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Research has demonstrated positive relationships between fundamental movement skills (FMS) and mathematics achievement in children, and this relationship may be mediated by spatial ability. Engaging in physical activity (PA) may also have positive outcomes on mathematics achievement; however, no study has investigated this network of relationships together. This study aimed to examine the relationship between PA and mathematics achievement, and the mediating effects of FMS and spatial abilities, in primary school children. Using a cross-sectional design, data were collected from 182 children (aged 7 to 8 years old) across four schools in England. Objective moderate-to-vigorous PA (MVPA) levels and subjective parental reports of their children's PA participation were collected. Children's FMS were assessed, along with their performance on four spatial ability tasks and a mathematics test. Mediation analyses revealed no significant mediation effects of FMS and spatial abilities on the positive significant relationship between MVPA and mathematics achievement; however, spatial ability partially mediated the relationship between FMS and mathematics achievement. These results suggest that FMS and spatial ability may not be related to MVPA in this network of relationships, but children with more mature FMS perform better in mathematics due to them performing better on specific spatial ability tasks. [ABSTRACT FROM AUTHOR]

Women are a minority in science, technology, engineering and mathematics academic careers. In particular, few women in Japan choose to study physics and mathematics. In this study, we investigated the factors contributing to the masculine image of physics and mathematics based on the framework of our expanded model. We conducted online questionnaire surveys in Japan and England, and found that physics and mathematics occupations, and mathematical stereotypes were both related to a masculine image. Only in Japan were social factors, such as a person's attitude to intellectual women, related to viewing mathematics as 'masculine'. However, the experience of being told or having heard that the choice of a particular course of studies would make someone less attractive to the opposite sex was evident only in England. This finding suggests that social factors affect the masculine image of physics and mathematics, and that this could vary depending on the country. [ABSTRACT FROM AUTHOR]

Abstract: Masonry structures may be modelled as an assembly of linearly elastic bodies (individual bricks or stone-blocks) in unilateral frictional contact. Such models generally constitute a formidable computational challenge owing to the need to resolve interactions between individual bodies, such as detection of crack and openings and the resolution of non-linear equations governing the contact. Even for medium size structures, the large number of blocks from which they are assembled renders a full direct simulation of such structures practically impossible. In this paper, an adaptive multi-scale technique for the modelling of large-scale dynamic structures is implemented and applied to the computer simulation of Clare College Bridge, in Cambridge, UK. The adaptive multi-scale approach enables us to carry out simulations at a complexity normally associated with the cost of modelling the entire structure by a simple continuum model whilst incorporating small scale effects, such as openings of gaps and slippage between individual masonry units, using a systematic and locally optimal criterion. [Copyright &y& Elsevier]