Elementary Comprehension Research Articles

Web-based elaborative feedback provision and the development of reading skills

The purpose of this study was to find out whether web-based feedback can improve students’ reading comprehension. Fifty first-year students participated in the study: 25 in the experimental group and 25 in the control group. The study used a quasi-experimental design. Data was collected via a web-based reading comprehension test and a paper-based test. Moodle Cloud server was used to organize the training tasks and to administer the post-test for the experimental group. Data were analysed using mean, frequency, independent samples t-test, and paired samples t-test. The pre-test score indicated that students were at elementary comprehension level with a percentage of 34%, and 37% for the treatment and the comparison group, respectively. There was also a statistically significant mean difference in the post-test scores between the experimental and the control groups (t= 6.174, df= 48, and p= 0.000) with mean scores of 17.84 and 13.16, respectively. This shows that web-based feedback has significantly improved students’ reading comprehension.

An Approach to Quantum Physics Teaching through Analog Experiments

With quantum physics being a particularly difficult subject to teach because of its contextual distance from everyday life, the need for multiperspective teaching material arises. Quantum physics education aims at exploring these methods but often lacks physical models and haptic components. In this paper, we provide two analog models and corresponding teaching concepts that present analogies to quantum phenomena for implementation in secondary school and university classrooms: While the first model focuses on the polarization of single photons and the deduction of reasoning tools for elementary comprehension of quantum theory, the second model investigates analog Hardy experiments as an alternative to Bell’s theorem. We show how working with physical models to compare classical and quantum perspectives has proven helpful for novice learners to grasp the abstract nature of quantum experiments and discuss our findings as an addition to existing quantum physics teaching concepts.

Characterization of silkworm larvae growth and properties of silk fibres after direct feeding of copper or silver nanoparticles

In this study, we raised silkworm larvae from the fifth instar with a modified diet of copper or silver nanoparticles (NPs) combined with mulberry leaves. Silkworm larvae growth was characterized according to larvae weight, survival rate, cocooning and silk glands microstructures. Cu or Ag element distributions in their tissues were examined with inductively couple plasma mass spectroscopy. The properties of silkworm silks were investigated with Fourier transform infrared (FTIR) and amino acid analyses, thermogravimetric and quasi-static tensile tests. Our results depicted a primary concentration distribution map of Cu or Ag element in silkworm larva tissues by the modified diet, and Cu or Ag NPs had slightly negative influences on the growth of the silkworm larvae. Results from FTIR spectra and amino acid analyses showed that the Cu or Ag NPs slightly inhibited the β-sheet conformation transition and promoted the crystallization of silk protein. Furthermore, copper or silver NPs obviously enhanced the thermal stability and mechanical properties of silkworm silk with a coupling competitive mechanism. This study expands our ability to obtain distinctive reinforced silkworm silks in a green and effective way and to gain an elementary comprehension of nano-bio interactions between a model organism, Bombyx mori silkworm, and metallic nanoparticles.

Military-specific application of nutritional supplements: a brief overview.

The Soldiers of America's military endure numerous physical and mental challenges that demand strict physical fitness regimens, extreme mental agility, and a perpetual readiness to deploy at a moment's notice. The chronicity of these stressors has the potential to dramatically reduce performance - both directly and indirectly. Because of this risk, many Soldiers turn to nutritional supplements with hopes of optimizing performance. Increasing amounts of research have demonstrated that various supplements may enhance overall physical prowess, health, and offer quicker recovery in the face of corporal or psychological extremes. Most individuals, including many medical and nutrition professionals, possess only an elementary comprehension of nutritional supplements and their effect on Soldiers in training or combat environments. Nevertheless, a grasp of these details is required for safety and optimal benefits. Various compounds have been evaluated - to include evidence within the military setting - and found to augment endurance, increase cognitive function, decrease knee pain, or offer hearing or lung protection in the face of high-energy impulses. These efficacious outcomes may serve to augment the health and longevity of these Soldiers; however, continued research is needed for efficacy and long-term safety within specific environments.

Analyzing netizens’ view and reply behaviors on the forum

Quantitative understanding of human behaviors provides elementary comprehension of the complexity of social system. In this paper, the netizens’ behaviors on the Bulletin Board System (BBS) are investigated by the statistical analysis of views and replies on some forums. The statistical results show that the number of views and replies obeys the power-law distribution with different power exponents. In addition, when the distribution of both views and replies follows power-law distribution, they are found to have a nonlinear relationship. This relationship also obeys the power function, when transformed to the log–log plot, its fit curve appears as a straight line. Based on the estimation of slopes and intercepts of the lines, we can characterize the view and reply behaviors quantitatively. The results reveal that the Chinese and western netizens have different preferences when replying and viewing the threads. At last, the time series of reply behaviors are analyzed. All series show us with a high burstiness and low memory.

Elementary explicit types and polynomial time operations

AbstractThis paper studies systems of explicit mathematics as introduced by Feferman [9, 11]. In particular, we propose weak explicit type systems with a restricted form of elementary comprehension whose provably terminating operations coincide with the functions on binary words that are computable in polynomial time. The systems considered are natural extensions of the first‐order applicative theories introduced in Strahm [19, 20] (© 2009 WILEY‐VCH Verlag GmbH & Co. KGaA, Weinheim)

Theories of Types and Names with Positive Stratified Comprehension

We introduce a certain extension of λβη-calculus, and show that it has the Church-Rosser property. The associated open-term extensional combinatory algebra is used as a basis to construct models for theories of Explict Mathematics (formulated in the language of "types and names") with positive stratified comprehension. In such models, types are interpreted as collections of solutions (of terms) w.r. to a set of numerals. Exploiting extensionality, we prove some consistency results for special ontological axioms which are refutable under elementary comprehension.

Power types in explicit mathematics?

AbstractIn this note it is shown that in explicit mathematics the strong power type axiom is inconsistent with (uniform) elementary comprehension and discuss some general aspects of power types in explicit mathematics.

Second order theories with ordinals and elementary comprehension

Second order theories with ordinals and elementary comprehension

Second order theories with ordinals and elementary comprehension

We study elementary second order extensions of the theoryID1 of non-iterated inductive definitions and the theoryPAΩ of Peano arithmetic with ordinals. We determine the exact proof-theoretic strength of those extensions and their natural subsystems, and we relate them to subsystems of analysis with arithmetic comprehension plusΠ11 comprehension and bar induction without set parameters.

A Teaching Outline for A General Knowledge of Dialectical Materialism for Full-time Four-Year Higher Secondary Schools (Discussion Draft, January 1981)

1) Dialectical materialism is the science of the most general laws of the natural world and of the development of human society and thought, the foundation of all Marxist theory, the only scientific worldview and methodology, and the ideological weapon by which the proletariat and revolutionary people understand and change the world. Through studying A General Knowledge of Dialectical Materialism, students will achieve an elementary comprehension and grasp of the basic principles of the physical-material qualities of the world, the relationship between matter and mind, the universal interrelations and development of the world, the unity of opposites, quantitative and qualitative change, dialectical negation, knowledge and practice, the fact that truth is both objective and developmental, and that truth is discovered and developed in practice. They will gradually learn to distinguish clearly between what is materialism and what is idealism; between what is dialectical and what is metaphysical; between the theories of knowledge of materialism and of idealism, in order to establish a foundation for a scientific worldview.

Extensionality and choice in constructive mathematics

ion. Suppose A is a set, with S(A, A'). Then {{xeA:φ(xf y)}:yeA} , for a z/o-formula φ, can be formed by elementary comprehension, as Q = {{xe A: φ'(x, y, Y', A, A')}: ye A}, where φ' is the formula constructed in verifying the separation axiom, and Y' = { , b) e W & (x, c) e W -*h(x, b) = h(x, c))}. This also can be done with elementary comprehension. Now we claim that X is the set of functions from A to B. First, if / e l , then / is (the graph of) a function from A to B, by the second clause in the definition of X Secondly, if F is a function from A to B, fix W as in CAC', then F arises as H(h), where h is the choice function given by CAC. (More precisely, a function with the same values as F arises as H(h)> which is good enough.) Thus the set of functions from A to B is a classification; but it is easy to define its transitive closure in terms of the transitive closures of A and B. Hence it is a set. Finally, we need to say something about the assertion that φ° is equivalent to for arithmetic. In B, sentences are built up from a constant for zero, a constant for successor, but no symbols for plus and times; while in FQ, there are application terms for plus, times, and successor. We have left implicit that in defining φ zero should be interpreted as zero, and the successor should be interpreted as the graph of the successor function in Fo. We then prove in Fo that the graphs of plus and times satisfy the interpretations of the defining formulae for plus and times in set theory (which say that plus and times satisfy certain recursion relations). We also prove that if any classification satisfies these defining formulae, then it is the graph of plus (or times, as the case may be). This takes care of the basis case of an easy induction on the complexity of arithmetic formulae φ. This completes the proof of

Bureaucratic Realpolitik and the Teaching of Administration

T HE proliferation of courses in public administration has made it possible to provide training in practically every conceivable phase of the field. The gamut of instruction includes administrative law, personnel techniques, budget operations, planning and housing, correctional administration, human relations, and international administration, to mention only the more common offerings. With each passing year, students completing the college and university sequences in this field represent an increasing level of professional competence in their knowledge and grasp of administrative concepts and techniques. Pleasing as this has been to the academician and to the employing governmental agencies, it should not be permitted to obscure our failure to provide commensurately useful instruction in an equally important aspect of the subject-the art of administrative survival. Only in pure theory is the implementation of governmental policy the sole concern of the administrator. From his point of view, the administrative structure is also the scene of an unending and sometimes desperate battle for personal survival, power, and prestige. In large part, his career depends upon his skill at the game of bureaucratic realpolitik, i.e., his mastery of the administrative version of gets what, when, and how. The public employee who lacks at least an elementary comprehension of the major operational concepts and objectives of administrative realpolitik is professionally handicapped, no matter the measure of his other qualifications. Scanning the literature of American public administration, anyone familiar with the realities of bureaucratic existence is struck by the almost total absence of any dispassionate analysis of the nature and importance of administrative realpolitik. While the scholarly commentators have given increasing recognition and emphasis to the importance of individual motivation in the administrative process, their discussion of realpolitik has been descriptive rather than systematic.' Much has been said about a philosophy of administration2 but the possible relationship between such a philosophy and the practice of realpolitik has been largely ignored. A few novelists have dealt with the subject in a skillful and highly perceptive manner, but the fictional approach is, at best, an inadequate substitute for the systematic dissection and analysis which the academician