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I interesting read.....

The Ancient Babylonians knew about a form of trigonometry more advanced than the modern-day version – about 1,000 years before its supposed invention by the Ancient Greeks, academics in Australia say.

The astonishing claim is based on a 3,700-year-old clay tablet inscribed with a table of numbers.

Known as Plimpton 322, it is already known to contain evidence that the Babylonians knew Pythagoras’ famous equation for right-angled triangles, long before the Greek philosopher gave his name to it.

And researchers at the University of New South Wales (UNSW) have claimed it also shows the Babylonians developed a highly sophisticated form of trigonometry – the system of maths used to describe angles that has tortured generations of school pupils with sine, cosine and tangent.

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What I say every day....

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Whoever can use a whole tube of chapstick without losing it should get to be president.

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The truth....

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CALL FOR SCIENCE FANDOM!!!

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update: Both surveys were improved, some details were solved as well typo errors

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The Effect the Executive Function Training in Early Childhood Jacquelyne M. Blossom Problem Statement There is a problem in our preschool education systems around the southeastern part of our country that has led many of our young children to lack skills that will enable them to be successful in school. That problem, specifically is the lack of self-regulatory and executive functions skills in children which have lessened preschool readiness. Currently, many vulnerable children do not possess the readiness skills need to follow simple directions, maintain attending skills on tasks, plan or think critically. However, if this problem continues, there will continue to be children placed in exceptional education classes, children will continue to be retained, and the dropout rates will continue to rise. This problem overwhelmingly impacts African Americans and Hispanics because this population is most affected by the homelessness, abuse, and poverty. There are many possible factors that contribute to this problem, among these are unemployment, mental health issues, and substance abuse (Raver, Blair, & Willoughby, 2013). This study will contribute to the body of knowledge needed to address this problem by focusing on incorporating executive functions skill in early childhood that will assist with acquiring readiness skills which will allow children to become successful in school and to become productive citizens. Reference Raver, C. C., Blair, C., & Willoughby, M. (2013). Poverty as a predictor of 4-year-olds' executive function: New perspectives on models of differential susceptibility. Developmental Psychology, 49(2), 292. The Effect the Executive Function Training in Early Childhood Learning The early childhood education is a very transitional time for students. There is much to learn academically, socially, and emotionally. Unfortunately, many children are unprepared for the rigor and the pace in which they are to learn. According to Bierman & Torres (2016), many students lack the ability to attend to the academics because they are not prepared to focus, follow directions, plan, or think critically. These skills are essential for their success in elementary and beyond. This sometimes results in problematic behaviors in the classroom. Hackman, Gallop, Evans, & Farah (2015), stated that children in poverty are at a greater risk of having deficits in their executive function. These deficits put the children at an increased risk of reduced function in preschool. They also are suggest that this failure will continue in the absence of executive function training. There are some studies that suggest that the introduction of executive functions increases the likelihood of success in preschool and beyond. In understanding the cognitive aspect of preschool learning Ursache, Blair, & Raver (2012), studied the relationship between a component of executive functions and school readiness. This study provide details on a bidirectional model that investigates the cognitive/emotional relation and the emotional/stress relation. This study analyzed how the bidirectionality of both interact to assist in executive function control. An important point made in this article was that executive functions enabled information regulation and organized thinking. This article will be used to bridge the connection for possible usage of executive function encorporation in the preschool setting. Poverty is a predictor of preschool ability. Reseach has shown that poverty has an adverse affect on learning and school performance. A study performed by Raver, Blair, & Willoughby (2013), showed that children who live in unfavorable environments and were exposed to trauma show increased lack of executive functions such as problems with memory, poor impulse control and inattentiveness. This provides evidence of the connection relating learning and and executive functions. An important take-away was that the study found that adverse environments and an over reaction to stimuli help to shape deficits in executive functions. This article connects many of the classroom behaviors that are observed by children in classrooms to excutive functions. This article will be used to provide biological and psychological evidence to support for the problem. Titz & Karbach (2014) provide an abundance of peer reviewed studies that make associations linking the working memory executive function while simultaneously processing information. This information elaborates on one important area of executive functions that can be improved in order to positively impact the learning of a child. An important point in this article is that it stresses the training aspect and how it could be used in the preschool setting. This training helps to provide a solution that could be applicable as a preparation for readiness in preschool. It further supports the problem by directing attention to a specific aspect of executive functions that can be affected positively by interventions that are process based. A child’s socioeconomic status according to Hackman, Gallop, Evans, & Farah (2015) affects a child’s ability to planning . This study concluded that changes in the socioeconomic status could also change the ability of a child in a positive way. This study also included the education of the mother and concluded that the higher the level of the mother’s education, the ability to plan would be increased. Conversely, the lower the mother education level, the less likely the child will have increased ability to plan. This provides an interesting correlation to the executive functions of a child because the mother’s education level affected the child’s EF to a greater extent than poverty. This could explan why the academics of some children living in poverty. This success may be due to the mother. This could explain why non-family children living in the same conditions can have very different EF characteristics. These findings will provide an areas for futher study and can show some variability in student abilities. Executive function progress at a rapid pace through age seven. Unfortunately, the skills can be delayed because of poverty or trauma (Bierman, & Torres, 2016). The authors also found that there were interventions that could be used to increase the executive function in children. These interventions can target specific area in order to strengthen academic development. A particular challenge could be allowing time within the school day in order to reinforcement to target these EF skills. This article provides an effective and tested proceduce to address this problem that affects the learning of as risk children. One key aspect of this program was that it was successful in teaching acadmic content along with EF training. A professional connection is made by the ease in which its usage can be applied in the regular classroom. The findings of this article can be used in providing another solution to the problem and could be used to further study on which schools could be more conductive to thid program. References Bierman, K. L., & Torres, M. (2016). Promoting the development of executive functions through early education and prevention programs. Executive function in preschool age children: Integrating measurement, neurodevelopment and translational research. Washington, DC: American Psychological Association, 10, 14797-014. Hackman, D. A., Gallop, R., Evans, G. W., & Farah, M. J. (2015). Socioeconomic status and executive function: developmental trajectories and mediation. Developmental Science, 18(5), 686-702. Raver, C. C., Blair, C., & Willoughby, M. (2013). Poverty as a predictor of 4-year-olds' executive function: New perspectives on models of differential susceptibility. Developmental Psychology, 49(2), 292. Titz, C., & Karbach, J. (2014). Working memory and executive functions: effects of training on academic achievement. Psychological research, 78(6), 852-868. Ursache, A., Blair, C., & Raver, C. C. (2012). The promotion of self‐regulation as a means of enhancing school readiness and early achievement in children at risk for school failure. Child Development Perspectives, 6(2), 122-128. Ursache, A., Blair, C., & Raver, C. C. (2012). The promotion of self‐regulation as a means of enhancing school readiness and early achievement in children at risk for school failure. Child Development Perspectives, 6(2), 122-128. Raver, C. C., Blair, C., & Willoughby, M. (2013). Poverty as a predictor of 4-year-olds' executive function: New perspectives on models of differential susceptibility. Developmental Psychology, 49(2), 292. Titz, C., & Karbach, J. (2014). Working memory and executive functions: effects of training on academic achievement. Psychological research, 78(6), 852-868. Hackman, D. A., Gallop, R., Evans, G. W., & Farah, M. J. (2015). Socioeconomic status and executive function: developmental trajectories and mediation. Developmental Science, 18(5), 686-702. Bierman, K. L., & Torres, M. (2016). Promoting the development of executive functions through early education and prevention programs. Executive function in preschool age children: Integrating measurement, neurodevelopment and translational research. Washington, DC: American Psychological Association, 10, 14797-014.

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WTH are they doing this for?