Coefficient relationship between rook and chromatic polynomials     

Kang Yueh  Samuel D. Bedrosian 《Journal of The Franklin Institute》1976,302(4):313-317

It is shown that a p+q node graph G_c representation can be drawn for a chessboard C(p,q) i.e. an array of p rows and q columns. It is shown further that the coefficients of the rook polynomial for C(p,q) correspond 1:1 inversely with the coefficients of the chromatic polynomial for G_c written in factorial form.  相似文献   

Study of adenosine deaminase activity in various arthritic conditions     

R. Kumar  S. B. Pachori  G. K. Senger  Satyanand  L. D. Joshi 《Indian journal of clinical biochemistry : IJCB》1994,9(2):72-74

Aim of present study was to compare the adenosine deaminase (ADA) activity in various types of arthritis conditions with synovial effusion. No. significant difference was observed in ADA activity in serum of control and study groups but results have shown a definite pattern of ADA activity in synovial fluid in various arthritic conditions. The highest value of ADA activity was observed in synovial fluid of patients with tubercular arthritis followed by rheumatoid, septic, osteo and post traumatic arthritis. Thus measurement of ADA activity in synovial fluid can be used as a parameter of differential diagnosis of arthritis specially tubercular in initial stages.  相似文献   

The treatment of uncertainty in the sciences     

Dennis H. Rouvray B.Sc.  ARCS  Ph.D.  DIC 《Endeavour》1997,21(4):154-158

For some 300 years the modelling of uncertainty in the sciences has been totally dominated by probabilistic methods. Now, following major criticism of the theoretical foundations of probability theory, other approaches to dealing with uncertainty are being explored.  相似文献   

Intracellular proteins as Tumor markers     

Alpana Gupta  T. Malati  P. D. Gupta 《Indian journal of clinical biochemistry : IJCB》1992,7(2):81-88

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Tackling Suboptimal Bachelor��s Degree Completion Rates Through Training in Self-Regulated Learning (SRL)     

Todd D. Reeves  Amy E. Stich 《Innovative Higher Education》2011,36(1):3-17

In response to both problematic and extant gaps in Bachelor??s degree completion rates, this mixed methods study investigated whether a theoretically based undergraduate course intervention measurably contributed to participants?? competence as self-regulated learners. Respective quantitative and qualitative analyses of data collected from two samples showed that intervention participants experienced growth in the targeted self-regulatory constructs. Moreover, differential effects by race/ethnicity and gender were not observed. We conclude with a discussion of this study??s implications for institutions of higher education, pertinent considerations in designing and implementing this self-regulated learning intervention, and a review of the literature on effective practices for doing so.  相似文献   

Sundials: Ancestors of our clocks     

P. D. Anoop 《Resonance》2011,16(1):29-37

This article deals with the timekeepers of the past, the sundials. Apart from discussing the structure of a few common sundials, we point out the reasons for the variation between sundial time and the time shown by mechanical timekeepers.  相似文献   

Augmented lectures around the corner?     

Telmo Zarraonandia  Rita Francese  Ignazio Passero  Paloma Díaz  Genny Tortora 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):E76-E78

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Intergenerational transmission of adaptive functioning: a test of the interactionist model of SES and human development     

Schofield TJ  Martin MJ  Conger KJ  Neppl TM  Donnellan MB  Conger RD 《Child development》2011,82(1):33-47

The interactionist model (IM) of human development (R. D. Conger & M. B. Donellan, 2007) proposes that the association between socioeconomic status (SES) and human development involves a dynamic interplay that includes both social causation (SES influences human development) and social selection (individual characteristics affect SES). Using a multigenerational data set involving 271 families, the current study finds empirical support for the IM. Adolescent personality characteristics indicative of social competence, goal-setting, hard work, and emotional stability predicted later SES, parenting, and family characteristics that were related to the positive development of a third-generation child. Processes of both social selection and social causation appear to account for the association between SES and dimensions of human development indicative of healthy functioning across multiple generations.  相似文献   

A longitudinal examination of African American adolescents' attributions about achievement outcomes     

Swinton AD  Kurtz-Costes B  Rowley SJ  Okeke-Adeyanju N 《Child development》2011,82(5):1486-1500

Developmental, gender, and academic domain differences in causal attributions and the influence of attributions on classroom engagement were explored longitudinally in 115 African American adolescents. In Grades 8 and 11, adolescents reported attributions for success and failure in math, English and writing, and science. In Grade 11, English and mathematics teachers rated students' classroom engagement. Boys were more likely than girls to attribute math successes to high ability and to attribute English failures to low ability. Both genders' ability attributions for math became more negative from eighth to eleventh grades. Grade 8 attributions of math failure to lack of ability were negatively related to Grade 11 math classroom engagement. Results illustrate the gendered nature of motivational beliefs among Black youth.  相似文献   

Can Children With Autism Spectrum Disorders “Hear” a Speaking Face?     

Irwin JR  Tornatore LA  Brancazio L  Whalen DH 《Child development》2011,82(5):1397-1403

This study used eye-tracking methodology to assess audiovisual speech perception in 26 children ranging in age from 5 to 15 years, half with autism spectrum disorders (ASD) and half with typical development. Given the characteristic reduction in gaze to the faces of others in children with ASD, it was hypothesized that they would show reduced influence of visual information on heard speech. Responses were compared on a set of auditory, visual, and audiovisual speech perception tasks. Even when fixated on the face of the speaker, children with ASD were less visually influenced than typical development controls. This indicates fundamental differences in the processing of audiovisual speech in children with ASD, which may contribute to their language and communication impairments.  相似文献