Study of Abba Ho Patēr in Romans 8:15 in the New Revised Asante Twi Version (2018)

Bible translation is among the difficult exercises in scholarship because it demands a careful analysis of the biblical text from the source language into the target language. The religio-cultural settings and worldview of the indigenous people are also considered so that they are able to access the word of God as written and meant by the author(s). An example of Bible translation exercise is the New Revised Asante Twi Version (NRATV) 2018, which contains some translation problems. Some texts are not translated but “carried wholly” into the new or target language to make them look as if they form part of the native language. One of such is “Abba,” which is a HebraicAramaic word found in Romans 8:15. Since Abba is not an Asante (and Akan) language, it becomes difficult for the Asante reading community (and by extension all Akan languages) and users of the Asante-Twi Bible to understand and express the concept within their religio-cultural worldview because they do not understand the thought of the author in their language. Using exegetical, mother-tongue hermeneutics and the communicative method of translation as approaches, the study has found out that the translation of …Αββα ὁ πατήρ (…Abba ho Patēr) as …Abba, Agya (…Abba, Father) in the Asante-Twi Bible (2018) should be rendered as “…Agya, M’agya” (Father, My Father). The study has thus added to the interpretations of Romans 8:15 in Asante-Twi. It is being recommended that in the future revision of the Asante-Twi Bible, the Bible Society of Ghana should consider using “…Agya, M’agya” (Father, My Father) in the translation of … Αββα ὁ πατήρ (…Abba ho Patēr).

Was Rhoda Insulted? Re-Reading the Translation of Acts 12:15 in the Asante-Twi Bible

Bible translation is among the most difficult exercises in scholarship, for it needs careful analysis of the biblical texts in the light of the culture of the indigenous people to make the word of God acceptable in their culture, while not deviating from the original meaning. The Asante-Twi Bible (2012) is a product of Bible translation exercise in contemporary scholarship. However, there exist in it some translation problems; some texts which are said by Christians have been translated to carry verbal insults and derogatory remarks in the Asante-Twi language, which are not what the Greek texts intended. An example is Acts 12:15, which suggests that Rhoda was insulted by a group of Christians for saying the truth. Using Mother-tongue Biblical Hermeneutics and exegesis, the study has found out that the translation of οἱ δὲ πρὸς αὐτὴν εἶπαν· Μαίνῃ… (hoi de pros auten eipan…) (“And they said: You are mad!”…) as “Na wɔka kyerɛɛ no sɛ: Woabɔ dam!...” (And they said to her: You are mad!...) in the Asante-Twi Bible should rather be: “Nanso wɔka kyerɛɛ no sɛ: Biribi ha wo!...” (But they said to her: You are troubled!...). The study has added to the interpretations of Acts 12:15 in Asante-Twi. It is being recommended that in the future revision of the Asante-Twi Bible, the Bible Society of Ghana should consider using “Na wɔka kyerɛɛ no sɛ: Biribi ha wo!...” in the translation of οἱ δὲ πρὸς αὐτὴν εἶπαν· Μαίνῃ… (hoi de pros auten eipan…). Keywords: Insult, Bible translation, Mother-tongue, Asante-Twi and Woabɔ dam.

How can the blow of math difficulty on elementary school children’s motivational, cognitive, and affective experiences be dampened? The critical role of autonomy-supportive instructions.

Although teachers are recommended to create a stimulating learning environment in which children can use, perfect, and extend their skills, this is far from easy. In many cases, identifying the optimal difficulty level of learning tasks involves a trial-and-error process during which teachers offer children too difficult tasks, with negative outcomes as a result. This experimental study investigated if autonomy-supportive instructions could dampen or even cancel out these presumed negative outcomes associated with math difficulty in elementary schoolchildren (N = 479; Mage = 9.41). After varying an autonomy-supportive versus a controlling instructional style through a comic book, children solved a series of either easy-medium or difficult math exercises, followed by the completion of questionnaires and the opportunity to choose the difficulty level of a final set of exercises to work on independently. Children who solved difficult, relative to easier, exercises reported less interest, more irritation, and more cognitive disengagement, while also seeking less challenge when asked to work independently. Need-based experiences of competence and autonomy accounted for these effects. Yet, the impairing impact of task difficulty could, at least partially, be dampened through the use of an autonomy-supportive relative to a controlling instructional style, which led to enhanced autonomy satisfaction. These findings largely occurred independent of children’s motives for mathematics. The results have high practical value, especially for poor performers and children with mathematical learning disabilities, who find math to be harder overall. Limitations and implications for practice are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

2660 Bimanual Fundamentals: Validation of A New Virtual Reality Curriculum for Advanced Laparoscopic Skills Training

Study Objective To determine face- and construct validity for the new ‘Bimanual Fundamental Curriculum’ for the Simendo Virtual Reality Laparoscopy Simulator and prove efficiency as a training and objective assessment tool for surgical resident's advanced psychomotor skills. Design Prospective multi-center cohort study. Power calculation was performed. The curriculum was new developed for more experienced laparoscopic trainees. It consists of five exercises, focused on bimanual precision training. Setting Two University hospitals in the Netherlands. Patients or Participants Three groups according surgical experience: medical students (novices, N=17), residents PGY 4-6 (intermediate, N=15) and laparoscopic specialists (experts, N=15) in the field of gynecology, surgery and urology. Interventions Participants (N=47) performed the five exercises three consecutive times. The first run was used as introduction and the second and third run were used for analysis. Intermediates and experts filled out a questionnaire afterwards, regarding reality of the simulator and training goals of each exercise. Statistical analysis of performance was performed between novices, intermediates, and experts. Parameters task time, collisions/displacements, and path length were compared. Additionally, a total performance score was calculated for each participant. Measurements and Main Results Face validity scores regarding realism and training goals were overall positive (median scores of 4 on a 5-point Likert scale). Participants felt the curriculum was a useful addition to the previous curricula (71.9%) and the simulator would fit in their residency programs (96.8%). Construct validity results showed significant differences on the great majority of measured parameters between groups. Experts outperformed intermediate is the three most difficult exercises. The simulator is able to differentiate between performers with different levels of laparoscopic experience (p Conclusion Face- and construct validity for the new Bimanual Fundamental curriculum for this virtual reality simulator could be established. The curriculum is suitable to use in resident's training programs to improve and maintain advanced psychomotor skills.

Postural Control in Female Rhythmic Gymnasts in Selected Balance Exercises: A Study of Two Cases

Abstract Introduction. The aim of the study was to determine the differences in the quality of postural control between two female rhythmic gymnasts with different training experience during the performance of balance exercises. In rhythmic gymnastics, the same balance exercises are performed by novice and elite gymnasts. Balance exercises involving standing on the toes of one leg with the free leg raised in different positions are considered to be extreme forms of exercise in terms of the postural balance abilities required. In coaching practice, it is important to have tools which facilitate the objective assessment of the process of maintaining balance in such exercises. Material and methods. The study involved two female rhythmic gymnasts: a younger one (age = 8 years and training experience = 4 years) and an older one (age = 21 years and training experience = 14 years). The athletes performed three balance exercises standing on a Kistler platform: the split with hand support (lateral balance), the ring with hand support, and the back split without hand support (balance on the whole foot). The parameters describing the quality of postural control used in the current analysis were the range and velocity of COP displacements in the anterior-posterior and medial-lateral directions. Results . Postural control in the balance exercises in the younger rhythmic gymnast was characterised by almost two times greater COP displacements in the anterior-posterior direction and more rapid than that of the older gymnast. COP displacements in the medial-lateral direction in all the exercises described did not differentiate the subjects. In the back split without hand support, the older athlete showed greater variability of postural control with smaller COP displacement and velocity than the younger gymnast. Conclusion. Gymnastics training should include exercises strengthening the muscles acting on the ankle and hip joints, which could improve the stability of these joints during the performance of difficult balance exercises. Improving the stabilising function of these muscles helps to minimise anterior-posterior movements in these joints.

Abstract TMP48: Understanding Optimal Dosage Frequency and Patient Engagement on Improving Outcomes Using Digital Therapy

Research suggests more intense therapy may facilitate improvements in stroke patients. Technological advances provide opportunities for stroke patients to practice more intensely and consistently than the typical weekly/biweekly clinic visits. Constant Therapy (CT) is a personalized treatment tool for people with cognitive-communication disorders designed for home practice. The current study investigates the relationship between intensity of CT practice and change on in-app domain scores. Data was anonymously aggregated and analyzed from 1195 CT users with stroke (median age=67; 720 survivors <6 months post onset). Users consented that their data be analyzed for research purposes. CT’s tasks are grouped into one of 12 domains and arranged by difficulty. Progress through a domain is represented by a domain score. As a user demonstrates recovery by succeeding in exercises they previously struggled with, more difficult exercises are presented, and their domain score increases. Users engaged in CT at any frequency they desired and were divided into 5 dosage groups based on the median days per week they used CT for 10 weeks. Improvement rate was calculated as the change in domain score relative to baseline. A linear mixed effects model was applied to examine the relationship between dosage group and change in domain score (controlling for baseline domain score, time, age, and months since stroke). Across all domains, results revealed significant improvement over time (p<.001) as well as significant effects of dosage group (all p<.001). Specifically, 2 (p<.001), 3 (p<.001) , 4 (p<.001) , and 5-7x/week (p<.001) groups showed greater improvement rates compared to 1x/week. Furthermore, 3, 4, and 5-7x/week were all significantly significantly different from 2x/week. Per current practice, 86.5% of stroke patients receive <2 sessions per week (ASHA NOMS, 2017). After 10 weeks of activity, our results show that users that engaged in CT more than 2x/week had significantly faster progress compared to 1-2x/week, which provides support to the idea that increased treatment dosage results in improved outcomes. Computerized rehabilitation programs can increase the opportunity for increased therapy dosage and thus a greater rate of improvement and recovery.

Design and research potential of interactive textbooks: the case of fractions

The transition from classical to electronic textbooks seems to be a logical step in the digitization advancing worldwide. However, developing an e-book ought to be more than digitizing text: key features of computer-based learning environments such as interactive exercises, adaptive demands, or automatic feedback should be integrated to take advantage of the digitization. The “ALICE:fractions” project aims at designing and evaluating an interactive mathematics textbook for introducing fractions in the classroom. It is based on research in mathematics education and includes the elements just mentioned. This paper describes the electronic textbook’s implementation and its theoretical background. Moreover, it introduces aspects that allow further information on learning processes to be gleaned. As an example, time on task is regarded in a study with 6th graders who used the electronic textbook in the classroom. Linear mixed models revealed a negative effect of time on task on task success. The effect was moderated by exercise difficulty and slightly by student competence: the effect was less pronounced in difficult exercises and for low-achieving students, whereas for high-achieving students or in easier exercises, the effect intensified.

Protocol for a randomized controlled trial of piano training on cognitive and psychosocial outcomes.

Age-related cognitive decline and cognitive impairment represent the fastest growing health epidemic worldwide among those over 60. There is a critical need to identify effective and novel complex cognitive interventions to promote successful aging. Since piano training engages cognitive and bimanual sensorimotor processing, we hypothesize that piano training may serve as an effective cognitive intervention, as it requires sustained attention and engages an executive network that supports generalized cognition and emotional control. Here, I describe the protocol of a randomized controlled trial (RCT) to evaluate the impact of piano training on cognitive performance in adulthood, a period associated with decreased neuroplasticity. In this cluster RCT, healthy older adults (age 60-80) were recruited and screened to control for confounding variables. Eligible participants completed an initial 3-h assessment of standardized cognitive and psychosocial measures. Participants were stratified by age, education, and estimate of intelligence and randomly assigned to one of three groups: piano training, computer brain training, or a no-treatment control group. Computer brain training consisted of progressively difficult auditory cognitive exercises (Brain HQ; Posit Science, 2010). Participants assigned to training groups completed a 16-week program that met twice a week for 90 minutes. Upon program completion and at a 3-month follow-up, training participants and no-treatment controls completed a posttest visit lasting 2.5 hours.

Feasibility of the evidence-based cognitive telerehabilitation program Remind for patients with primary brain tumors

Many patients with primary brain tumors experience cognitive deficits. Cognitive rehabilitation programs focus on alleviating these deficits, but availability of such programs is limited. Our large randomized controlled trial (RCT) demonstrated positive effects of the cognitive rehabilitation program developed by our group. We converted the program into the iPad-based cognitive rehabilitation program ReMind, to increase its accessibility. The app incorporates psychoeducation, strategy training and retraining. This pilot study in patients with primary brain tumors evaluates the feasibility of the use of the ReMind-app in a clinical (research) setting in terms of accrual, attrition, adherence and patient satisfaction. The intervention commenced 3 months after resective surgery and patients were advised to spend 3 h per week on the program for 10 weeks. Of 28 eligible patients, 15 patients with presumed low-grade glioma or meningioma provided informed consent. Most important reason for decline was that patients (7) experienced no cognitive complaints. Participants completed on average 71% of the strategy training and 76% of the retraining. Some patients evaluated the retraining as too easy. Overall, 85% of the patients evaluated the intervention as “good” or “excellent”. All patients indicated that they would recommend the program to other patients with brain tumors. The ReMind-app is the first evidence-based cognitive telerehabilitation program for adult patients with brain tumors and this pilot study suggests that postoperative cognitive rehabilitation via this app is feasible. Based on patients’ feedback, we have expanded the retraining with more difficult exercises. We will evaluate the efficacy of ReMind in an RCT.

The effect of adaptive versus static practicing on student learning - evidence from a randomized field experiment

Schools and governments are increasingly investing in adaptive practice software. To date, the evidence whether adaptivity improves learning outcomes is limited and mixed. A large-scale randomized control trial is conducted in Dutch secondary schools to evaluate the effectiveness of an adaptive practice program relative to a static program. Learning theories predict that adaptive practicing is more effective, but this experimental evaluation provides a more nuanced picture. Relative to the static software environment, students working in the adaptive software environment receive more difficult exercises, practice longer and answer fewer questions correctly. Takeup and usage of the software program is, overall, modest, but varies considerably within and between classrooms. The outcome differences between both environments are more pronounced in classrooms with higher practice intensity. On average, no test score effects are found, but static practicing does improve test scores for higher ability students (0.08σ). Caution is thus warranted when adaptive practice software is implemented to address individual learning needs, as static formative test preparation can be more effective in improving test scores.

Modelling groundwater fractal flow with fractional differentiation via Mittag-Leffler law

Modelling the flow of groundwater within a network of fractures is perhaps one of the most difficult exercises within the field of geohydrology. This physical problem has attracted the attention of several scientists across the globe. Already two different types of differentiations have been used to attempt modelling this problem including the classical and the fractional differentiation. In this paper, we employed the most recent concept of differentiation based on the non-local and non-singular kernel called the generalized Mittag-Leffler function, to reshape the model of groundwater fractal flow. We presented the existence of positive solution of the new model. Using the fixed-point approach, we established the uniqueness of the positive solution. We solve the new model with three different numerical schemes including implicit, explicit and Crank-Nicholson numerical methods. Experimental data collected from four constant discharge tests conducted in a typical fractured crystalline rock aquifer of the Northern Limb (Bushveld Complex) in the Limpopo Province (South Africa) are compared with the numerical solutions. It is worth noting that the four boreholes (BPAC1, BPAC2, BPAC3, and BPAC4) are located on Faults.

Finding Proofs in Tarskian Geometry

We report on a project to use a theorem prover to find proofs of the theorems in Tarskian geometry. These theorems start with fundamental properties of betweenness, proceed through the derivations of several famous theorems due to Gupta and end with the derivation from Tarski’s axioms of Hilbert’s 1899 axioms for geometry. They include the four challenge problems left unsolved by Quaife, who two decades ago found some OTTER proofs in Tarskian geometry (solving challenges issued in Wos’s 1998 book). There are 212 theorems in this collection. We were able to find OTTER proofs of all these theorems. We developed a methodology for the automated preparation and checking of the input files for those theorems, to ensure that no human error has corrupted the formal development of an entire theory as embodied in two hundred input files and proofs. We distinguish between proofs that were found completely mechanically (without reference to the steps of a book proof) and proofs that were constructed by some technique that involved a human knowing the steps of a book proof. Proofs of length 40–100, roughly speaking, are difficult exercises for a human, and proofs of 100–250 steps belong in a Ph.D. thesis or publication. 29 of the proofs in our collection are longer than 40 steps, and ten are longer than 90 steps. We were able to derive completely mechanically all but 26 of the 183 theorems that have “short” proofs (40 or fewer deduction steps). We found proofs of the rest, as well as the 29 “hard” theorems, using a method that requires consulting the book proof at the outset. Our “subformula strategy” enabled us to prove four of the 29 hard theorems completely mechanically. These are Ph.D. level proofs, of length up to 108.

Using Mindfulness to Reduce the Perception of Stress During an Acute Stressful Situation

Problem statement: During their military education at the Norwegian Military Academy, officer cadets are required to take part in several challenging and difficult exercises and courses. A particular acute stressful situation is the parachute training course. One of the purposes of this course is to educate the officer cadets on how to deal with stress. Learning to cope with stress is important so that an officer can make good decisions during difficult situations. Purpose of study: The purpose of the present study was to investigate whether training on mindfulness would reduce the perception of stress before taking part in the parachute training course. Method: The experimental group was given an introduction to mindfulness training, and was then requested to practice mindfulness for a period of 12 days before the parachute course took place. The control group was not given any introduction to mindfulness or mindfulness training. The questionnaire CSAI-2 was used to measure subjective perceptions of cognitive anxiety, somatic anxiety, and self-confidence at 3 specific points in time before the parachute course. Results and findings: The results showed that the experimental group scored themselves lower on cognitive anxiety and somatic anxiety, and higher on self-confidence, compared to the control group after ground training, as well as 4.5hours before and 30minutes before the first parachute. Conclusion: The conclusion was drawn that practicing mindfulness helps reduce the perception of stress in an acute stressful situation.