This study measures the mathematical abilities high school graduates" in Bahrain. Mathematical abilities encompass conceptual understanding, procedural knowledge and problem-solving skills in the five content domains which are Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability. While procedural understanding focusses on performing facts and algorithms, conceptual understanding reflects a student's ability to reason and comprehend mathematical concepts, operations and relations which will be helpful in solving non-routine problems. A test consisting of questions from the five content domains was administered to students where they demonstrated conceptual understanding and procedural knowledge which enabled them to solve problems in various real-life situations. Structured interviews were also conducted to test their mathematical abilities and suggest ways to improve proficiency in mathematics and eliminate misconceptions. The results show that conceptual understanding and problem-solving skills are positively correlated. This research also endeavors to correlate students" performance in this test with their high school GPA. Contribution/Originality:This study explores the relationship between mathematical abilities: conceptual understanding, procedural knowledge and problem-solving skills in high school graduates in the five mathematics content domains: number and operations, algebra, geometry, measurement, and data analysis and probability. INTRODUCTIONEven after graduating from high school, it is apparent that students do not possess an appropriate level of conceptual understanding in the five content domains. This adversely impacts on their problem solving capabilities.Problem solving is one of the major processes defined in the National Council of Teachers of Mathematics (NCTM) Standards for School Mathematics (National Council of Teachers of Mathematics, 2000). Problem solving involves students applying four processes: reasoning, communication, connections, and representation. Problem solving can also provide opportunities for students to apply content knowledge in all five mathematic domains. Problem solving provides a window into children"s mathematical thinking and is consequently a major vehicle for assessment.Learning with understanding is essential to enable students to solve emergent problems throughout their lives.

In this paper we consider the Suzuki curve y q + y = x q 0 (x q + x) over the field with q = 2 2m+1 elements. The automorphism group of this curve is known to be the Suzuki group Sz(q) with q 2 (q − 1)(q 2 + 1) elements. We construct AG codes over F q 4 from an Sz(q)-invariant divisor D, giving an explicit basis for the Riemann-Roch space L( D) for 0 < ≤ q 2 − 1. The full Suzuki group Sz(q) acts faithfully on each code. These families of codes have very good parameters and information rate close to 1. In addition, they are explicitly constructed. The dual codes of these families are of the same kind if 2g − 1 ≤ ≤ q 2 − 1.

The Hermitian, Suzuki and Ree curves form three special families of curves with unique properties. They arise as the Deligne-Lusztig varieties of dimension one and their automorphism groups are the algebraic groups of type 2A2, 2B2 and 2G2, respectively. For the Hermitian and Suzuki curves very ample divisors are known that yield smooth projective embeddings of the curves. In this paper we establish a very ample divisor for the Ree curves. Moreover, for all three families of curves we find a symmetric set of equations for a smooth projective model, in dimensions 2, 4 and 13, respectively. Using the smooth model we determine the unknown nongaps in the Weierstrass semigroup for a rational point on the Ree curve.1 An element a in a ring A is called a unipotent element if 1 − a is a nilpotent element. 2 G will be A 2 , B 2 , or G 2 for our purpose. 3 σ 2 = Frq , i.e., σ(g) = g √ q for G = A 2 , B 2 , and G 2 , respectively. 4 In some literature it is called the Steinberg automorphism [29, Page 183]. 5 G σ = 2 A 2 , 2 B 2 , and 2 G 2 if G = A 2 , B 2 , and G 2 , respectively.

The use of dietary supplements for weight loss has gained significant momentum. Polyglucosamine, a chitosan derivative, is a dietary supplement increasingly used for weight loss. In this meta-analysis, we systematically summarized and quantified the key findings of four randomized, placebo-controlled clinical trials examining the effects of polyglucosamine supplementation and caloric restriction, and physical activity on body weight, body mass index (BMI), and waist circumference in subjects with overweight and obesity. The control group was set with a physical activity from 6–7 MET-h/week activity and up to 21 MET-h/week activity with caloric restriction. Compliance in the latter trials was reported via a follow-up questionnaire with the individual participants. The analysis included 399 subjects followed for a period ranging from 12 weeks to one year. Subjects’ age ranged from 21–75 years, BMI from 26–45 kg/m2, and all were white European or Caucasian in ethnicity. The meta-analyzed mean differences for random effects showed that polyglucosamine supplementation improves weight loss by −1.78 kg [−2.78, −0.79], BMI by −1.52 kg/m2 [−3.58, 0.54], and improves waist circumference reduction by −1.45 cm [−2.77, −0.12]. In conclusion, the use of polyglucosamine supplementation in conjunction with lifestyle behavioral therapies can be effective for weight reduction. Further studies are needed to examine the long-term effects of polyglucosamine supplementation on weight loss and other metabolic parameters