Functional MRI Based Brain Mapping in Occipital Gyrus using Face Stimuli

Functional magnetic resonance imaging (fMRI) is one of the most powerful neuroimaging modalities due to its high spatio-temporal resolution characteristics. This known modality is applied on mapping the temporal, occipital, frontal cortices of the brain for localizing the neural activities generated due to any visual, physical or mental task or brain diseases or brain disorders. The occipital cortex is composed of middle, left, right, interior and exterior occipital gyrus and is responsible for visional function of human brain. The occipital gyrus reflects the neural image generated in the brain due to any visual activity. In this research paper, four different visual stimuli images of faces, scrambled, scenes and objects along with gap of blank space, forming a long sequence of stimuli observed by two female subjects, are experimented to examine and localize the most contrasting neural image generated in occipital gyrus of the brain. The visual fMRI brain data received from the two subjects is processed through fMRI-SPM12 toolbox based on Matlab software. In order to demonstrate the results statistically, two regressions such as T-contrast and F-contrast vectors are applied on fMRI images to highlight, and to localize the most active neural stimuli activities generated in the occipital gyrus of brain. In the results, it is demonstrated that maximum neural response can be mapped only for face stimulus in the bilateral occipital gyrus of the brain by applying T-contrast vectors regressions as when compared to other stimuli conditions and F-contrast vectors regressions. Further, it is also investigated that, the response of the face stimulus in F-contrast regressions achieved is somehow dispersed and unclear due to the large variances and interlinked communication of other stimuli or induced neural noises generated in entire volume of the brain.  Further from the given images, it is also investigated that the most reflecting and contrast area for any visual stimuli (such as face stimulus in this case) is either the middle or bilateral part of occipital gyrus of the human brain as identified through application of  T-contrast vectors regressions.

Development of Integrated Activity Based Mathematics Curriculum at Secondary Level in North West Frontier Province, Pakistan

Mathematics is an important subject and it is the key to advancement in society. Keeping in mind the importance of mathematics in daily life, the present study was designed on the development of an integrated activity based curriculum of mathematics at secondary level in the North West Frontier Province of Pakistan. Recently the name ‘North West Frontier Province’ has been changed officially. The new name is ‘Khyber Pakhtoonkhwa (KPK)’. Therefore hereafter ‘Khyber Pakhtoonkhwa (KPK)’ will be used through out the thesis. The study was aimed; (a) To pinpoint various branches of knowledge which mathematics teachers add/discuss in teaching of mathematics at secondary level through real life integrated activities in applied situation (b) To know up to what extent mathematics teachers use real life integrated activities in applied situation implementing their current secondary level mathematics curriculum (c) To find mathematics teachers’ beliefs about the role and importance of real life integrated activities in mathematics teaching at secondary level (d) To explore mathematics teachers views about various barriers that will prevent or make difficult to use real life integrated activities at secondary level in mathematics teaching (e) To identify what assessment practices mathematics teachers at secondary level use in mathematics teaching and (f) To develop a model of integrated activity based mathematics curriculum at secondary level. This study was carried on in two phases. The population of the study was all secondary level mathematics teachers and students in the province of KPK, Pakistan. In first phase mixed method approach was used. The sample of the study in this phase was selected through multi stage proportionate random sampling method. Total 8 out of 24 vii (33% of the population) districts were included in the sample. Two districts were randomly selected from each cluster (called Zone) already made by KPK public service commission. After selecting districts from each district 1/3 schools each from Urban and rural were randomly selected and then three mathematics teachers from each sample rural school and six mathematics teachers from each sample urban school were chosen randomly for survey. In this way total 681 mathematics teachers 465 from rural and 216 from urban constituted the sample of descriptive part of the study. Also total 32 teachers four from each district two each from urban and rural were included in the sample for interview using purposive sample. While experimental research was carried out using post test only equivalent group experimental design in second phase of the study. Total 60 students of grade 10, 30 for experimental group and 30 for control group of Government Higher Secondary School (GHSS) No.1 Peshawar cant were the sample in second phase of the study. Purposive sampling method was used for school selection and the students were selected through pair random sampling on the basis of the scores they achieved in mathematics in their 9th grade annual examination. In the experiment, use of integrated activity based curriculum units and traditional method of teaching were independent variables while students’ achievement and their retention score were dependent variables. After collection of data, descriptive statistics Percentage, Chi Square Test, Wilcoxon Two Sample Test and Two-independent Sample t-Test were used for analyzing data and drawing conclusion. On the basis of findings the conclusions drawn from first phase of the study were that majority of the teachers didn’t discuss other branches of knowledge in mathematics teaching through real life integrated activities in applied situation, teachers didn’t use real life integrated activities in applied situation using current mathematics curriculum and teachers assessed students through the reproduction of the same questions as given in their textbook. The over all perception of mathematics teachers was positive towards the use of real life integrated activities in applied situation in mathematics teaching. However unavailability of guide book, lack of fund, time constraint, inappropriate training, rote learning based examination system and load of work were considered as barriers in use of integrated activities in mathematics teaching. The conclusion extracted from the second phase was that students’ achievement can be enhanced through the use of real life activities in applied situation in teaching mathematics. Their understanding of using mathematics in real life can be improved, when students are practically involved in the process by using integrated activities in teaching of mathematics.