https://ronlevygroup.cst.temple.edu/courses/2023_fall/chem5302/slides-notes/chem5302_lecture7.pdf
The “minimum image convention” says that the actual distance between two particles is the smallest distance between all of the distances between their images: where L is the box size and Dx is the distance (along x) between any two images of a pair of particles. nint()=nearest integer. A variety of space filling box shapes can be used. The “truncated octahedron” has particularly nice ...
https://sites.temple.edu/cognitionlearning/files/2016/10/Park-et-al-2016_JEP.pdf
Although students’ motivational frameworks (entity vs. incremental) have been linked to academic achievement, little is known about how early this link emerges and how motivational frameworks develop in the first place. In a year-long study (student N 424, Teacher N 58), we found that, as early as 1st and 2nd grade, children who endorsed an incremental framework performed better on a ...
https://cis.temple.edu/tagit/presentations/Dual-Process%20Theories%20of%20Higher%20Cognition%20Advancing%20the%20Debate.pdf
Criticism 5: Evidence for dual processing is ambiguous or unconvincing The critics of dual-process theories would have readers believe that the evidence for dual processes is weak or ambiguous, that it can be explained away by single-process theory accounts that do not implicate qualitatively distinct types of mental processing.
https://cis.temple.edu/~jiewu/research/publications/Publication_files/AVOA_Fuzzy.pdf
Abstract—The Internet of Things (IoT) has rapidly grown in the past decade as an emerging technology. Due to the heterogeneity and energy limitations of IoT devices, adopting eficient management practices for developing IoT applications and managing IoT networks is a challenging task. One of the most critical IoT challenges that needs to be considered is routing due to its significant impact ...
https://sites.temple.edu/cognitionlearning/files/2013/09/Ramirez-et-al-2013.pdf
Math anxiety has long been recognized to play a role in the math achievement of middle school and high school students (Hembree, 1990). Various studies have linked math anxiety to increased worries about math failure (Richardson & Woolfolk, 1980), to an avoidance of math and=or numerical tasks (Krinzinger, Kaufmann, & Willmes, 2009), and to an increased cortisol response when performing math ...