This study investigated changes in the average BMI of 5th and 6th grade elementary school students in Korea and provided foundational data to suggest the role of physical education for student health and set future directions. The 2019–2021 Physical Activity Promotion System (PAPS) of the Korean Ministry of Education was used. Data corresponding to 5th and 6th grade students (124,693 from 2019, 126,226 from 2020, and 117,809 from 2021) in 1,208 elementary schools in Korea were collected. The BMI was obtained by dividing weight by the square of height (㎏/m2). Repeated measures ANOVA was conducted for data analysis, and confidence intervals were modified through the Bonferroni correction for multiple comparisons. The Greenhouse-Geisser correction was used for effects test. The study findings are: First, the average BMI of 5th and 6th grade elementary school students in Korea increased significantly in 2021 compared to 2019 and 2020. Second, changes in the yearly average BMI showed a significant difference depending on gender and grade. Obesity among 5th and 6th grade elementary school students in Korea increased steadily in 2019–2021, which may be due to a decrease in students’ physical activity. Male students showed a steeper increase, regardless of grade.

This study investigated the relationship between fundamental movement skills (FMSs) and health-related fitness (HRF) among first and second graders in South Korean elementary schools. It aimed to provide foundational data for developing physical education programs tailored to the motor development stages and fitness levels of younger elementary school students. In October 2023, FMSs (jumping, running, hopping, static balance, dynamic balance, overhand throwing, and kicking) and HRF (muscular strength, cardiorespiratory endurance, and flexibility) were evaluated among 291 first and second graders. The collected data were analyzed through frequency and multiple regression analyses performed using the SPSS software. The results revealed that higher scores in jumping and hopping are associated with greater muscular strength, cardiorespiratory endurance, and flexibility. Running had no significant effect on HRF elements. Higher scores in static balance (single-leg stance) were associated with increased muscular strength, cardiorespiratory endurance, and flexibility, but dynamic balance (balance beam walking) did not have a significant effect. Higher scores in overhand throwing were associated with greater muscular strength and cardiorespiratory endurance, but kicking did not show a significant association. Overall, these findings emphasize the importance of prioritizing jumping and static balance in physical education for the well-rounded health development of first and second graders.

Education on native tree species using indigenous knowledge systems is crucial in elementary school environmental education because it sensitizes learners on the significant roles played by the native trees and their interconnections with their culture and existence. Unfortunately in Ghana, there is no pedagogical model that would aid elementary school teachers in carrying out such education.This study was aimed at developing, implementing and evaluating an indigenous knowledge inspired pedagogical model for native tree education among elementary school learners in Ghana. The convergent parallel mixed methods design that aimed at collecting quantitative and qualitative datasets on the development and evaluation of the developed pedagogical model. The results show that the pedagogical model was deemed very satisfactory in all its aspects for native tree education among elementary school learners in Ghana. The model was able to assist in developing the sustainability consciousness and competence of elementary school learners toward caring for native trees through tree planting, making of nurseries and gardens, and engaging in native tree conservation campaigns. The study recommends that the Ministry of Education should adopt, improve and widely disseminate the pedagogical model and help in its broader implementation in various elementary schools across the country.

Two meters is the ratio of the distance between two points according to the standard 1-meter ruler saved somewhere in France, and this comparative ratio is really equal to dimensionless number 2. We can easily repeat such comparative ratios for kilograms and any other quantities that modern physics believes they carry units. When we think about it, all physical quantities are dimensionless comparative ratios referred to standard units saved somewhere in France (never mind more complicated, derived units, they still depend on the particular items saved in France). Once this important fact is established for dimensional units, we realize how we should deal with dimensionless constants in physics: we need to determine one such constant by experiment, and then all other related dimensionless constants fall in place by simple ratios, just as has been done for dimensional units over many years in the past. For the forces of nature, we advocate the fine-structure constant as the dimensionless quantity that will serve as the baseline for other dimensionless constants representing the coupling of forces. Then, we can extend gravity in the atomic world and quantum physics into large-scale cosmology, both quite flawlessly.

We study and describe possibilities for arities of elementary theories and of their expansions. Links for arities with respect to Boolean algebras, to disjoint unions and to compositions of structures are shown. Arities and aritizabilities are semantically characterized. The dynamics for arities of theories is described.

This study analyzes the correlation between the lifetime and the rest energy of the unstable particle states with a lifetime greater than the zeptosecond (10⁻²¹ s), using data available from the Particle Data Group. This set of states seems to be divided into three groups, in each of which the two quantities can be correlated through a remarkably accurate power law. Although this fact does not represent anything new compared to the predictions of the Standard Model, it nevertheless reveals an unexpected order structure in the set of particle decays, emerging from such predictions.

Our knowledge of electricity is based on two parallel lines of research: one focusing on ‘charge’, the other on ‘electron’. The distinction is blurred. The difficulty is that the fundamental nature of elementary charge is unknown. Here I present evidence that charge is a resting electron and electron is a moving charge – one physical entity two behavioural identities. That is, charge is nonrelativistic electron and electron is relativistic charge. Charges obey the laws of static electricity (electrostatics); electrons obey the laws of moving electricity (electrodynamics). Whether positive or negative, a charge is ejected from the atom at tremendous speed, losing the characteristics of ‘a charge’ and gaining those of ‘an electron’. I conclude that an atom, hence nature in general, contains an equal number of positive and negative electrons, recognised at rest as opposite charges. This solves the mystery of the electron-positron numerical asymmetry. It means that static positions and negatrons (charges) play equivalent roles as subatomic building blocks of matter, revealing a new atomic structure.

This paper shows that the percolation clusters from elementary cellular automata {30, 45, 60, 86, 99, 105, 129, 150, 153, 169, 182, 183, 184, 195 and 225 exhibit strong power law behavior, either under random initial conditions, a single occupied cell, or both. Most of the tail exponents are less than unity, implying diverging means and variances of cluster sizes. The analysis presented here is admittedly coarse in an effort to expedite its dissemination.

I demonstrate that the macrocosmic gravitational interaction between two masses and the microcosmic electrostatic interaction between two charges unify in simple concepts and mathematical laws when electric charge and ordinary mass are interpreted in reciprocal terms. No previous research has ever attempted to unify charge and mass. The difficulty has been lack of an intelligible definition of charge. A three-point paradigm shift solves the problem, giving convincing evidence – for the first time – that positron and negatron are the ultimate elementary particles. That is, matter is pure positive and negative grains of electricity. Paradigm shift #1: Electron is a moving charge; a charge is static electron – ‘one entity two identities’. This implies that ordinary matter contains equal numbers of positive and negative electrons – observed in motion as ‘electrons’ and at rest as ‘charges’. In motion, a positron-negatron pair obeys the laws of electrodynamics and annihilates; at rest, the pair obeys the laws of electrostatics and neutralizes. Paradigm shift #2: Electron mass and electrostatic field are either positive or negative. Opposite masses and fields, rather than indefinable ‘charge’, make opposite electrons physically different. Paradigm shift #3: Electric charge and ordinary mass interconvert. Positive charge (e⁺) and negative charge (e^-) neutralize to neutral charge (2e⁰), which is nature’s quantum of ordinary mass. Conversely, a quantum of ordinary mass splits to opposite charges e.g. in frictional electrification. The insights systematize the search, identification and classification of ‘elementary particles’, ending decades of confusion in the ‘elementary particle zoo’. They identify a new, stable subatomic particle – a third nucleon.

Taking into account Bar-On’s postulations about social-emotional intelligence, the aim of the current work is to find out the differences in the five dimensions of this intelligence between children that practice organized sport and those children that do not practice it at elementary school level, to show that an increasing in the number of hours per day performing this activity causes differences in some of these dimensions. Hence, a sample of 940 children from elementary schools, ranging in age from 6 to 12 years old, attending different schools from the Autonomous Community of Extremadura (Spain), was used. Results showed that children who practiced organized sport had better coping abilities for stress, adaptability, and mood states, and that they are more emotionally intelligent than those who did not. Moreover, children who practiced for fewer hours daily (up to 2 hours) had better stress coping than those who practiced more. To conclude, it is important to promote the sport federative practice in elementary education, in order to ensure that children learn to better regulate and manage their emotions, without increasing it to an excessive number of hours per day, which may generate greater stress that might be difficult to control.

The aim of this paper is to use the elementary method and the properties of the second kind Stirling numbers to study the congruence properties of a new sequence, which is closely related to Fubini polynomials and Euler numbers, and give some interesting congruences for it. This solves a problem proposed by the first author at an unpublished paper.

This article investigates the fundamental principles that establish universal limits in physical phenomena, such as the uniformity of physical laws and Energy conservation, leading to the concepts of maximum speed, locality, and maximum density. These principles guide me to explore Quantum Black Holes—relativistically rotating, miniature charged black holes with a singular core at the highest possible density. Uniquely, these Quantum Black Holes maintain all quantized charges, including gravitational ones. The study further demonstrates that quarks and leptons are composed of these Quantum Black Holes, redefining them as the actual elementary particles.Exploring these particles reveals that they emit Energy outward, modifying the curvature of nearby space-time. This discovery provides new insights into local space-time dynamics, characterized by a single equation that includes the influence of all charges and hidden Energy. By the conclusion of this article, I show that Quantum Black Holes offer explanations for several Standard Model deficiencies: the nature of luminous, dark, and anti-Matter; the mass, size, and quantized charges of all elementary particles (including gravitational); the nature of neutrino oscillations; and the mechanism by which electric charges remain bound even though the same type of electric charge components must repeal each other.

The gravitational constant is an unchanging quantity included in the law of universal gravitation. The value of this constant is known much less accurately than other fundamental physical constants, which is due to the experimental difficulties of measuring it. Here we report a simple method for the theoretical calculation of the gravitational constant using the elementary charge, speed of light, Z boson mass, and relativistic mechanics.

Dirac’s equation depicts electron mass as either positive or negative. Taken as correct description of nature, the equation identifies electron mass as ‘electrically active’ and therefore fundamentally different from the ordinary, ‘electrically passive’ mass. Following this cue, I demonstrate that electron mass (m_e) is the natural elementary mass: positive (m_e⁺) and negative (m_e^–) elementary masses neutralise to an elementary unit of the electrically passive mass (2m_e⁰). Further, I show that electron mass (m_e^± ) and the electrostatic field (e_f^±) surrounding it compose an elementary charge (e^±), thereby relating charge to mass. Two plain principles underlie these findings. 1) Electric charge and gravitational mass have a common root: positive (e⁺) and negative (e^–) charges coexist as neutral charge (2e⁰), which is the quantum of gravitational mass. 2) Charge is a static (nonrelativistic) ‘atom of electricity’ and obeys the laws of electrostatics; electron is the same ‘atom of electricity’ at ultrahigh (relativistic) speed and obeys the laws of electrodynamics. That is, charges are electricity at rest; electrons are electricity in motion – ‘same physical entities two behavioural identities.’ A decisive proof that this paradigm shift correctly portrays is that it verifiably unifies Newton’s law of gravity and Coulomb’s law of electrostatics to: 8G/m_pm_e = K/e²; where G and K are the respective constants, m_p the proton mass, m_e the electron mass, and e the elementary charge. Ultimately, the insights simplify matter to pure ‘atoms’ of positive and negative electricity.

: Predicting long-term student learning is a critical task for teachers and for educational data mining. However, most of the models do not consider two typical situations in real-life classrooms. The first is that teachers develop their own questions for formative assessment. Therefore, there are a huge number of possible questions, each of which is answered by only a few students. Second, formative assessment often involved open-ended questions that students answer in writing. These types of questions in formative assessment are highly valuable. However, analyzing the responses automatically can be a complex process. In this paper, we address these two challenges. We analyzed 621,575 answers to closed-ended questions and 16,618 answers to open-ended questions by 464 fourth-graders from 24 low-SES schools. We constructed a classifier to detect incoherent responses to open-ended mathematics questions. We then used it in a model to predict scores on an end-of-year national standardized test. We found that despite answering 36.4 times fewer open-ended questions than closed questions, including features of the students’ open responses in our model improved our prediction of their end-of-year test scores. To the best of our knowledge, this is the first time that a predictor of end-of-year test scores has been improved by using automatically detected features of answers to open-ended questions on formative assessments.

In this article we first write a brief review of supersymmetric quantum mechanics and then we discuss the equivalence of two co-existing formalisms viz. tensor product formalism and partner hamiltonian formalism for 1-D SUSY Harmonic oscillator. Finally, we present a Mathematica code with which one can calculate the eigenstates of any 1-D SUSY partner Hamiltonian along with two illustrated examples of 1-D SUSY HO and 1-D SUSY infinite potential box.

Natural systems of units $\{U_i\}$ need to be overhauled to include the dimensionless coupling constants $\{\upalpha_{U_i}\}$ of the natural forces. Otherwise, they cannot quantify all forces in a unified manner. Thus, each force must furnish a system with at least one dimensional and one dimensionless constant. We revisit three natural systems of units (atomic, cosmological, and Planck). The Planck system is easier to rectify, and we do so in this work. The atomic system discounts $\{ G, \upalpha_G \}$, thus it cannot account for gravitation. The cosmological system discounts $\{ \slashed{h}, \upalpha_\slashed{h} \}$, thus it cannot account for quantum physics. Here, the symbols have their usual meanings; in particular, $\upalpha_G$ is the gravitational coupling constant and $\upalpha_\slashed{h}$ is the fine-structure constant. The speed of light $c$ and the impedance of free space $Z_0$ are resistive properties of the vacuum, thus they must be present in all systems of units. The upgraded Planck system $${\rm UPS} \,:=\,\{ c, Z_0, G, \upalpha_G, \slashed{h}, \upalpha_\slashed{h}, \,\dots\,\!\},$$ describes all physical scales in the universe---it is nature's system of units. As such, it reveals a number of properties, most of which have been encountered previously in seemingly disjoint parts of physics, and some of which have been designated as mere coincidences. Based on the UPS results, that relate (sub)atomic scales to the Planck scale and the fine-structure constant to the Higgs field, we can state with confidence that no observed/measured physical properties are coincidental in this universe.

In Japan, schools were suddenly closed all over the country with one month left at the end of the school year to prevent the spread of new coronavirus infections. Although previous studies have shown that quarantine and isolation have a negative impact on mental health, the impact of school closure on children's mental health is not clear. This study examined mental health indicators, such as emotional symptoms, in addition to behavior during school closure and anxiety after school resumes, among children in three primary schools for which survey data existed in December before school closure. No cases of infection have been confirmed in the area where the school was located at the time of the survey. As a result, anxiety about whether they would be able to return to their normal routine after school resumed was associated with mental health. In addition, there was a worsening of emotional symptoms in those who were in medium group of school adjustment as of December.

We review the basics of nuclear binding energy scheme assumed to be associated with the existence of a new strong elementary charge associated with square root of reciprocal of the strong coupling constant.

Based on literature data, an analysis was conducted on the thermodynamic and kinetic dependencies of the thermal decomposition of methane. Course of this process was analysed for both thermal and thermal-catalytic conditions. The elementary reaction, i.e. the synthesis of methane from its elements, including its reversibility, was used as the basis for the for considerations on the kinetic model. The conversion degree was adopted as the kinetic parameter (kinetic variable) since this measure is essential for determining the amount of carbon deposit formed and thus closing the mass balance of this process. Several different kinetic models for the elementary reaction were analysed to determine how do they relate in regard to the constant of the reaction rate. It was determined that regardless of whether the process is catalytic or purely thermal, for temperatures t>900°C, the influence of reversibility of the reaction, has negligible influence on the yield of hydrogen produced, and thus can be omitted from the kinetic models. Special attention was given to iron-based catalysts, analysing the reactivity of Fe/C systems. It was demonstrated that the determined kinetic parameters satisfy the Kinetic Compensation Effect (KCE). Furthermore, by incorporating elements of Transition State Theory (TST), the existence of Entropy-Enthalpy Compensation (EEC) was highlighted. Based on these findings Authors show that through analysis of the changes in activation energy (E=20–421 kJ·mol-1) only an estimate of the optimal process conditions can be found, because the isoconversional temperature is also dependent on the way in which the reaction is conducted (T_{iso}=1200-1450K\ >\ \ T_{eq}). In other words, it was found that strong influences of such factors as T, P, etc. can locally compensate each other. Finally, it was also shown that the relations between KCE and EEC complement each other, which is confirmed by the determined average activation entropy at the isokinetic temperature (∆SB= -275.0 J·(mol·K)-1).

In light of Liu \emph{at el.}'s original works, this paper revisits the solution of Burgers's nonlinear equation $u_t=a(u_x)^2+bu_{xx} $. The study found two exact and explicit solutions for groups $G_4$ and $G_6$, as well as a general solution. A numerical simulation is carried out. In the appendix a Maple code is provided

The Steepest Descent (or Ascent) algorithm is one of the most widely used algorithms in Science, Technology, Engineering, and Mathematics (STEM). However, this powerful mathematical tool is neither taught nor even mentioned in K12 education. We study whether it is feasible for elementary school students to learn this algorithm, while also aligning with the standard school curriculum. We also look at whether it can be used to create enriching activities connected to children’s real-life experiences, thus enhancing the integration of STEM and fostering Computational Thinking. To address these questions, we conducted an empirical study in two phases. In the first phase, we tested the feasibility with teachers. In a face-to-face professional development work-shop with 457 mathematics teachers actively participating using an online platform, we found that after a 10-minute introduction they could successfully apply the algorithm and use it in a couple of models. They were also able to complete two complex and novel tasks: selecting models and adjusting the parameters of a model that uses the steepest descent algorithm. In a second phase, we tested the feasibility with 90 fourth graders from 3 low Socioeconomic Status (SES) schools. Using the same introduction and posing the same questions, we found that they were able to understand the algorithm and successfully complete the tasks on the online platform. Additionally, we found that close to 75% of the students completed the two complex modeling tasks and performed similarly to the teachers.

The Steepest Descent (or Ascent) algorithm is one of the most widely used algorithms in Science, Technology, Engineering, and Mathematics (STEM). However, this powerful mathematical tool is neither taught nor even mentioned in K12 education. We study whether it is feasible for elementary school students to learn this algorithm, while also aligning with the standard school curriculum. We also look at whether it can be used to create enriching activities connected to children’s real-life experiences, thus enhancing the integration of STEM and fostering Computational Thinking. To address these questions, we conducted an empirical study in two phases. In the first phase, we tested the feasibility with teachers. In a face-to-face professional development work-shop with 457 mathematics teachers actively participating using an online platform, we found that after a 10-minute introduction they could successfully apply the algorithm and use it in a couple of models. They were also able to complete two complex and novel tasks: selecting models and adjusting the parameters of a model that uses the steepest descent algorithm. In a second phase, we tested the feasibility with 90 fourth graders from 3 low Socioeconomic Status (SES) schools. Using the same introduction and posing the same questions, we found that they were able to understand the algorithm and successfully complete the tasks on the online platform. Additionally, we found that close to 75% of the students completed the two complex modeling tasks and performed similarly to the teachers.

Abstract: The second part of the paper develops the approach, suggested in the Entropy 2020, 22(1), 11; https://doi.org/10.3390/e22010011 , which relates ordering in physical systems to their symmetrizing. Entropy is frequently interpreted as a quantitative measure of “chaos” or “disorder”. However, the notions of “chaos” and “disorder” are vague and subjective to a much extent. This leads to numerous misinterpretations of entropy. We propose to see the disorder as an absence of symmetry and to identify “ordering” with symmetrizing of a physical system; in other words, introducing the elements of symmetry into an initially disordered physical system. We explore the initially disordered system of elementary magnets exerted to the external magnetic field H ⃗. Imposing symmetry restrictions diminishes the entropy of the system and decreases its temperature. The general case of the system of elementary magnets demonstrating the j-fold symmetry is treated. The interrelation T_j=T/j takes place, where T and T_j are the temperatures of non-symmetrized and j-fold-symmetrized systems of the magnets correspondingly.

Chlamydia trachomatis (CT) is an obligate intracellular bacterial pathogen known to cause trachoma, sexually transmitted infections, and reactive arthritis. The more serious sequelae of these diseases, blindness from trachoma and pelvic inflammatory disease from chlamydial STD are immunopathological responses to chronic infections. With the abundance of dendritic cells in CT infection sites and their central importance in immune regulation, the susceptibility of dendritic cells to CT infection was investigated in vitro. CT (serovar F) was grown and extracted from HeLa 229 cells for infection of human dendritic cells (DCs). Human DCs were generated from peripheral blood mononuclear cells in the presence of GM-CSF and IL-4. Infected DCs were harvested at 0, 4, 24, and 48 h after infection and immunostained. Results from fluorescence microscopy showed that DC can be infected and can support the growth of CT in vitro. Intracellular elementary and reticulate bodies of CT were detected, and reticulate bodies were shown to multiply over the 48 h-cycle in DC. At 48 h, intracellular elementary bodies were detected in some DCs. These results may provide new insights into the possible participation of DC in sustaining chronic or latent infection, or even dissemination of CT infection to other sites.

According to observations leptons are always produced in pairs. Both particles can be electrically charged, or just one, in which case the charged particle is accompanied by a particle specific neutrino. The period doubling process in nonlinear dynamical systems creates stable pair structures from the Planck units. The electron-positron pair is one of the stable structures, and the rest mass, electric charge and magnetic moment can be accurately calculated by the period doubling process. That the pair structure is stable means, that e.g., an electron and a positron are always born together. In the muon decay one of the pair is charged, while the other remains chargeless because there is only one charge available. It is suggested in this article that neutrino is the chargeless part of the lepton pair.

Academic procrastination, more than merely postponing tasks, represents a significant failure in the self-regulation process of learning. Research on study skills highlights academic time management as one of the crucial elements of learning strategies and sustainable education. These abilities will help achieve the Sustainable Development Goals fourth goal. Therefore, this study aimed to understand how students plan time management in school activities and its influence on study procrastination, analyzing differences between genders and the hours students spend studying. The Time Management Planning Inventory, the Study Procrastination Questionnaire, and a personal and school data sheet were used. A sample of 506 students from elementary schools in northern Portugal was utilized. The results revealed that gender and study hours significantly influence how students plan time management for school tasks in the short and long term. This variable also showed a significant impact on the procrastination of study activities. The practical implications of this study are substantial, as they provide educators and researchers insights into the factors influencing academic procrastination and the role of time management planning and study hours. These insights can be applied to develop effective strategies to reduce academic procrastination and promote sustainable education.

As technology and multimedia production have advanced, there has been a significant rise in attacks on digital media, resulting in duplicated, fraudulent, and altered data and the infringement of copyright laws. This paper presents a robust and secure digital image watermarking technique that has been implemented in the spatial domain and exploits the erratic and chaotic behaviour of the powerful elementary cellular automata rule-30. The crucial characteristics of the watermarking system, i.e., imperceptibility, capacity, and robustness, have been perfectly balanced by the suggested blind watermarking technique. In this approach, prior to embedding, the grayscale watermark image is downsized to its two Most Significant Bits (MSBs). Then, the 2-MSBs watermark is encrypted using an ECA rule-30 so as to level up the security attribute of the system. Then, the host image is scrambled using ECA rule-30 to distribute the watermark pixels throughout the host image and thus achieve the highest robustness against geometrical attacks. Finally, the encrypted watermark data is embedded into the scrambled host image using the ECA rule-30-based embedding key. The proposed method performs better in terms of imperceptibility, capacity, and robustness when compared to several systems with similar competencies. The simulation's findings demonstrate strong imperceptibility as evaluated by the Peak Signal-to-Noise Ratio (PSNR), which has an average value of 58.3735 dB and a high payload. The experimental outcomes, observed across a diverse range of standardized attack scenarios, unequivocally establish the ascendancy of the proposed algorithm over competing methodologies in the realm of image watermarking.

In this study, we discuss the properties of absolute vacuum space and how these properties can play a vital role in creating a mechanism in which the very first particle gets created simultaneously everywhere and we find the limit in which when the absolute vacuum volume reaches will lead to the collapse that leads to the creation of the first particle. This discussion is made following to the elementary dimensions theory study that was peer-reviewed at the end of 2020, everything in the universe is made from four elementary dimensions, these dimensions are the three spatial dimensions (X, Y, and Z) and the Vacuum resistant as the factor of change among the four, time itself wasn’t considered as the fourth dimension, rather time corresponds to a factor of change, and during the research it was found out that the Vacuum resistant is the factor of change in the Absolute Vacuum space, where time is a hypothetical concept, that represents changes during certain events compared to a constant change rate event.Therefore, time does exist, but as a factor of change, and as the Vacuum resistant in the absolute vacuum space, Time= factor of change= Vacuum resistant. In the study, the internal and external vacuum resistant volume equivalent is found, External Vacuum resistant=3.2857602*10^15 *mass. This equation is used to identify the amount of Free external vacuum resistant created during nuclear fission and fusion: Initial mass of the excited nucleuses mass of the created new nucleuses+ 3.2857602*10^15 * the lost Mass. In elementary dimensions, the energy created during nuclear reactions is equivalent to the free External vacuum resistant created through nuclear reactions, and mass is equivalent to the internal Vacuum resistant.

It is suggested that physical properties of common elementary particles can be associated with microscopic Primordial Black Holes (PBH) which is inferred to have formed between 10⁻²⁴ to 10⁻²⁰ seconds from Big bang in the early universe. This is also found to be related to the phenomenon of Hawking radiation from these PBH. We have revisited the properties of minimons and maximons introduced by Markov [1] in this context. Planck particles which is inferred to form near Planck time (3.857 ×10⁻⁴³ seconds) are identified as maximons with a mass √πm_p where m_p is the Planck mass. The minimons are associated with a PBH with Hawking temperature identical with the cosmic microwave background temperature of the universe. The mass of the minimons are found to be comparable to that of the lightest neutrinos (0.0185 eV). They also possess highest Compton wavelength (10⁻⁴ m) known for an elementary particle.

Keywords: Antibacterial activity, Antioxidant activity, Bioactive compounds, Elementary analysis, Nutritional and phytochemical composition, Seaweed.

Temperature dependent entropic force acting between the straight direct current I and the linear system (string with length of L) of N elementary non-interacting magnets/spins μ is reported. The system of elementary magnets is supposed to be in the thermal equilibrium with the infinite thermal bath T. The entropic force at large distance from the current is given by Fmagnen=Nμ02μ2I24π2kBTr3 , where r is the distance between the edge of the string and the current I, and kB is the Boltzmann constant; (r≫L is adopted). The entropic magnetic force is the repulsion force. The entropic magnetic force scales as Fmagnen~1T , which is unusual for entropic forces. The effect of “entropic pressure” is predicted for the situation when the source of the magnetic field is embedded into the continuous media, comprising elementary magnets/spins.

In this article, the sol-gel method was used as a synthesis method, which shows the physico –chemical nature of the synthesis of a new complex material ferrit Li0.5MnFe1.5O4. The synthesized structure and structure were determined by the method of X-ray phase analysis. According to the analysis indicators, it was found that our compound is single-phase, spinel-structured, and syngony - cubic type. The microstructure of the compound and the quantitative composition of the elements contained were analyzed under a scanning electron microscope (SEM). Through a scanning electron microscope, Microsystems were taken from different parts of l Li0.5MnFe1.5O4-type crystallite, the elemental composition of crystals was analyzed, and the general type of surface layer of complex ferrite was shown. As a result, the fact that the compound consists of a single phase, the clarity of its construction was determined by the topography and chemical composition of the compound. As a result, it was found that the newly synthesized complex ferrites correspond to the Formula Li0.5MnFe1.5O4. The particles of the formed compounds have a large size (between 50.0 μm, 20.0 μm and 10.0 μm). Electro physical measurements were carried out on the LCR - 800 unit at intervals of 293-483 K and at frequencies of 1.5 and 10 kHz. The increase in frequency to 10 kHz led to a decrease in the value ε in the range of the studied temperature (293-483 K).

children is challenging. An important advance is the 15-questions Pictorial Personality Traits Questionnaire for Children. A study on students from 10 to 13 years old in Poland validated the questionnaire but with some observations. Thus, there is a need for replication and stronger evi-dence in this age group. In Chile, we replicated the study with 3,423 4th-graders (9 to 12 years old). Teachers, in regular sessions, applied the questionnaire to their entire classes. We found similar results, including that asexual pictograms worked well in both genders. We also found positive relationships between conscientiousness, openness, and extraversion with mathematical performance. Furthermore, a combination of these three traits has a relationship with math performance twice as big as each trait alone. Moreover, students with the lowest scores in this combination of personality traits (6.6% of students) have 0.27 standard deviations less in mathematical performance than those with the highest score, which is 74.3% of students. To the best of our knowledge, this is the first time that a study finds a strong relationship between a combination of personality traits gathered with a 15-question questionnaire and fourth-graders´ math perfor-mances.

With reference to our 4G model of final unification, strong coupling constant and strong interaction charge of magnitude $e_s\cong 2.95e$, it is possible to understand the nuclear stability range with a simple power law of the form, $A_s\cong \left(Z+2.95\right)^{1.2\pm0.015}$

In the Standard Model of elementary particles, the rest mass, magnetic moment and electric charge of the electron are considered to be natural constants. In this article it is proposed that these properties can be calculated in a simple way from the corresponding Planck units using the well-known period doubling phenomenon in nonlinear dynamical systems. Periods corresponding to the values of the electron and positron properties belong to a subset of stable periods. The periodic structures of the rest energy and magnetic moment consist of three internal degrees of freedom, whereas the Coulomb energy of the electric charge consists of four. The number of period doublings for the elementary charge determines the value of the fine structure constant alpha.

A rigorous model for the electron is presented by generalizing the Coulomb's Law or Gauss's Law of electrostatics, using a unified theory of electricity and gravity. The permittivity of the free-space is allowed to be variable, dependent on the energy density associated with the electric field at a given location, employing generalized concepts of gravity and mass/energy density. The electric field becomes a non-linear function of the source charge, where concept of the energy density needs to be properly defined. Stable solutions are derived for a spherically symmetric, surface-charge distribution of an elementary charge. This is implemented by assuming that the gravitational field and its equivalent permittivity function is proportional to the energy density, as a simple first-order approximation, with the constant of proportionality referred to as the Unifield Electro-Gravity (UEG) constant. The stable solution with the lowest mass/energy is assumed to represent a ``static'' electron without any spin. Further, assuming that the mass/energy of a static electron is half of the total mass/energy of an electron including its spin contribution, the required UEG constant is estimated. More fundamentally, the lowest stable mass of a static elementary charged particle, its associated classical radius, and the UEG constant are related to each other by a dimensionless constant, independent of any specific value of the charge or mass of the particle. This dimensionless constant is numerologically found to be closely related to the the fine structure constant. This possible origin of the fine structure constant is further strengthened by applying the proposed theory to successfully model the Casimir effect, from which approximately the same above relationship between the UEG constant, electron's mass and classical radius, and the fine structure constant, emerges.

Natural systems of units $\{U_i\}$ need to be overhauled to include the dimensionless coupling constants $\{\upalpha_{U_i}\}$ of the natural forces. Otherwise, they cannot quantify all forces of nature in a unified manner. Thus, each force must furnish a system of units with at least one dimensional and one dimensionless constant. We revisit three natural systems of units (atomic, cosmological, and Planck). The Planck system is easier to rectify, and we do so in this work. The atomic system discounts $\{ G, \upalpha_G \}$, thus it cannot account for gravitation. The cosmological system discounts $\{ \slashed{h}, \upalpha_\slashed{h} \}$, thus it cannot account for quantum physics. Here, the symbols have their usual meanings; in particular, $\upalpha_G$ is the gravitational coupling constant and $\upalpha_\slashed{h}$ is Dirac's fine-structure constant. The speed of light $c$ and the impedance of free space $Z_0$ are resistive properties imposed by the vacuum itself, thus they must be present in all systems of units. The upgraded Planck system with fundamental units $${\rm UPS} \,:=\,\{ c, Z_0, G, \upalpha_G, \slashed{h}, \upalpha_\slashed{h}, \,\dots\,\!\},$$ describes all physical scales in the universe---it is nature's system of units. As such, it reveals a number of properties, most of which have been encountered previously in seemingly disjoint parts of physics, and some of which have been designated as mere coincidences. Based on the UPS results, that relate (sub)atomic scales to the Planck scale and the fine-structure constant to the Higgs field, we can state with confidence that no observed/measured physical properties are coincidental in this universe. Furthermore, we derive from first principles Koide's $K=2/3$ enigmatic constant and additional analogous quark and vector boson constants. These are formal mathematical proofs that justify a posteriori the use of geometric means in deriving the quark/boson mass ladder. This ladder allows us to also calculate the Higgs couplings to the vector bosons and the Weinberg angle in terms of only $K$.

Reading proficiency is requisite in our read-to-learn educational system, yet two-thirds of American students are not proficient readers. Assuring educational equity means supporting all learners with multiple component reading interventions that individually scaffold students while remediating weak literacy skills and providing intensive and sustainable intervention early. This study (N = 855) measured the efficacy of two different multiple component reading programs for students in grades three, four, and five. Grade levels of students were assigned to either the treatment intervention or the typical practice condition; and all students were pre-and post-tested using EasyCBM Reading Benchmarks. Students scoring at/below the 30^th percentile on either benchmark were also assessed with the WRMT-3 Passage Reading Comprehension and Oral Reading Fluency measures. Students in the treatment condition received Readable English and students in typical practice condition continued to receive Amplify CKLA during their regular ELA times for 45—60 hours. Students receiving Readable English significantly outperformed students in the typical practice condition on measures of oral reading fluency, reading rate, accuracy, and passage comprehension. Raw scores, growth scale values, and grade equivalents are reported, and implications for practice are discussed. In a school year fraught with pandemic instructional interruptions and learning loss, elementary students in the intervention condition averaged a year’s worth of growth in reading fluency and nine months of growth in reading comprehension compared to three- and five-months fluency and comprehension growth in the typical practice condition. Students in the Readable English condition experienced meaningful gains in reading rate and accuracy that will give exponential word reading volume dividends to students able to read text faster and more accurately going forward. This study adds to accumulating evidence that multiple component reading programs designed to reinforce fluency skills also support reading comprehension gains for all students.

Elucidating physicochemical processes in the degradation of pollutants may optimize their removal from water sources. This work presents a set of elementary steps in the photocatalytic degradation of carbamazepine (CBZ), assuming a steady state approximation in an Advanced Oxidation Process (AOP) combining short-wave ultraviolet radiation (UVC), homogeneous reagent (H₂O₂) and heterogeneous (TiO₂) catalyst. Elementary steps include excitation of both reagent/catalysts by UVC photons, adsorption of CBZ on the excited TiO₂, or its oxidation by hydroxyl radicals. Assuming the steady state approximation on the intermediate products (excited TiO₂, CBZ- excited TiO₂ complex, and hydroxyl radicals), leads to rate laws for degradation of CBZ, in which UVC radiation, TiO₂, and H₂O₂ are pseudo first order at all concentrations or intensities having no direct influence on CBZ pseudo-order, whereas CBZ shifts from pseudo first order at low concentrations to pseudo-zero order at high concentrations. Several experiments to test the mechanism were conducted, by varying CBZ, H₂O₂, and TiO₂ concentrations, and UVC radiation intensities. Measured results indeed fit the suggested mechanism for the first three, but irradiation intensity appears to shift CBZ influence from pseudo-second to pseudo-first order with increased intensities. Corrected elementary steps are proposed to fit the results.

The maximal prime gaps upper bound problem is one of the major mathematical problems to date. The objective of the current research is to develop a standard which will aid in the understanding of the distribution of prime numbers. This paper presents theoretical results which originated with a researchin the subject of the maximal prime gaps. the document presents the sharpest upper bound for the maximal prime gaps ever developed. The result becomes the Supremum bound on the maximal prime gaps and subsequently culminates with the conclusive proof of the Firoozbakht's Hypothesis No 30. Firoozbakht's Hypothesis implies quite a bold conjecture concerning the maximal prime gaps. In fact it imposes one of the strongest maximal prime gaps bounds ever conjectured. Its truth implies the truth of a greater number of known prime gaps conjectures, simultaneously, the Firoozbakht's Hypothesis disproves a known heuristic argument of Granville and Maier. This paper is dedicated to a fellow mathematician, the late Farideh Firoozbakht.

Euler-Poisson equations of a charged symmetrical body in external constant and homogeneous electric and magnetic fields are deduced starting from the variational problem, where the body is considered as a system of charged point particles subject to holonomic constraints. The final equations are written for the center-of mass-coordinate, rotation matrix and angular velocity. General solution to the equations of motion is obtained for the case of a charged ball. For the case of a symmetrical charged body (solenoid), the task of obtaining the general solution is reduced to the problem of a one-dimensional cubic pseudo-oscillator. Besides, we present a one-parametric family of solutions to the problem in elementary functions.

The phenomenon of dissipative self-organization is studied on the example of time-crystal networks. Particular attention was given to transient processes, attractor topologies, phase transitions, and asymptotic stability. New concepts were introduced, including topological phases, spinorial states, and bond flavors. Concepts such as ground states, chemical potentials, elastic forces, temperature, and statistical distributions were endowed with a new meaning associated with asymptotic stability. Phenomena usually attributed exclusively to quantum physics have been shown to occur in this essentially classical environment. They coexist with, and in some cases, such as charge quantization, are related to the phenomenon of time dilation. The approach was applied to model vacuum self-organization. We have shown that under the ac-tion of competing forces, such as gravity and antigravity, a cascade of phase transitions can transform an unorganized vacuum into phases in which interactions, fields and waves resemble electromagnetic, weak, and strong, and their elements can be used as building blocks for prototype particles. In addition, some interrelation field parameters and probabilities of particle transmutations were calculated, which are not predicted by the standard model. The results are consistent with the experiment. The presented material and methodology may be of interest for studying self-organization in different environments.

School Feeding Programmes are social safety net interventions providing educational and health benefits to vulnerable children in developing countries. This study assessed the impact of Osun Elementary School Feeding and Health Programme (O-MEALS) on the enrolment and retention of rural primary schools in Osun State. Multi stage sampling technique was used to select 188 respondents while data was collected through interview schedule. Percentages, Chi-square, PPMC and T-test were used for data analysis. Findings revealed that over half (51.6%) of the respondents were male, aged 9.38 ± 1.84 years and majority (83.0%) had a family size of 6-10 people. Food incentives (=1.25), health challenge (=0.69), and peer influence (=0.67) were major factors affecting school attendance. More than half (53.2%) of the respondents had unfavourable perception towards the school feeding programme. Results showed a significant difference between pupils’ enrolment (t = 5.332, p = 0.006) and retention rate (t = 58.386, p = 0.000) before and after the commencement of O-MEALS. Furthermore, pupils’ enrolment and retention (r = 0.993, p = 0.001) after the commencement of O-MEALS was significantly related. Food incentive was a major factor affecting school attendance, which fostered an improvement in the poor enrolment and retention previously experienced. Since a good number of the pupils possessed unfavourably perception towards the school feeding programme, it was recommended that effective monitoring be established to checkmate food vendors’ activities in delivering quality and satisfactory services. Likewise, the Government’s policies on school restructuring and levy, which had proved counterproductive, should be reviewed.

This research paper aims to explicate the complex issue of the Riemann's Hypothesis and ultimately presents its elementary proof. The method implements one of the binomial coefficients, to demonstrate the maximal prime gaps bound. Maximal prime gaps bound constitutes a comprehensive improvement over the Bertrand's result, and becomes one of the key elements of the theory. Subsequently, implementing the theory of the primorial function and its error bounds, an improved version of the Gauss' offset logarithmic integral is developed. This integral serves as a Supremum bound of the prime counting function Pi(n). Due to its very high precision, it permits to verify the relationship between the prime counting function Pi(n) and the offset logarithmic integral of Carl Gauss. The collective mathematical theory, via the Niels F. Helge von Koch equation, enables to prove the RIemann's Hypothesis conclusively.

With reference to our earlier published views on large nuclear gravitational constant , nuclear elementary charge and strong coupling constant , in this paper, we present simple relations for nuclear stability range, binding energy of isotopes and magic proton numbers.

It is agreed that before the creation of particles, space was absolutely devoid of matter and radiation. In this study, we assume that the absolute void comprises four dimensions; three spatial dimensions and a force equivalent representing the factor of change among the elementary dimensions. Our hypothesis is based on the expansion of the spatial dimensions, and the subsequent space instability. We demonstrated that when the outward force equivalent strength exceeds a critical limit, it collapses inward to restore equilibrium in the system. Then, the void inside the collapsed force equivalent acts as a void in a confined system, the energy of the system remains conserved at all stages. With the decrease of the spatial dimensions due to the collapse the energy density increases, at the final stage the energy in the confined system is concentrated forming a solid state of energy. In which, this solid state of energy is a particle become the source of the elementary particles. The created high-energy sources are controlled by the internal and external forces of the source and all entities in its external force field until equilibrium is reached. The article gives the summary of Big bang theory and its problems which are further discussed in inflation. This article will help in understanding that how elementary dimensions play a role in the formation of elementary particles. The quark gluon plasma, inflation, gravitational collapse, and gravitational lensing provide evidence supporting the elementary dimensions theory presented in this paper.

To understand the mystery of final unification, in our earlier publications, we proposed two bold concepts: 1) There exist three atomic gravitational constants associated with electroweak, strong and electromagnetic interactions. 2) There exists a strong elementary charge in such a way that its squared ratio with normal elementary charge is close to reciprocal of the strong coupling constant. In this paper we propose that, can be considered as a compound physical constant associated with proton mass, electron mass and the three atomic gravitational constants. With these ideas, an attempt is made to understand nuclear stability and binding energy. In this new approach, nuclear binding energy can be fitted with four simple terms having one unique energy coefficient with a formula, where is an estimated mean stable mass number. With this new approach, Newtonian gravitational constant can be estimated in a verifiable approach with a model relation of the form, where is the Fine structure constant. Estimated and is 62 ppm higher than the CODATA recommended It needs further investigation. Proceeding further, an attempt is made to fit the recommended quark masses.

The time symmetry of T_c = CT is redefined based on the 4-D Euclidean space. The time inversion symmetry of T_c = CT changes the signs of the charge (q) and absolute time (ct) of the particle. The P symmetry changes the signs of the space momenta and handedness of the particle. The T_c symmetry changes the signs of the time momentum (P_t=E/c) and charges. The handedness are classified as the left-handedness and right-handedness on the 3-D space. The charges (|q| = cDt) and energies (E= cDtDV) of the particles are originated from the upward warping (q>0) and downward warping (q<0) of the particles along the time axis. The evolution of our matter universe with P_t > 0 since the big bang can be interpreted based on the CTP symmetry with the partner antimatter universe with p_t < 0. The photon space is called as the vacuum space. Then the E and M waves are the space fluctuations, and the gravitational G wave is the time fluctuations. And the E, M and G fields are newly explained. The zero E and M fields of the photon space indicates that the photon space and gamma ray are the 2EM waves. The rest mass energy of the particle is the 4-D space volume of the warped photon space. In the present work, the quantum wave function is considered as the 4-D vector with the space wave function and time axis wave function in the 4-D Euclidean space. The warped photon space corresponds to the squared wave function which is the probability density. It is concluded that, in the quantum mechanics, the imaginary number concept is introduced in the quantum wave functions instead of the time axis component of the 4-D wave function vector. The left-handed neutrino puzzle is explained from the handedness partner relation with the right-handed dark matters. Finally, the modified Lorentz transformations derived in the 4-D Euclidean space are compared with the Lorentz transformations of the special and general relativity theories in the 4-D Minkowski space.

We would like to suggest that, by considering three virtual gravitational constants assumed to be associated with gravitational, electromagnetic and strong interactions along with a strongly interacting virtual nuclear elementary charge, a workable model of final unification can be developed. In a verifiable approach, Newtonian gravitational constant and Fermi’s weak coupling constant can be interrelated via nuclear and electromagnetic gravitational constants.

Space-time evolution is briefly explained by using the 3-dimensional quantized space model (TQSM) based on the 4-dimensional (4-D) Euclidean space. The energy (E=cDtDV), charges (|q|= cDt) and absolute time (ct) are newly defined based on the 4-D Euclidean space. The big bang is understood by the space-time evolution of the 4-D Euclidean space but not by the sudden 4-D Minkowski space-time creation. The big bang process created the matter universe with the positive energy and the partner anti-matter universe with the negative energy from the CPT symmetry. Our universe is the matter universe with the negative charges of electric charge (EC), lepton charge (LC) and color charge (CC). This first universe is made of three dark matter -, lepton -, and quark - primary black holes with the huge negative charges which cause the Coulomb repulsive forces much bigger than the gravitational forces. The huge Coulomb forces induce the inflation of the primary black holes, that decay to the super-massive black holes. The dark matter super-massive black holes surrounded by the normal matters and dark matters make the galaxies and galaxy clusters. The spiral arms of galaxies are closely related to the decay of the 3-D charged normal matter black holes to the 1-D charged normal matter black holes. The elementary leptons and quarks are created by the decay of the normal matter charged black holes, that is caused by the Coulomb forces much stronger than the gravitational forces. The Coulomb forces are very weak with the very small Coulomb constants (k₁(EC) = k_dd(EC) ) for the dark matters and very strong with the very big Coulomb constants (k₂(EC) = k_nn(EC)) for the normal matters because of the non-communication of the photons between the dark matters and normal matters. The photons are charge dependent and mass independent. But the dark matters and normal matters have the similar and very weak gravitational forces because of the communication of the gravitons between the dark matters and normal matters. The gravitons are charge independent and mass dependent. Note that the three kinds of charges (EC, LC and CC) and one kind of mass (m) exist in our matter universe. The dark matters, leptons and quarks have the charge configurations of (EC), (EC,LC) and (EC,LC,CC), respectively. Partial masses of elementary fermions are calculated, and the proton spin crisis is explained. The charged black holes are not the singularities.

With reference to electromagnetic interaction and Abdus Salam’s strong (nuclear) gravity, 1) Square root of ‘reciprocal’ of the strong coupling constant can be considered as the strength of nuclear elementary charge. 2) ‘Reciprocal’ of the strong coupling constant can be considered as the maximum strength of nuclear binding energy. 3) In deuteron, strength of nuclear binding energy is around unity and there exists no strong interaction in between neutron and proton. $G_s\cong 3.32688\times {10}^{28}{\mathrm{m}}^3{\mathrm{kg}}^{-1}{\sec }^{-2}$ being the nuclear gravitational constant, nuclear charge radius can be shown to be, $R_0\cong \frac{2G_s{m}_p}{c^2}\cong 1.24\mathrm{fm}.$ $e_s\cong \left(\frac{G_s{m}_p^2}{\hslash c}\right)e\cong 4.716785\times {10}^{-19}\mathrm{C}$ being the nuclear elementary charge, proton magnetic moment can be shown to be, ${\mu }_p\cong \frac{e_s\hslash }{2m_p}\cong \frac{e{G}_s{m}_p}{2c}\cong 1.48694\times {10}^{-26}\mathrm{J}{.\mathrm{T}}^{-1}.$ ${\alpha }_s\cong {\left(\frac{\hslash c}{G_s{m}_p^2}\right)}^2\cong 0.1153795$ being the strong coupling constant, strong interaction range can be shown to be proportional to $\exp \left(\frac{1}{{\alpha }_s^2}\right).$ Interesting points to be noted are: An increase in the value of ${\alpha }_s$ helps in decreasing the interaction range indicating a more strongly bound nuclear system. A decrease in the value of ${\alpha }_s$ helps in increasing the interaction range indicating a more weakly bound nuclear system. From $Z\cong 30$ onwards, close to stable mass numbers, nuclear binding energy can be addressed with, ${\left(B\right)}_{A_s}\cong Z\times \left\{\left(\frac{1}{{\alpha }_s}+1\right)+\sqrt{\sqrt{30\times 31}}\right\}\left(m_n-m_p\right)c^2\approx Z\times 19.66\mathrm{MeV}.$ With further study, magnitude of the Newtonian gravitational constant can be estimated with nuclear elementary physical constants. One sample relation is, $\left(\frac{G_N}{G_s}\right)\cong \frac{1}{2}{\left(\frac{m_e}{m_p}\right)}^{10}\left[\sqrt{\frac{G_F}{\hslash c}}/\left(\frac{\hslash }{m_{e}c}\right)\right]$ where $G_N$ represents the Newtonian gravitational constant and $G_F$ represents the Fermi’s weak coupling constant. Two interesting coincidences are, ${\left(m_p/m_e\right)}^{10}\cong \exp \left(1/{\alpha }_s^2\right)$ and $2G_s{m}_e/c^2\cong \sqrt{G_F/\hslash c}.$