A problem-oriented mathematical optimization course

Summary A one-semester applied mathematical optimization course has been developed at the University of Wisconsin-Green Bay. The problems for the course were derived from the current research literature in environmental sciences. The use of computer subroutines for problem-solving is a key feature of the course.     

The effect of velocity-specific strength training on peak torque and anaerobic rowing power

This study investigated the effect of low- and high-velocity resistance training on isokinetic peak torque and anaerobic power output. Eighteen male varsity oarsmen were blocked on peak knee extension torque at 3.14 rad s-1 and assigned to a high-velocity resistance training group (HVR), a low-velocity resistance training group (LVR) or a control group. Subjects trained four times a week for 5 weeks. Each training session included three circuits of 12 stations using variable-resistance hydraulic equipment. The HVR training significantly improved peak torque (P less than 0.05) in knee extension and flexion at 2.61, 3.14, 3.66 and 4.19 rad s-1. The LVR training produced significant improvements (P less than 0.05) in peak torque for knee extension and flexion at 0.52, 1.05, 1.57 and 2.61 rad s-1. High positive correlations were found between peak torque and anaerobic power outputs for all groups. However, no significant changes occurred in 15 s power output, average 90 s power output or peak blood lactate in either training group. These results indicate that velocity-specific strength training does not necessarily improve anaerobic power output in a different exercise mode despite the high positive correlation between isokinetic strength and anaerobic power output.     

E-learning and Evaluation in Modern Educational System

Implementation of information and communication technologies as well as emersion of new user interfaces and web 2.0 technologies changes the way of education system, the way of living and business transactions in general. The way we communicate, operate, produce and live is also changing. In accordance with it, the systems of education change from traditional to modern. The following changes occur： from content delivery to knowledge production, from transfer of knowledge from teachers to students towards encouragement of development and construction of knowledge, from courses and programs changing to the adaptation of the study environment, from the faculty professionalism to the quality of teaching and student learning and the early involvement of students in research work and projects. These occurring changes also affect the students＇ and professors＇ mobility. Here, the word ＂mobility＂ represents not only the student exchange programs and the easier transitions from one＇s home university to a foreign one, but also the way professors conduct their classes. With the development of certain software, students＇ class attendance no longer represents an important factor, as they can now learn from distance using the mentioned software, taking the learning process one step further. In order for above-mentioned changes to occur, the use of e-learning and the development of new tools are almost mandatory. With this in mind, the goal of this paper is to analyze quantitatively the changes that are occurring almost every day that affect the students＇ learning and the professors＇ teaching methods.     

Feeling of difficulty: An aspect of monitoring that influences control

This study aimed at delimiting possible relations of feeling of difficulty (FOD) with control ideas pertaining to a particular task. Participants were 274 students of 7th, 8th, and 9th grade. They were tested with two mathematical tasks; they were also asked to give ratings of the feeling of difficulty at 4 phases: In advance of problem solving, during planning of the solution, after solution production, and an overall estimation. Participants also gave ratings for control ideas such as need to know the rule, to do the computations right, to have practice, to use one’s thinking and to have help from others. Path analysis and ANOVAs were used for the identification of the relations and differentiations of ratings in the four phases of problem solving. Results indicated that FOD varied from phase to phase and influenced ideas related to control. Feeling of difficulty in the main was only indirectly related to performance via control ideas.     

The role of state school psychology organizations in the promotion of professional ethics

A survey was conducted to examine the role of state school psychology organizations in advocating for, and monitoring the ethical practice of, their members. Particular attention was directed to the existence and nature of codes of ethics and of due process procedures. The results revealed that 76% (28 of 37) of the responding organizations had adopted a code of ethics, while only 43% (16 of 37) had instituted due process procedures. The responsibility of professional school psychology organizations in serving as a resource to their members in the area of ethics is stressed. An educative approach to the promotion of ethical practice by professional organizations also is presented.     

The Effect of a Classroom-Based Intensive Robotics and Programming Workshop on Sequencing Ability in Early Childhood

This paper examines the impact of programming robots on sequencing ability during a 1-week intensive robotics workshop at an early childhood STEM magnet school in the Harlem area of New York City. Children participated in computer programming activities using a developmentally appropriate tangible programming language CHERP, specifically designed to program a robot’s behaviors. The study assessed 27 participants’ sequencing skills before and after the programming and robotics curricular intervention using a picture-story sequencing task and compared those skills to a control group. Pre-test and post-test scores were compared using a paired sample t test. The group of children who participated in the 1-week robotics and programming workshop experienced significant increases in post-test compared to pre-test sequencing scores.