Ten little niggers.

In verse (p. [1] - [12]) with music (p. [2] and [3] of cover)

Connecting the dots: Examining the role of parental beliefs and preschoolers’ affect and engagement in predicting parent-child number exploration during a meaningful math experience

The current study examined the frequency and quality of how 3- to 4-year-old children and their parents explore the relations between symbolic and non-symbolic quantities in the context of a playful math experience, as well as the role of both parent and child factors in this exploration. Preschool children’s numerical knowledge was assessed while parents completed a survey about the number-related experiences they share with their children at home, and their math-related beliefs. Parent-child dyads were then videotaped playing a modified version of the card game War. Results suggest that parents and children explored quantity explicitly on only half of the cards and card pairs played, and dyads of young children and those with lower number knowledge tended to be most explicit in their quantity exploration. Dyads with older children, on the other hand, often completed their turns without discussing the numbers at all, likely because they were knowledgeable enough about numbers that they could move through the game with ease. However, when dyads did explore the quantities explicitly, they focused on identifying numbers symbolically, used non-symbolic card information interchangeably with symbolic information to make the quantity comparison judgments, and in some instances, emphasized the connection between the symbolic and non-symbolic number representations on the cards. Parents reported that math experiences such as card game play and quantity comparison occurred relatively infrequently at home compared to activities geared towards more foundational practice of number, such as counting out loud and naming numbers. However, parental beliefs were important in predicting both the frequency of at-home math engagement as well as the quality of these experiences. In particular, parents’ specific beliefs about their children’s abilities and interests were associated with the frequency of home math activities, while parents’ math-related ability beliefs and values along with children’s engagement in the card game were associated with the quality of dyads’ number exploration during the card game. Taken together, these findings suggest that card games can be an engaging context for parent-preschooler exploration of numbers in multiple representations, and suggests that parents’ beliefs and children’s level of engagement are important predictors of this exploration.

A big book of counting and chanting rhymes.

Es una colección de poemas para niños de tres a seis años. Las rimas son al mismo tiempo entretenidas y educativas, y les ponen en contacto con la aritmética, la lectura y escritura.

Out for the count : a counting adventure.

Tom no puede dormir aunque está rodeado de sus juguetes de peluche, por lo que su padre le sugiere que intente contar ovejas. Comienza a contar , pero la séptima oveja, delgada y ágil, desaparece por el armario del dormitorio antes de que el niño pestañee. El niño intenta contar otras criaturas y es sorprendido por lobos, pitones, cabras monteses, piratas, pingüinos, vampiros, fantasmas, y tigres hasta que, afortunadamente, cierra la puerta apaga la luz, y puede dormir. El cuento es acumulativo en verso. En doble página aparecen las criaturas en una variedad de tamaños, ángulos y formas, dando la sensación de movimiento. La página de la derecha es un recuadro de texto y conjuntos de siluetas. Para leer en voz alta, y para contar hasta cien. El texto es ideal para llamar la atención sobre la gran variedad de opciones de palabras y ortografía.

Counting in Egyptian children with Down Syndrome

This exploratory study is concerned with the performance of Egyptian children with Down syndrome on counting and error detection tasks and investigates how these children acquire counting. Observations and interviews were carried out to collect further information about their performance in a class context. Qualitative and quantitative analysis suggested a notable deficit in counting in Egyptian children with Down syndrome with none of the children able to recite the number string up to ten or count a set of five objects correctly. They performed less well on tasks which added more load on memory. The tentative finding of this exploratory study supported previous research findings that children with Down syndrome acquire counting by rote and links this with their learning experiences.

The recoil transfer chamber - An interface to connect the physical preseparator TASCA with chemistry and counting setups

Performing experiments with transactinide elements demands highly sensitive detection methods due to the extremely low production rates (one-atom-at-a-time conditions). Preseparation with a physical recoil separator is a powerful method to significantly reduce the background in experiments with sufficiently long-lived isotopes (t1/2≥0.5 s). In the last years, the new gas-filled TransActinide Separator and Chemistry Apparatus (TASCA) was installed and successfully commissioned at GSI. Here, we report on the design and performance of a Recoil Transfer Chamber (RTC) for TASCA—an interface to connect various chemistry and counting setups with the separator. Nuclear reaction products recoiling out of the target are separated according to their magnetic rigidity within TASCA, and the wanted products are guided to the focal plane of TASCA. In the focal plane, they pass a thin Mylar window that separates the ∼1 mbar atmosphere in TASCA from the RTC kept at ∼1 bar. The ions are stopped in the RTC and transported by a continuous gas flow from the RTC to the ancillary setup. In this paper, we report on measurements of the transportation yields under various conditions and on the first chemistry experiments at TASCA—an electrochemistry experiment with osmium and an ion exchange experiment with the transactinide element rutherfordium.

Methods for preparing and counting biochemical varves

Four different preparation and counting methods for biochemical varves were compared in order to assess counting errors and to standardize these techniques. The properties of two embedding methods, namely the shock-freeze, freeze-dry and the water-acetone-epoxy-exchange method, are discussed. Varve counts were carried out on fresh sediment and on sediment thin-sections, on the latter by manual and by automated counting using image-analysis software. Counting on fresh sediment and using image-analysis generally underestimated the number of varves, especially in sections with inconspicuous varves. A comparison between multiple varve counts carried out by a single analyst and different analysts showed no significant differences in the mean varve counts.

Results of biological and geological bottom investigations carried out during Cruise 43 of R/V Akademik Kurchatov in the South Atlantic

The book is devoted to investigations of benthic fauna and geology of the Southern Atlantic Ocean. These works have been carried out in terms of exploring biological structure of the ocean and are of great importance for development of this fundamental problem. They are based on material collected during Cruise 43 of R/V Akademik Kurchatov in 1985-1986 and Cruise 43 of R/V Dmitry Mendeleev in 1989. Problems of quantitative distribution, group composition and trophic structure of benthos in the Southern Scotia Sea, along the east-west Transatlantic section along 31°30'S, and offshore Namibia in the area of the Benguela upwelling are under consideration in the book. Authors present new data on fauna of several groups of deep-sea bottom animals and their zoogeography. Much attention is paid to analysis of morphological structure of the Scotia Sea floor considered in terms of plate tectonics. Bottom sediments along the Transatlantic section and facial variation of sediments in the area of South Shetland Islands and of the continental margin of Namibia are under consideration.