An algorithm to classify the asymptotic set associated to a polynomial mapping

We provide an algorithm to classify the asymptotic sets of the dominant polynomial mappings F: \C^3 \to \C^3 of degree 2, using the definition of the so-called "{\it fa\c{c}ons}" in \cite{Thuy}. We obtain a classification theorem for the asymptotic sets of dominant polynomial mappings F: \C^3 \to \C^3 of degree 2. This algorithm can be generalized for the dominant polynomial mappings F: \C^n \to \C^n of degree $d$, with any $(n, d) \in {(\N^*)}^2$

Pengaruh Penggunaan Bentuk Tes terhadap Hasil Belajar Membaca Bahasa Indonesia dengan Kovariabel Motivasi Berprestasi pada Siswa Kelas XII SMA Pariwisata PGRI Dawan ¬Klungkung

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan bentuk tes terhadap hasil belajar membaca bahasa Indonesia dengan motivasi berprestasi pada siswa kelas XII SMA Pariwisata PGRI Dawan Klungkung. Jenis penelitian ini adalah penelitian eksperimen dengan rancangan post-test only control group design. Jumlah sampel dalam penelitian ini terdiri dari 2 kelas berjumlah 70 orang, siswa kelas XII IPB2 sebagai kelompok eksperimen, serta kelas XII IPB3 sebagai kelompok kontrol. Instumen pengambilan data berupa tes hasil belajar membaca bahasa Indonesia dan kuesioner motivasi berprestasi siswa. Analisis data dilakukan dengan ANAKOVA satu jalan pada taraf signifikan 5%. Hasil penelitian menunjukkan bahwa, (1) ada perbedaan hasil belajar membaca bahasa Indonesia antara siswa yang menggunakan bentuk tes esai dengan yang menggunakan bentuk tes objektif. (FA = 8,688 > F tabel = 3,98) (2) tidak ada perbedaan hasil belajar membaca bahasa Indonesia antara siswa yang menggunakan bentuk tes esai dengan siswa yang menggunakan tes objektif setelah kovariabel motivasi berprestasi dikendalikan (FA = 0,888 F Table =3,98). (2) There was not difference on Indonesian language reading achievement between students who followed essay test and those who followed objective test after achievement motivation was controlled. (FA = 0,888 < F tabel = 3,98) . (3) There was contribution of motivational achievement toward Indonesian language reading achievement the result of reading achievent that was 66 % ( R =, 0,818, R2 , 0,660 = 66% with the amount

Fatty acid profile of plasma NEFA does not reflect adipose tissue fatty acid profile

Adipose tissue (AT) fatty acid (FA) composition partly reflects habitual dietary intake. Circulating NEFA are mobilised from AT and might act as a minimally invasive surrogate marker of AT FA profile. Agreement between twenty-eight FA in AT and plasma NEFA was assessed using concordance coefficients in 204 male and female participants in a 12-month intervention using supplements to increase the intake of EPA and DHA. Concordance coefficients generally showed very poor agreement between AT FA and plasma NEFA at baseline SFA: 0·07; MUFA: 0·03; n-6 PUFA: 0·28; n-3 PUFA: 0·01). Participants were randomly divided into training (70 %) and validation (30 %) data sets, and models to predict AT and dietary FA were fitted using data from the training set, and their predictive ability was assessed using data from the validation set. AT n-6 PUFA and SFA were predicted from plasma NEFA with moderate accuracy (mean absolute percentage error n-6 PUFA: 11 % and SFA: 8 %), but predicted values were unable to distinguish between low, medium and high FA values, with only 25 % of n-6 PUFA and 33 % of SFA predicted values correctly assigned to the appropriate tertile group. Despite an association between AT and plasma NEFA EPA (P=0·001) and DHA (P=0·01) at baseline, there was no association after the intervention. To conclude, plasma NEFA are not a suitable surrogate for AT F

Pengaruh Penerapan Model Pembelajaran Kontekstual Berbasis Asesmen Kinerja terhadap Prestasi Belajar Matematika Siswa Kelas V SD Negeri 2 Gianyar Tahun Pelajaran 2012/2013 Ditinjau dari Motivasi Berprestasi

This study aimed to determine the effect of the application of contextual learning model of based performance assessment and achievement motivation on mathematics achievement. The research was conducted in Elementary School Negeri 2 Gianyar use the experimental method to the study design post-test only control group design. The riset sample amounted to 80 fifth grade students is divided into two classes, each class amounted to 40 students. One class as the experimental class and the other class as a class rendom control by using sampling techniques. Learning models based of performance assessment and conventional learning models in this study as independent variables, mathematics achievement as the dependent variable and achievement motivation as control variables. Achievement motivation instrument used to measure student achievement motivation and achievement of learning instrument used to measure learning achievement of mathematics. Research showed that : (1) learning math achievement of students who take assessments based contextual learning model higher performance than students who take conventional learning models before covariates controlled student achievement motivation (FA count = 176,37 &gt; F table = 3.98), (2) mathematics achievement of students who take assessments based contextual learning model higher performance than students who take conventional learning model as covariates of achievement motivation students controlled (FA count = 795.6 &gt; F table 3.98), and (3) Achievement motivation gives positive contribution equal to 93,5% to the achievement of learning mathematics ( FA [count/calculate] = 1117,22 &gt; Tabei F = 3,98) Thereby signifikan regrestion. Assess R regresi = 0,967 and R2 = 0,935 = 93,5%. Based on the data above, can be concluded that the aplication of contextual based performance asesmen and achievment motivation has great effect to the achievment of learning mathematics of the student grade V of SD Negeri 2 Gianyar

PENGARUH KESTABILAN EMOSI DAN KEMANDIRIAN BELAJAR TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA KELAS V SD MUHAMMADIYAH 2 KAUMAN SURAKARTA TAHUN AJARAN 2010/2011

Penelitian ini bertujuan untuk mengetahui (1)pengaruh kestabilan emosi terhadap prestasi belajar matematika, (2)pengaruh kemandirian belajar terhadap prestasi belajar matematika, (3) interaksi antara kestabilan emosi dan kemandirian belajar terhadap prestasi belajar matematika. Jenis penelitian adalah penelitian Ex Post Facto. Subyek penelitian ini adalah siswa kelas VA dan VB SD Muhammadiyah 2 Kauman Surakarta yang berjumlah 80 siswa dan obyek penelitian ini adalah adalah kestabilan emosi dan kemandirian belajar siswa. Metode pengumpulan data dilakukan melalui angket dan dokumentasi. Teknik analisis data yang digunakan adalah teknik analisis variansi dua jalan dengan sel tak sama yang sebelumnya dilakukan uji prasyarat analisis yang menggunakan uji normalitas dan uji homogenitas. Dari hasil penelitian untuk α = 5% diperoleh: (1) Terdapat pengaruh kestabilan emosi terhadap prestasi belajar matematika siswa dengan FA = 23,081, (2) Terdapat pengaruh kemandirian belajar terhadap prestasi belajar matematika siswa dengan FB =12,948, (3) Tidak terdapat interaksi antara kestabilan emosi dan kemandirian belajar terhadap prestasi belajar matematika siswa dengan F 0,644

Questions and conjectures about multinomial coefficients

The purpose of this thesis is to try to answer some of the questions in Dr. Bachman\u27s paper On Divisibility Properties of Certain Multinomial Coefficients . First we let {ai} be any sequence (finite or infinite) of positive integers such that i1ai ≤1 . It is clear that n!&sqbl0;na1 &sqbr0;!&sqbl0;na2&sqbr0; !&sqbl0;na3&sqbr0;!&ldots; is an integer because it is a multiple of a certain multinomial coefficient. We let fan=n! Ln&sqbl0;n a1&sqbr0;!&sqbl0;na 2&sqbr0;!&sqbl0;na3 &sqbr0;!&ldots; where L(n) = lcm(1, 2, 3, .., n). It is easy to show that fa(n) is integer-valued. In particular, we would like to study the sequence a1 = b1 = 2 and ak+1 = bk+1 = Pki=1 bi + 1. The first goal of my thesis was to prove the following conjecture by computer for all m up to 100; Conjecture 1. For every positive integer m there exists a number n0 such that m divides f( n) for all n \u3e n0 where fn=n!L n&sqbl0;n2&sqbr0; !&sqbl0;n3&sqbr0;!&sqbl0;n 7&sqbr0;!&ldots I did this by using Theorem 1 of Dr. Bachman\u27s paper; Theorem 1. pv|| f(n) if and only if there are exactly v pairs of integers (k,l),k,l ≥ 1, such that Rk&parl0;&sqbl0;npl &sqbr0;&parr0;Bk\u3c Rk+1&parl0;&sqbl0;npl &sqbr0;&parr0;Bk+1 with Rk(m) defined as m ≡ Rk(m) mod Bk and 0 \u3c Rk( m) ≤ Bk where Bk = bk+1 - 1; The second part of my thesis is concerned with attacking Conjecture 1 as it was written in Dr. Bachman\u27s paper. Before we can restate Conjecture 1 we need to define the base p expansion of a positive integer. We write nj = a0pj + a1pj -1 +..+ aj where 0 ≤ ai ≤ p - 1. Now we restate Conjecture 1 as Conjecture 2; Conjecture 2. Let {nj} be defined above. Then there exist infinitely many integers j for which the inequality Rk&parl0;nj&parr0;B