A Hardy inequality with a point-singular weight inside a domain

Sobolev spaces with weights taking infinite values at some interior points of a two-dimensional domain are considered. For functions from these spaces, a Hardy inequality is obtained. Embedding theorems for weighted Lebesgue spaces and equivalent renorming theorems are proved. © 2013 Pleiades Publishing, Ltd

Study on willingness of future math teachers to enhance the learning and cognitive activity of students

© 2016 Timerbaeva et al.The urgency of the problem stated in this paper results from the fact that willingness of students to organize future professional activities requires the correction of contents, forms and methods of practical classes on techniques of teaching mathematics, as well as the improvement of programs of all types learning and teaching practices. The leading methods to the problem of the study were: theoretical analysis and familiarization of studies, questionnaire surveys, overt observations, design methods, analysis of creative activity products. The study involved about 1,000 students, 50 young teachers, and 15 university teachers. The main purposes of the study are to identify the means of training future math teachers to enhance learning and cognitive activities of students, to identify the main difficulties of students and young teachers in the organization and in enhancement of learning and cognitive activities of students, and to determine the level of willingness of students to enhance learning and cognitive activities (reproductive, functional, creative)

A Hardy inequality with a point-singular weight inside a domain

Sobolev spaces with weights taking infinite values at some interior points of a two-dimensional domain are considered. For functions from these spaces, a Hardy inequality is obtained. Embedding theorems for weighted Lebesgue spaces and equivalent renorming theorems are proved. © 2013 Pleiades Publishing, Ltd

A Hardy inequality with a point-singular weight inside a domain

Sobolev spaces with weights taking infinite values at some interior points of a two-dimensional domain are considered. For functions from these spaces, a Hardy inequality is obtained. Embedding theorems for weighted Lebesgue spaces and equivalent renorming theorems are proved. © 2013 Pleiades Publishing, Ltd

A Hardy inequality with a point-singular weight inside a domain

Sobolev spaces with weights taking infinite values at some interior points of a two-dimensional domain are considered. For functions from these spaces, a Hardy inequality is obtained. Embedding theorems for weighted Lebesgue spaces and equivalent renorming theorems are proved. © 2013 Pleiades Publishing, Ltd

Study on willingness of future math teachers to enhance the learning and cognitive activity of students

© 2016 Timerbaeva et al.The urgency of the problem stated in this paper results from the fact that willingness of students to organize future professional activities requires the correction of contents, forms and methods of practical classes on techniques of teaching mathematics, as well as the improvement of programs of all types learning and teaching practices. The leading methods to the problem of the study were: theoretical analysis and familiarization of studies, questionnaire surveys, overt observations, design methods, analysis of creative activity products. The study involved about 1,000 students, 50 young teachers, and 15 university teachers. The main purposes of the study are to identify the means of training future math teachers to enhance learning and cognitive activities of students, to identify the main difficulties of students and young teachers in the organization and in enhancement of learning and cognitive activities of students, and to determine the level of willingness of students to enhance learning and cognitive activities (reproductive, functional, creative)

Study on willingness of future math teachers to enhance the learning and cognitive activity of students

© 2016 Timerbaeva et al.The urgency of the problem stated in this paper results from the fact that willingness of students to organize future professional activities requires the correction of contents, forms and methods of practical classes on techniques of teaching mathematics, as well as the improvement of programs of all types learning and teaching practices. The leading methods to the problem of the study were: theoretical analysis and familiarization of studies, questionnaire surveys, overt observations, design methods, analysis of creative activity products. The study involved about 1,000 students, 50 young teachers, and 15 university teachers. The main purposes of the study are to identify the means of training future math teachers to enhance learning and cognitive activities of students, to identify the main difficulties of students and young teachers in the organization and in enhancement of learning and cognitive activities of students, and to determine the level of willingness of students to enhance learning and cognitive activities (reproductive, functional, creative)

Study on willingness of future math teachers to enhance the learning and cognitive activity of students

© 2016 Timerbaeva et al.The urgency of the problem stated in this paper results from the fact that willingness of students to organize future professional activities requires the correction of contents, forms and methods of practical classes on techniques of teaching mathematics, as well as the improvement of programs of all types learning and teaching practices. The leading methods to the problem of the study were: theoretical analysis and familiarization of studies, questionnaire surveys, overt observations, design methods, analysis of creative activity products. The study involved about 1,000 students, 50 young teachers, and 15 university teachers. The main purposes of the study are to identify the means of training future math teachers to enhance learning and cognitive activities of students, to identify the main difficulties of students and young teachers in the organization and in enhancement of learning and cognitive activities of students, and to determine the level of willingness of students to enhance learning and cognitive activities (reproductive, functional, creative)

The beneficial antispasticity effect of botulinum toxin type A is maintained after repeated treatment cycles

Objective: To study the efficacy, safety, and incidence of BtxA antibody formation with repeated treatments with BtxA in post-stroke upper limb muscle spasticity. Methods: The study was a prospective open label trial. Patients with established post-stroke upper limb spasticity received 1000 units of BtxA (Dysport) into five muscles of the affected arm on study entry. Treatment was repeated every 12, 16, or 20 weeks as clinically indicated. Each patient received a total of three treatment cycles. Efficacy of treatment was assessed using the Modified Ashworth Scale. Patients were assessed on study entry and on week 4 and 12 of each treatment cycle for all safety and efficacy parameters. Blood samples for BtxA antibody assay were taken at baseline and on completion of the trial. Results: Fifty one patients were recruited and 41 of them completed the study. Improvement from the cycle one baseline was observed in all the outcome measures. Mild to moderately severe treatment related adverse events were reported in 24% of cases. There were no serious adverse events. No BtxA antibodies were detected. Conclusion: BtxA at a dose of 1000 units Dysport was efficacious in the symptomatic treatment of post-stroke upper limb spasticity. The study suggests that this effect can be maintained with repeated injections for up to at least three treatment cycles, with duration of effect per cycle of between 12 and 20 weeks. BtxA was safe in the dose used in this study and did not induce the formation of detectable levels of neutralising BtxA antibodies