The Experts below are selected from a list of 23760 Experts worldwide ranked by ideXlab platform

Glenda Barlowjones - One of the best experts on this subject based on the ideXlab platform.

  • high school mathematics marks as an admission criterion for entry into programming courses at a south african university
    The Journal of Teaching and Learning, 2015
    Co-Authors: Duan Van Der Westhuizen, Glenda Barlowjones
    Abstract:

    In this study, the assumption that good performance in mathematics in the final school year could be used as a pre-entry requirement to programming courses at universities in South Africa, is challenged. The extant literature reports positive relationships between mathematics performance and success in programming courses. As computer programming modules in higher education institutions (HEIs) are typically characterised by low success rates, it becomes important to eliminate potentially erroneous entry requirements. The low success rate in programming modules is ascribed to the abstract nature and content of programming courses, and the inadequacy of pre-university education to prepare students for the cognitive skills required for success in such programmes. This paper reports on a Single Independent Variable, 'performance in high school mathematics', and its relationship to performance in two computer programming courses. The dataset comprised the school marks of four cohorts of students who were enrolled for the programming modules between 2012 and 2015. Firstly, we computed the point-biserial correlation between a dichotomous Variable that indicated whether students had mathematics as a subject in Grade 12 or not, and their performance in the programming modules. Once we established that a relationship existed, the marks achieved in the final school year for mathematics, and performance in two programming modules were correlated. Results indicated that the school mathematics marks correlate only marginally, and that correlations were not significant, with performance in the two programming courses. We also correlated the school mathematical literacy marks with performance in the two programming courses, and found that a strong positive correlation that was significant existed with the second semester programming course. We conclude that the mark achieved for school mathematics cannot be considered as a valid admission criterion for programming courses in the South African context.

  • high school mathematics marks as an admission criterion for entry into programming courses at a south african university
    The Journal of Teaching and Learning, 2015
    Co-Authors: Duan Van Der Westhuizen, Glenda Barlowjones
    Abstract:

    In this study, the assumption that good performance in mathematics in the final school year could be used as a pre-entry requirement to programming courses at universities in South Africa, is challenged. The extant literature reports positive relationships between mathematics performance and success in programming courses. As computer programming modules in higher education institutions (HEIs) are typically characterised by low success rates, it becomes important to eliminate potentially erroneous entry requirements. The low success rate in programming modules is ascribed to the abstract nature and content of programming courses, and the inadequacy of pre-university education to prepare students for the cognitive skills required for success in such programmes. This paper reports on a Single Independent Variable, 'performance in high school mathematics', and its relationship to performance in two computer programming courses. The dataset comprised the school marks of four cohorts of students who were enrolled for the programming modules between 2012 and 2015. Firstly, we computed the point-biserial correlation between a dichotomous Variable that indicated whether students had mathematics as a subject in Grade 12 or not, and their performance in the programming modules. Once we established that a relationship existed, the marks achieved in the final school year for mathematics, and performance in two programming modules were correlated. Results indicated that the school mathematics marks correlate only marginally, and that correlations were not significant, with performance in the two programming courses. We also correlated the school mathematical literacy marks with performance in the two programming courses, and found that a strong positive correlation that was significant existed with the second semester programming course. We conclude that the mark achieved for school mathematics cannot be considered as a valid admission criterion for programming courses in the South African context.

Richards Wg - One of the best experts on this subject based on the ideXlab platform.

  • Shape similarity as a Single Independent Variable in QSAR
    European Journal of Medicinal Chemistry, 2004
    Co-Authors: A Seri-levy, R Salter, S. West, Richards Wg
    Abstract:

    Abstract The use of shape similarity as a Single Independent Variable in QSAR equations is demonstrated for the inhibition of dihydrofolate reductase (DHFR) and for central hypotensive activity. The predictive ability of these shape similarity QSAR equations is found to be higher than that of the equivalent multivariate QSAR equations.

Joaquín Zueco - One of the best experts on this subject based on the ideXlab platform.

  • network numerical analysis of hydromagnetic squeeze film flow dynamics between two parallel rotating disks with induced magnetic field effects
    Tribology International, 2010
    Co-Authors: Joaquín Zueco, Anwar O Beg
    Abstract:

    We study numerically the hydromagnetic squeeze film between two rotating disks using the numerical network simulation method. The external magnetic field, H, generates an induced magnetic field, B, with radial (Br), tangential (Bθ) and axial (Bz) components between the two disks, which rotate with different angular velocities, Ω1 and Ω2, and at time t are separated by a distance D(1−αt)1/2. The applied magnetic field at the lower disk is assumed to be zero. The conservation equations for mass, momentum and induced magnetic field are reduced to a set of ordinary differential equations using a series of transformations, in terms of four dependent Variables, f (axial velocity), g (azimuthal velocity), m (axial magnetic field component) and n (azimuthal magnetic field component) and a Single Independent Variable, η (dimensionless disk separation), with appropriate boundary conditions. The transformed ordinary differential equations have collective order of 10 and are shown to be controlled by rotational Reynolds number (R1), squeeze Reynolds number (R2=Rem/Bt), dimensionless parameter based on the magnetic force in the axial direction (R3), dimensionless parameter based on magnetic force strength in the azimuthal (tangential) direction (R4), magnetic Reynolds number (Rem), disk rotational velocity ratio (S) and Batchelor number (Bt). In the present study we examine the flow regime at various Batchelor numbers (for the case of unity value of the squeeze Reynolds number, Rem=Bt). Excellent comparison of NSM solutions is achieved with earlier analytical and shooting solutions. The present study finds applications in hydromagnetic lubrication of braking devices, slider bearings, rotating machinery, etc. Applications also arise in hydraulic shock absorbers employing electrically conducting liquids such as sodium where electro-magnetical braking of streams can be achieved in liquid metal cooled nuclear reactors for arresting control rods. Finally in the context of astronautical vehicles, the present study has applications in electromagnetic braking for potential spacecraft in planetary orbits.

  • Thermophoretic Hydromagnetic Dissipative Heat and Mass Transfer with Lateral Mass Flux, Heat Source, Ohmic Heating and Thermal Conductivity Effects: Network Simulation Numerical Study
    Applied Thermal Engineering, 2009
    Co-Authors: Joaquín Zueco, O. Anwar Bég, H.s. Takhar, V.r. Prasad
    Abstract:

    A two-dimensional mathematical model is presented for the laminar heat and mass transfer of an electrically-conducting, heat generating/absorbing fluid past a perforated horizontal surface in the presence viscous and Joule (Ohmic) heating. The Talbot-Cheng-Scheffer-Willis formulation (1980) is used to introduce a thermophoretic coefficient into the concentration boundary layer equation. The governing partial differential equations are non-dimensionalized and transformed into a system of nonlinear ordinary differential similarity equations, in a Single Independent Variable, . The resulting coupled, nonlinear equations are solved under appropriate transformed boundary conditions using the Network Simulation Method. Computations are performed for a wide range of the governing flow parameters, viz Prandtl number, thermophoretic coefficient (a function of Knudsen number), Eckert number (viscous heating effect), thermal conductivity parameter, heat absorption/generation parameter, wall transpiration parameter, Hartmann number and Schmidt number. The numerical details are discussed with relevant applications. Excellent correlation is achieved with earlier studies due to White (1974) and Chamkha and Issa (2000). The present problem finds applications in optical fiber fabrication, aerosol filter precipitators, particle deposition on hydronautical blades, semiconductor wafer design, thermo-electronics and nuclear hazards.

Machireddy Gnaneswara Reddy - One of the best experts on this subject based on the ideXlab platform.

  • influence of thermal radiation viscous dissipation and hall current on mhd convection flow over a stretched vertical flat plate
    Ain Shams Engineering Journal, 2014
    Co-Authors: Machireddy Gnaneswara Reddy
    Abstract:

    Abstract A boundary layer analysis has been presented to study the effects of thermal radiation, viscous dissipation, and Hall current effects on the hydromagnetic convection flow of an electrically conducting, viscous, incompressible fluid past over a stretching vertical flat plate. The governing partial differential equations are non-dimensionalized and transformed into a system of nonlinear ordinary differential similarity equations, in a Single Independent Variable. The resulting coupled nonlinear equations are solved under appropriate transformed boundary conditions using the Runge–Kutta fourth-order method along with the shooting method. The effects of the radiation parameter, magnetic parameter, Hall parameter, viscous dissipation parameter and the buoyancy parameter on the velocity profiles, the cross flow velocity profiles and the temperature profiles are presented graphically and discussed.

Duan Van Der Westhuizen - One of the best experts on this subject based on the ideXlab platform.

  • high school mathematics marks as an admission criterion for entry into programming courses at a south african university
    The Journal of Teaching and Learning, 2015
    Co-Authors: Duan Van Der Westhuizen, Glenda Barlowjones
    Abstract:

    In this study, the assumption that good performance in mathematics in the final school year could be used as a pre-entry requirement to programming courses at universities in South Africa, is challenged. The extant literature reports positive relationships between mathematics performance and success in programming courses. As computer programming modules in higher education institutions (HEIs) are typically characterised by low success rates, it becomes important to eliminate potentially erroneous entry requirements. The low success rate in programming modules is ascribed to the abstract nature and content of programming courses, and the inadequacy of pre-university education to prepare students for the cognitive skills required for success in such programmes. This paper reports on a Single Independent Variable, 'performance in high school mathematics', and its relationship to performance in two computer programming courses. The dataset comprised the school marks of four cohorts of students who were enrolled for the programming modules between 2012 and 2015. Firstly, we computed the point-biserial correlation between a dichotomous Variable that indicated whether students had mathematics as a subject in Grade 12 or not, and their performance in the programming modules. Once we established that a relationship existed, the marks achieved in the final school year for mathematics, and performance in two programming modules were correlated. Results indicated that the school mathematics marks correlate only marginally, and that correlations were not significant, with performance in the two programming courses. We also correlated the school mathematical literacy marks with performance in the two programming courses, and found that a strong positive correlation that was significant existed with the second semester programming course. We conclude that the mark achieved for school mathematics cannot be considered as a valid admission criterion for programming courses in the South African context.

  • high school mathematics marks as an admission criterion for entry into programming courses at a south african university
    The Journal of Teaching and Learning, 2015
    Co-Authors: Duan Van Der Westhuizen, Glenda Barlowjones
    Abstract:

    In this study, the assumption that good performance in mathematics in the final school year could be used as a pre-entry requirement to programming courses at universities in South Africa, is challenged. The extant literature reports positive relationships between mathematics performance and success in programming courses. As computer programming modules in higher education institutions (HEIs) are typically characterised by low success rates, it becomes important to eliminate potentially erroneous entry requirements. The low success rate in programming modules is ascribed to the abstract nature and content of programming courses, and the inadequacy of pre-university education to prepare students for the cognitive skills required for success in such programmes. This paper reports on a Single Independent Variable, 'performance in high school mathematics', and its relationship to performance in two computer programming courses. The dataset comprised the school marks of four cohorts of students who were enrolled for the programming modules between 2012 and 2015. Firstly, we computed the point-biserial correlation between a dichotomous Variable that indicated whether students had mathematics as a subject in Grade 12 or not, and their performance in the programming modules. Once we established that a relationship existed, the marks achieved in the final school year for mathematics, and performance in two programming modules were correlated. Results indicated that the school mathematics marks correlate only marginally, and that correlations were not significant, with performance in the two programming courses. We also correlated the school mathematical literacy marks with performance in the two programming courses, and found that a strong positive correlation that was significant existed with the second semester programming course. We conclude that the mark achieved for school mathematics cannot be considered as a valid admission criterion for programming courses in the South African context.