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The subject matter of computer vision and pattern recognition can play a useful role in the education of mathematics for students in middle school. New standards in education call for new content relevant to students' lives, and new pedagogical methods involving construction, group work, discovery, and the use of new technology. The project "Mathematics Experiences Through Image Processing" at the University of Washington has developed software and learning activities that enable middle school and high school students to use mathematical tools and concepts to explore some exciting ideas of image processing. This paper describes these materials and discusses how the ideas of computer vision and pattern recognition can be integrated into the curriculum. Not only do we use 2D topics such as digital geometry and edge detection, but also 3D topics such as surface construction and stereogram generation.

Chaos is a physical and mathematical phenomenon discovered by E. Lorenz in 1963. The first simple electronic implementation had been invented by L. O. Chua in 1984. This electronic circuit, called Chua's circuit was designed for ease of implementation. In the current brief we will explain chaos by building Chua's chaotic circuit using our Chua's circuit kit with inexpensive components. For readers without access to an oscilloscope, this paper proposes the use of a laptop/Personal Computer to capture the voltage waveforms generated from the circuit and plot the waveforms on a computer screen using a virtual oscilloscope software provided by the authors. The kit is available, the software is downloadable.

This study explores the use of physics toys as an innovative tool in high school education to bring abstract theories to life and stimulate student curiosity. These educational aids engage students, make complex principles tangible, and promote active learning. Our investigation includes examples from the NUS High School of Mathematics and Science in Singapore, demonstrating that physics toys enhance understanding and critical thinking across a range of student abilities. We conclude that integrating toys into physics education offers a dynamic and interactive approach that not only enriches the learning experience but also fosters the development of future innovative thinkers and problem solvers.

The main objective of this research is to analyze the determinants of job satisfaction among teachers in private schools in Afghanistan. This study utilizes the Minnesota Satisfaction Questionnaire (MSQ) as its foundational framework. The investigated factors include achievement, recognition, advancement, compensation, working conditions, job security, and coworker relationships. Furthermore, job satisfaction is considered a latent variable. Data were gathered through a thoroughly structured and randomly distributed questionnaire, which included demographic information (age, gender, education, and work experience) as well as inquiries related to the research variables. The sample consisted of 206 respondents drawn from the target population. The collected data are tested for reliability and consistency before further analysis. Confirmatory Factor Analysis (CFA) was employed to assess the data and derive conclusions. The findings reveal that all the examined factors significantly contribute to job satisfaction in the studied private schools. This study has theoretical implications due to the fact that the findings are achieved through accepted scientific research methods. In addition to that, it has practical implications as well, because the managers in educational institutions and other related stakeholders can make informed decisions based on the findings of this study.