The Park City Math Institute 2016 Summer Undergraduate Faculty Program met for the purpose of composing guidelines for undergraduate programs in data science. The group consisted of 25 undergraduate faculty from a variety of institutions in the United States, primarily from the disciplines of mathematics, statistics, and computer science. These guidelines are meant to provide some structure for institutions planning for or revising a major in data science.

The present study examined links between physical activity and quality of life experienced by individuals with physical disabilities recruited from a wheelchair user’s basketball tournament. The participants included 12 male and 14 female adults between the ages of 18–54 (M = 31.12, SD = 10.75) who all reported one or more condition(s) that impacted their daily living. They were administered the Physical Activity Scale for Individuals with Physical Disabilities (Washburn, Weimo, McAuley, Frogley, & Figoni, 2002) and in-depth interviews focused on their physical activity experiences and evaluations about their quality of life. Grounded theory analyses (Charmaz, 2000, 2002) revealed that individuals who use wheelchairs perceived a number of psychological, social, and health benefits associated with physical activity involvement. The participants’ evaluations and descriptions of their physical activity experiences appeared to support self-efficacy beliefs, feelings of empowerment, and motivation for continued involvement. Firstperson descriptions are presented to demonstrate how and why physical activity behaviors were perceived to enhance the quality of the participants’ lives.

The Goto number of a parameter ideal Q in a Noetherian local ring (R, m) is the largest integer q such that Q : m q is integral over Q. The Goto numbers of the monomial parameter ideals of R = k[[x a1 , x a2 , . . . , x aν ]] are characterized using the semigroup of R. This helps in computing them for classes of numerical semigroup rings, as well as on a case-by-case basis. The minimal Goto number of R and its connection to other invariants is explored. Necessary and sufficient conditions for the associated graded rings of R and R/x a1 R to be Gorenstein are also given, again using the semigroup of R.Date: October 31, 2018.

The purpose of this study was to examine the impact of a physical education teacher’s disability on elementary school pupils’ learning and perceptions of the teacher’s competence. Participants (N = 113) were randomly assigned to view one of two virtually identical videotaped swimming lessons. In the first lesson, the teacher was able-bodied (ABL) while in the second, she taught from a wheelchair (WCL). Following the viewing of their assigned lesson, pupils completed an examination over lesson content and a perception questionnaire regarding the teacher. Results showed that pupils who viewed the WCL scored significantly higher on the technique portion of the examination than pupils who watched the ABL. There were no significant differences between the perceptions of either group.

Limited research has investigated the problems encountered by physical education teachers who have disabilities and instruct able-bodied pupils. The purpose of this study was to examine the influence of a physical education teacher’s disability on middle school pupils’ perceptions of the teacher’s competence and their learning. Participants were 201 7th and 8th grade pupils (age range 12 to 16 years). They were randomly assigned to watch one of two videotaped swimming lessons. These lessons were identical except that in the first lesson the teacher taught from a wheelchair (WCL) while in the second she was able-bodied (ABL). Immediately following the watching of their assigned lesson, pupils completed a questionnaire asking them about their perceptions of the teacher’s competence and an examination over lesson content. Inferential statistical tests revealed that there were no significant differences in the perception and examination scores of those pupils who viewed the WCL and the ABL. These results provide further support for a sociological explanation of how and why pupils of different ages respond to and learn from physical education teachers with a disability.