Journal articles on the topic '1-10 Mathematics Inservice Project'

According to the Student Status data of FMIPA UNSOED, from 190 students of the Mathematics Department 2015-2017, there were only 22 students who graduated no more than 4 years (for 8 semesters). This study aims to determine the factors that influence the completion of the final project of the 2015-2017 UNSOED Mathematics Department students. This study uses primary data obtained by distributing questionnaires to students of the Department of Mathematics class 2015-2017 UNSOED and secondary data obtained from Bapendik FMIPA UNSOED. The method used in this research is factor analysis with 10 independent variables. The results showed that there were 3 factors that influenced the completion of the final project of the 2015-2017 UNSOED Mathematics Department students. The first factor is the student's persistence factor, the second is the supervisor's factor, and the third is the student's ability factor.

This paper describes ‘Archaeotools’, a major e-Science project in archaeology. The aim of the project is to use faceted classification and natural language processing to create an advanced infrastructure for archaeological research. The project aims to integrate over 1×10 6 structured database records referring to archaeological sites and monuments in the UK, with information extracted from semi-structured grey literature reports, and unstructured antiquarian journal accounts, in a single faceted browser interface. The project has illuminated the variable level of vocabulary control and standardization that currently exists within national and local monument inventories. Nonetheless, it has demonstrated that the relatively well-defined ontologies and thesauri that exist in archaeology mean that a high level of success can be achieved using information extraction techniques. This has great potential for unlocking and making accessible the information held in grey literature and antiquarian accounts, and has lessons for allied disciplines.

Digitalization in the power grid sector will become a strong support in the future for the upgrading of the power industry. And, multistation integration has become a leading project in the process. However, there are some hidden risks to its security with the boom of new technologies. Risk analysis and evolution of the multistation integration have an important role in safe operation. This paper analyzes the relationship among risk factors by using both the structural equation modeling (SEM) and the chi-squared automatic interaction detector (CHAID) approach, which is more objective than subjective judgment. The result shows the following: (1) The operational risks come from 10 risk-derived sources which therefore can be qualitatively divided into 2 risk categories with 11 risk indicators. (2) Concerning the structural analysis, the main risk source of multistation integration comes from endogenous risks. (3) In terms of procedural analysis, cultural risk, information risk, and accidental risk are the most critical external risks, while performance risk and location risk are the most critical internal ones. The results of models provide a reference for engineering management in digitalization in the power grid sector.

THIS PAPER DESCRIBES A project conducted with the parents of children in early childhood classes from two different district high schools 1 . The project investigated the perceptions held by these parents in relation to mathematics education, and used an intervention program designed to encourage them to engage in numeracy activities with their child. Preliminary results indicated that, although the parents were not necessarily familiar with contemporary numeracy classroom practices, they were able to describe and evaluate their children's mathematical understandings. The findings add to the limited research available on the ways parents can support their child's mathematical education at home through encouraging home–school community partnerships. 1 District high schools in this context refers to rural schools with classes ranging from Kindergarten–Year 10.

Since its official beginning on 1 September 1971, the Study of Mathematically Precocious Youth (SMPY) at Johns Hopkins University has received considerable attention as a model for the education of extremely talented young mathematics students, usually of junior high school age. Articles and books have been written about the project as it evolved and as it was replicated elsewhere in the United States. So it was appropriate that in November 1980 a symposium at Johns Hopkins was devoted to discovering what had been learned during the first decade of the SMPY. Academic Precocity, Volume 10 in the Hyman Blumberg Symposium series, reports the findings and conclusions of that symposium.

The contribution gives an overview of the Erasmus+ project Smart textiles for STEM training – Skills4Smartex, funded by the European Commission. Presented are main objectives, aims and expected results, focused on experiences, gained through the first year’s project activities’ in Slovenia. The project aims to improve the knowledge, skills and employability of students in the fields, related to STEM (Science, Technology, Engineering, Mathematics) by providing appropriate training tools to understand multidisciplinary work through smart textiles. The main objectives of the project are: (1) Creating a Guide on smart practices meant for supporting innovation in textile enterprises; (2) Creating a Course in smart textiles, meant for multidisciplinary thinking; (3) Creating a dedicated e-learning instrument, meant for channeling the interest of VET students for "serious games"; (4) Improving the skills of students by means of practical work in constructing smart textile prototypes. The project activities began with a survey on smart/technical textiles completed by 63 textile companies at the EU level; 10 of them were from Slovenia. The aim was to identify existing opportunities for producing smart textiles in enterprises and forecasting expected occupations and work profiles for young trainees. The results will be published in a guide meant for transferring smart practices from enterprises to Vocational Education and Training (VET) schools and young students.

Modern science operates with various methods, among which modeling is one of the most popular. The development of information technology allows the study of analogues (models) with the most significant characteristics of the real object. Modeling activities have been considered as useful teaching method in STEM education. Cloud services (like GeoGebra) are effective means for STEM education. The paper features a methodology of forming modeling skills based on STEM projects, which is grounded on modeling interesting curves of Analytic Geometry course. The content of the methodology is a course in Computer Modeling, which includes a module "STEM education and modeling". The module idea is based on the formation of skills required to model interesting curves (ellipse, hyperbola, parabola, conchoid of Nicomedes, limaçon of Pascal, strophoid, cissoid of Diocles, lemniscate of Bernoulli, Cassini oval, cycloidal curves, folium of Descartes, witch of Agnesi, logarithmic spiral). The methodology provides 4 steps (Step 1 – the teacher offers an example of a STEM project, which is discussed in class and solved by the teacher using GeoGebra; Step 2 – students are divided into groups of 3-4 people; Step 3 – the teacher offers a short STEM project (7-10 days), in which students model the curve; Step 4 – students offer their own STEM project (15-20 days), the solution of which is based on the modeling of an interesting curve). To test the effectiveness of the developed methodology, a pedagogical experiment was organized (2019-2021), which was joined by Master's students majoring in "Secondary Education (Mathematics)" and "Secondary Education (Computer Science)". Makarenko Sumy State Pedagogical University (Ukraine) was the experimental base. The effectiveness of the proposed methodology is proved by the sign test at the significant level of 0.05.

Although reformers have embraced learning trajectories (LT, also called learning progressions) as an important tool for improving mathematics education, the efficacy and assumptions of LT-based instruction are largely unproven. The aim of a recently completed research project was to fill this void. Fulfilling this aim was more challenging than many supporters of LT-based instruction might imagine. A total of 10 experiments were untaken, of which 5 demonstrated that LT-based instruction was significantly more efficacious than a counterfactual involving either a Teach-to-Target/Skip-Level approach (Assumption 1) or the same unordered activities (Assumption 2). The results of the remaining studies were non-significant either for theoretical (2) or methodological (3) reasons. In the five indicating LTs’ efficacy, we found that some LTs consists of levels that are facilitative conditions for the next higher level and, thus, may be helpful but perhaps not necessary for the subsequent level.

Relevance Onboard computing systems (OCS) of modern aircraft (AC) have a system-oriented decentralized structural organization. The decentralized principle provides that the OCS is built in the form of a certain set of subsystems, between which the functional distribution of tasks is carried out. In this case, each of the specialized subsystems performs its functional task, exchanging, if necessary, information with other subsystems through the corresponding information transmission channels. However, as the functional tasks become more complex and their number increases, the decentralized principle of building on-board systems has largely exhausted its capabilities. First of all, this concerns such promising developments as the project to create a high-speed helicopter. The implementation of the concept of a promising high-speed helicopter requires the development of a high-performance on-board information and control complex capable of performing various functions in order to ensure high speed and long flight range, as well as the possibility of landing on unprepared sites. Aim of research The aim of research is to increase the performance of the on-board computer complex by forming an open architecture based on combining COST products, planning computing processes and choosing the optimal structural organization of the hardware. The objectives of the research project: 1. creation of a high-performance information and control complex based on open architectures and on the basis of integrated modular avionics; 2. using the optimization method of this complex to select the optimal possible solution to problems for a high-speed promising helicopter. Methods of research Method of generalized ranks is being worked out in detail. Ranking is made according to four criteria: total product volume, product weight, product availability, and product performance evaluation. Results The scientific novelty of this research project lies in solving problems associated with the formalization of procedures for the optimal configuration of the onboard information and control complex, based on the choice of methods for forming a set of acceptable options for onboard equipment that meet the modern concept of modular avionics, and the principles of heuristic optimization of the vector optimization base. The methods proposed in the work make it possible to improve the quality of the tasks assigned to high-speed helicopters by introducing a high-speed on-board information and control complex that meets the optimal requirements for performing the tactical and technical characteristics of a combat vehicle, which uses optimal COTS modules used on the basis of integral modular avionics. The introduction of the results of the research project into the development of promising high-speed helicopters will, according to estimates, increase the performance of the assigned tasks in front of the combat vehicle by 5–10 %.

We have been collaborating on a multidisciplinary research programme with undergraduate (baccalaureate) students for the past 3 years, funded by the National Science Foundation in the USA. The project focuses on the ecological interaction between endophytic fungi and the grasses they inhabit and involves students (10-15 annually) and faculty (5 and 1 post-doc) from the departments of Biology, Chemistry and Mathematics. We briefly present some of our results from ongoing projects on stomatal conductance and photosynthetic rates in tall fescue, wound-induced responses at the molecular level, and modelling tri-trophic level interactions. We also discuss how we came together to initiate the project; challenges, pitfalls, and advantages of doing multidisciplinary, multi-investigator research with undergraduates. We will present our assessment results, which are focused on how students feel their involvement in multidisciplinary research differs from what it would be in disciplinary research. Keywords: Neotyphodium coenophialum, tall fescue, woundinduced response, tri-trophic interactions, water use efficicency, stomatal conductance, photosynthesis

(1) Background: It is becoming more common to incorporate education in programming into educational environments. (2) Methods: In order to show the benefits of including teaching programming, we present an investigation carried out with a group of Spanish schoolchildren in the fifth year of primary education (ages 10–11). We demonstrate an integrated experience in the ordinary curriculum connecting technology to mathematics education. We created a work project for students to use Scratch and to assess its benefits, created two groups of students, an experimental and a control group, with a sample of 3795 individuals. They were administered the online version of the Battery of Mathematical Competence Evaluation (BECOMA On) at two timepoints, the pretest (the beginning of the project) and the post-test (the final stage). (3) Results: The results showed statistically significant differences between groups and timepoints, with the experimental group scoring higher, demonstrating the effectiveness of the education in programming program for mathematics. (4) Conclusions: Education systems face a challenge in the sphere of the consolidation of technologies in education with the consequent need to change didactic designs to enhance quality, equitable, sustainable education processes.

The Large Hadron Collider (LHC) machine and detectors are now working superbly. There are good reasons to hope and expect that the new domain that the LHC is already exploring, operating at 7 TeV with a luminosity of 10 33 cm −2 s −1 , or the much bigger domain that will be opened up as the luminosity increases to over 10 34 and the energy to 14 TeV, will provide clues that will usher in a new era in particle physics. The arguments that new phenomena will be found in the energy range that will be explored by the LHC have become stronger since they were first seriously analysed in 1984, although their essence has changed little. I will review the evolution of these arguments in a historical context, the development of the LHC project since 1984, and the outlook in the light of reports on the performance of the machine and detectors presented at this meeting.

Optical atomic clocks are currently one of the most sensitive tools making it possible to precisely test the fundamental symmetry properties of spacetime and Einstein’s theory of relativity. At the same time, the extremely high stability and accuracy of compact transportable optical clocks open new perspectives in important fields, such as satellite navigation, relativistic geodesy, and the global time and frequency network. Our project aimed to develop a compact transportable optical clock based on a single ytterbium ion. We present the first prototype of the Yb+ clock (298 kg in 1 m3) and present several solutions aimed to improve the clock’s robustness to approach the demands of a space-qualified system. We present spectroscopic studies of a 435.5 nm quadrupole clock transition with Fourier-limited spectra of 25 Hz. The estimated instability of the output frequency at 1 GHz, which was down-converted with an optical frequency comb (OFC), is at the level of 9×10−15/τ, and the long-term instability and inaccuracy are at the level of 5×10−16. As the next steps, we present a new design for the clock laser and the OFC.

The objective of this work is the elaboration of a methodology to develop STEAM projects (Science (S), Technology (T), Engineering (E), Art (A) and Mathematics (M)). The methodology proposed in this article is part of the results of the project ERASMUS+DART4City (2020-1-ES01-KA227-SCH-095545) “Empowering Arts and creativity for the cities of tomorrow”, whose objective is to design a methodology in order to develop STEAM projects from European curricula. The proposed methodology emerges after analysing, among others, the curricula from Spain, Italy, Cyprus, France, Finland and Germany, taking into account the international perspective of STEAM education, their priorities and problems. The proposal has two variants: “forward” and “backward”. Both variants begin with the analysis of the curriculum in which the contents are grouped by similarity, classified according to STEAM disciplines so that the thematic areas can be obtained. Subsequently, in the “forward” variant, the thematic areas with most connections are selected as areas of opportunity; for the development of the STEAM project, so from the “forward” methodology, the teacher will be able to select an area of opportunity and develop the project around it, so, the concept or project idea comes from an area of oportunity. The “backward” variant starts from a concept considered interesting for society or just for the teacher and which will become the main theme of the STEAM project and, from that concept, we will select the thematic areas of the curriculum that can be included in the project. The main difference bewteen both methodologies is that in the “forward” variant, the STEAM project concept comes from an area of oportunity detected in the curriculum meanwhile in the “backward” variant the concept of the STEAM project comes from the teacher, without taking into acount, initially, the curriculum. This article shows an example of application of each variant. From the “forward” variant, the STEAM project “Sustainable City” is shown for years 4, 5 and 6 of Primary Education, which has been carried out from the opportunity area “Sustainability”. From the “backward” variant, we develop the STEAM project, whose main theme is cooking, in which, based on this theme, 10 tests are developed, each of them related to different thematic areas of the Spanish curriculum.

We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a “live” textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology.

Mathematical manipulative models have had a long history of influence in biological research and in secondary school education, but they are frequently neglected in undergraduate biology education. By linking mathematical manipulative models in a four-step process—1) use of physical manipulatives, 2) interactive exploration of computer simulations, 3) derivation of mathematical relationships from core principles, and 4) analysis of real data sets—we demonstrate a process that we have shared in biological faculty development workshops led by staff from the BioQUEST Curriculum Consortium over the past 24 yr. We built this approach based upon a broad survey of literature in mathematical educational research that has convincingly demonstrated the utility of multiple models that involve physical, kinesthetic learning to actual data and interactive simulations. Two projects that use this approach are introduced: The Biological Excel Simulations and Tools in Exploratory, Experiential Mathematics (ESTEEM) Project ( http://bioquest.org/esteem ) and Numerical Undergraduate Mathematical Biology Education (NUMB3R5 COUNT; http://bioquest.org/numberscount ). Examples here emphasize genetics, ecology, population biology, photosynthesis, cancer, and epidemiology. Mathematical manipulative models help learners break through prior fears to develop an appreciation for how mathematical reasoning informs problem solving, inference, and precise communication in biology and enhance the diversity of quantitative biology education.

Cosmic-ray muon radiography (muography), an imaging technique that can provide measurements of rock densities within the top few 100 m of a volcanic cone, has now achieved a spatial resolution of the order of 10 m in optimal detection conditions. Muography provides images of the top region of a volcano edifice with a resolution that is considerably better than that typically achieved with other conventional methods (i.e. gravimetric). We expect such precise measurements, to provide us with information on anomalies in the rock density distribution, which can be affected by dense lava conduits, low-density magma supply paths or the compression with the depth of the overlying soil. The MUon RAdiography of VESuvius (MURAVES) project is now in its final phase of construction and deployment. Up to four muon hodoscopes, each with a surface of roughly 1 m 2 , will be installed on the slope of Vesuvius and take data for at least 12 months. We will use the muographic profiles, combined with data from gravimetric and seismic measurement campaigns, to determine the stratigraphy of the lava plug at the bottom of the Vesuvius crater, in order to infer potential eruption pathways. While the MURAVES project unfolds, others are using emulsion detectors on Stromboli to study the lava conduits at the top of the volcano. These measurements are ongoing: they have completed two measurement campaigns and are now performing the first data analysis. This article is part of the Theo Murphy meeting issue ‘Cosmic-ray muography’.

In this project, the focus is placed on the reaction optimizations to produce 5-hydroxymethylfurfural (5-HMF), a common chemical building block to other industrially useful derivatives. The main objective of this study is to determine the feasibility of using different forms of TiO2 as a catalyst to acquire 5-HMF from monosaccharides by an effi cient, economical, and environment-friendly process. The use of three different forms of TiO2 (anatase, rutile, and P-25) as a catalyst, for the glucose dehydration process in this study, has never been reported in past literature. The heating by microwave radiation is introduced to the reaction, which requires elevated temperature, to reduce both the required reaction time and temperature. TiO2, the heterogeneous catalyst for the dehydration mechanism, was fi ltered off, while the 5-HMF dissolved and stayed in the aqueous solution. The three TiO2 catalyst forms are separately utilized to optimize reaction conditions. Anatase form is shown to be the most effective at catalyzing the dehydration process. The reaction temperature of 187 ºC; anatase as a catalyst; and reaction time of 5 minutes led to the optimal outcome in this project. The maximum 5-HMF yield obtained in this study is 12.84%, which is in-between the 6.10-18.60% 5-HMF yield range acquired by Qi et al., 2008. Moreover, a catalyst/substrate weight ratio of 1:10 was used in this study, compared to the 1:2 ratio used by Qi et al., 2008. Hence, this project reduced the amount of catalyst required to obtain a signifi cant 5-HMF yield, and successfully demonstrated that the anatase form of TiO2 is a viable catalyst for the dehydration of monosaccharides to 5-HMF.

The main objective of this study is to evaluate and compare the performance of different machine learning (ML) algorithms, namely, Artificial Neural Network (ANN), Extreme Learning Machine (ELM), and Boosting Trees (Boosted) algorithms, considering the influence of various training to testing ratios in predicting the soil shear strength, one of the most critical geotechnical engineering properties in civil engineering design and construction. For this aim, a database of 538 soil samples collected from the Long Phu 1 power plant project, Vietnam, was utilized to generate the datasets for the modeling process. Different ratios (i.e., 10/90, 20/80, 30/70, 40/60, 50/50, 60/40, 70/30, 80/20, and 90/10) were used to divide the datasets into the training and testing datasets for the performance assessment of models. Popular statistical indicators, such as Root Mean Squared Error (RMSE), Mean Absolute Error (MAE), and Correlation Coefficient (R), were employed to evaluate the predictive capability of the models under different training and testing ratios. Besides, Monte Carlo simulation was simultaneously carried out to evaluate the performance of the proposed models, taking into account the random sampling effect. The results showed that although all three ML models performed well, the ANN was the most accurate and statistically stable model after 1000 Monte Carlo simulations (Mean R = 0.9348) compared with other models such as Boosted (Mean R = 0.9192) and ELM (Mean R = 0.8703). Investigation on the performance of the models showed that the predictive capability of the ML models was greatly affected by the training/testing ratios, where the 70/30 one presented the best performance of the models. Concisely, the results presented herein showed an effective manner in selecting the appropriate ratios of datasets and the best ML model to predict the soil shear strength accurately, which would be helpful in the design and engineering phases of construction projects.

Solar-pointing Fourier transform infrared (FTIR) spectroscopy offers the capability to measure both the fine scale and broadband spectral structure of atmospheric transmission simultaneously across wide spectral regions. It is therefore suited to the study of both water vapour monomer and continuum absorption behaviours. However, in order to properly address this issue, it is necessary to radiatively calibrate the FTIR instrument response. A solar-pointing high-resolution FTIR spectrometer was deployed as part of the ‘Continuum Absorption by Visible and Infrared radiation and its Atmospheric Relevance’ (CAVIAR) consortium project. This paper describes the radiative calibration process using an ultra-high-temperature blackbody and the consideration of the related influence factors. The result is a radiatively calibrated measurement of the solar irradiation at the ground across the IR region from 2000 to 10 000 cm −1 with an uncertainty of between 3.3 and 5.9 per cent. This measurement is shown to be in good general agreement with a radiative-transfer model. The results from the CAVIAR field measurements are being used in ongoing studies of atmospheric absorbers, in particular the water vapour continuum.

The Moon, like Earth, is not completely solid, and experiences deformation changes, for example due to the tides, caused by the gravitational pull of the Earth's orbit in a complex and resonant nature of the motion of the Moon. It is shown that these deformations lead to temporary variations of Moon inertia tensor components and consequently to the variations in the movement of the poles of the Moon, as well as to the variations of axial rotation. The indicated variations module is in the order of 10--12 mas (millisecond of arc). There variations are important for the development of the high-precision theory of lunar physical libration, suitable for modern projects for the reclamation of the Moon, in particular the Japanese project ILOM, which contemplates installing the telescope on the lunar surface and determining its orientation accuracy of the order of 1--0.1 msd, as well as the Russian lunar program, providing the launch of five automatic stations to the Moon in 2019--2024

Maize (Zea mays L.) has high response to N and the efficient uptake of N is a major factor influencing grain yield. The effect of inorganic NPK fertilizer and Neem cake and neem oil as soil amendments were examined on maize N uptake and grain yield. A 3 × 3 × 2 factorial experiment was laid out in a Randomized Complete Block Design with three replications at the University for Development Studies farms at Nyankpala near Tamale, in northern Ghana. The treatments consisted of combinations of three levels of neem cake (0, 200 and 400 kg ha-1), three levels of neem oil (0, 10 and 20 L ha-1) and two levels of NPK (0 and 250 kg ha-1). The results showed that NPK at 250 kg ha-1 combined with neem cake at 400 kg ha-1 significantly (p < 0.05) increased N uptake in maize by 31% (from 111.3 kg ha-1 to 146.9 kg ha-1) compared to the recommended NPK rate. Maize grain yield was significantly maximized by that treatment at 7,471 kg ha-1. Grain yield was significantly associated with N uptake; therefore 250 kg ha-1 NPK with 400 kg ha-1 neem cake could be recommended for maize farmers in the project area. In contrast, neem oil extracts significantly reduced N uptake. The results of the study posited important implications for soil fertility management and climate change mitigation strategies for enhanced maize production.

Many video games incorporate positive learning principles, stimulating students' cognitive functioning and promoting problem-solving and spatial abilities. The high levels of engagement and involvement that some students can achieve with video games are notable. Hence, video games for children with a long history of school failure, such as children with special educational needs (SEN). Moreover, it may give educators immediate and ongoing assessment of students' progress. When complemented with human tutoring, video games as a game-based intervention may improve mathematics performance since instruction is more effective when adapted to students' learning needs and pace. As part of the research project "GBl4deaf – Game-based Learning for Deaf Students (PTDC/COM-CSS/32022/2017), the video game "Space adventure: Defend the planet!" was designed to stimulate arithmetic competencies in deaf and hearing children. The player must use elementary arithmetical and spatial concepts to rebuild an abandoned space station. Each challenge has three difficulty levels. In the game challenge used in this study, the player must add or remove particles to collect resources. The current research focuses on two questions: The study follows two research questions: Q1: Did the students make any progress in mathematics achievement after playing the video game?; Q2: Is the gameplay of Space adventure: Defend the planet! an engaging experience for players? A pre-and post-game mathematical test was applied to measure mathematics achievement and an observational grid to gather information about arithmetical procedures. Ten fourth- to ninth-graders participated in the study - four girls and six boys, aged between 9 and 16, three deaf and seven hearing students with different special needs (dyscalculia, cognitive deficits, autism spectrum disorder, deafness and Asperger syndrome). Due to the COVID-19 pandemic lockdown, children played the video game using Zoom video conference software in 8-12 sessions (50 minutes, two a three times/week). The results show 4% to 19% of mathematics progression after children played the video game and indicate that they maintain the use of counting-based procedures throughout the game sessions. For instance, they kept counting both addends starting from 1 or counting by 1, 2, 5 or 10 using a number line. The current data suggest that the videogame "Space adventure: Defend the planet!" allows educators to gather immediate information about students' difficulties and progression.

The Earth's moon is currently an object of interest of many space agencies for unmanned robotic missions within this decade. Besides future prospects for building lunar gateways as support to human space flight, the Moon is an attractive location for scientific purposes. Not only will its study give insight on the foundations of the Solar System but also its location, uncontaminated by the Earth's ionosphere, represents a vantage point for the observation of the Sun and planetary bodies outside the Solar System. Lunar exploration has been traditionally conducted by means of single-agent robotic assets, which is a limiting factor for the return of scientific missions. The German Aerospace Center (DLR) is developing fundamental technologies towards increased autonomy of robotic explorers to fulfil more complex mission tasks through cooperation. This paper presents an overview of past, present and future activities of DLR towards highly autonomous systems for scientific missions targeting the Moon and other planetary bodies. The heritage from the Mobile Asteroid Scout (MASCOT), developed jointly by DLR and CNES and deployed on asteroid Ryugu on 3 October 2018 from JAXA's Hayabusa2 spacecraft, inspired the development of novel core technologies towards higher efficiency in planetary exploration. Together with the lessons learnt from the ROBEX project (2012–2017), where a mobile robot autonomously deployed seismic sensors at a Moon analogue site, this experience is shaping the future steps towards more complex space missions. They include the development of a mobile rover for JAXA's Martian Moons eXploration (MMX) in 2024 as well as demonstrations of novel multi-robot technologies at a Moon analogue site on the volcano Mt Etna in the ARCHES project. Within ARCHES, a demonstration mission is planned from the 14 June to 10 July 2021, 1 during which heterogeneous teams of robots will autonomously conduct geological and mineralogical analysis experiments and deploy an array of low-frequency antennas to measure Jovian and solar bursts. This article is part of a discussion meeting issue ‘Astronomy from the Moon: the next decades'.

Background. Hepatocellular carcinoma (HCC) is a significant cause of human death in the world. Recently, it is found that midazolam can modulate miRs to participate in HCC progression. This research project was designed to elucidate the impacts of midazolam and miR-217 on HCC cell metastasis and apoptosis. Methods. Human HCC cell strains (Hep3B and SK-HEP-1) were selected and intervened by midazolam at different concentrations in our research. miR-217-inhibitor intervened in the two HCC cell strains to observe the alterations of cell migration, invasiveness, and apoptosis. The miR-217 level in HCC cells was identified by reverse transcription-quantitative polymerase chain reaction (RT-qPCR). Results. As midazolam concentration was elevated, Hep3B and SK-HEP-1 viabilities were more obviously suppressed. The 10 μg/mL concentration was selected for analysis since Hep3B and SK-HEP-1 had an IC50 of 10.57 μg/mL and 9.35 μg/m, respectively. The qRT-PCR results showed the decreased of miR-217 in HCC cells, which was enhanced notably by midazolam intervention. Compared with the blank group, the invasiveness and migration (Transwell assay) of miR-217-inhibitor-transfected HCC cells were distinctly enhanced and the apoptosis rate (flow cytometry) was noticeably reduced. Conclusion. Midazolam can upregulate miR-217 in HCC cells, thus inhibiting HCC cell metastasis and apoptosis.

Education is the road to sustainability, creating the appropriate environment for learners to socialize and acquire knowledge and skills for the 21st century. This study reviews 53 studies on Science, Technology, Engineering, and Mathematics (STEM) learning activities from 2011 to 2020. In the past last 10 years, STEM education has gained attention, and little is known about how researchers designed and implemented learning activities. This systematic review based on activity theory reveals that STEM learning activities mostly involved elementary students in all STEM disciplines, with a sample size from 1 to 50. STEM learning activities emphasize mixed tasks, evaluating mixed learning outcomes with three STEM disciplines. Researchers mostly preferred project-based learning and problem-based learning methods, lasting from 9 to 24 weeks under teacher guidance with no rewards. This study revealed that most STEM activities were implemented in the classroom. Finally, the most often-used tools were mixed hardware. The quiz is the most often utilized in STEM activity. Major understudied areas that can be investigated by future studies are also revealed in depth. The results and implications for future studies are also discussed in detail.

Teaching aids for learning to Build Space now still depend on the old way, namely by still using 2-Dimensional media. Teachers such as Teachers still have difficulty making visual tools to learn the material of Building 3 Dimensions. And students still find it difficult to learn and explore the material to Build Space delivered by the teaching staff, with its limitations and lack of visual tools they can only imagine what the shape of the Space Build is like. With that, the author tries to make interactive learning applications so that geometric models such as cubes, tubes, cones, pyramids and balls can foster interest in learning mathematics at elementary school level by utilizing Augmented Reality (AR) technology, which is technology that merge two-dimensional or three-dimensional virtual objects into a real environment and then project these virtual objects in real time. One of the materials in learning mathematics for fifth grade elementary school students is Build Space. If you pay attention to the average age of elementary school students in class V is at the age of 10-11 years. The author obtained the final results of the study in the form of learning to Build 3-Dimensional Space with the Virtual Button method and test results from Smartphone Xiaomi Redmi 4 devices with a minimum distance of ± 15cm and a maximum of ± 81cm. Testing the response speed <1 second, the Xiaomi Redmi 4 Smartphone shows better results than other smartphones.

Background: Experiential STEM (Science, Technology, Engineering, and Mathematics) learning increases STEM identity and belongingness in STEM communities. Experiential food systems education affects change agency and intention to effect change. But little work explores experiential STEM learning in field-based contexts. Purpose: Our project describes curricular and co-curricular experiential learning implemented programmatically, a novel context; these field-based interventions affect STEM identity and change agency, both largely unstudied experiential education outcomes. Methodology/Approach: Introductory sustainability studies students complete 1 hr/week on field-based teams (e.g., raising bees, growing produce). Many extend participation as a co-curricular activity. We gave 2015 introductory students ( N = 62) a pre–post survey to explore STEM identity and change agency. We also collected 2016 co-curricular Pig Team learning reflections ( N = 10). Findings/Conclusions: Survey: A paired t test was run on numeric responses using R (v. 3.4.2). Significant ( p < .0055) gains were found for all questions. Reflections: We conducted an emergent qualitative content analysis, identifying four STEM identity– and change agency–related categories. Implications: A programmatic commitment to experiential learning through paired curricular and co-curricular activities can have meaningful impacts on STEM identity and change agency, facilitating student ability to act purposefully on behalf of sustainability.

The purpose of this study was to 1) determine the results of the prerequisite test of the research instrument consisting of tests of validity, reliability, and normality, 2) know students' responses to interest and motivation to learn using chemistry learning innovations. The method used is descriptive quantitative. A sample of 76 students was selected by purposive sampling at one of the senior high schools in Indonesia. Data was collected using a questionnaire instrument with ten items arranged based on a Likert scale based on student interest and motivation indicators on the acid-base titration concept. The instrument used was declared valid, and reliability was proven by a corrected item-total correlation of 10 items. Each of them has a value of more than 0.325. A reliability value of 0.785 and a significance value of 0.2 indicates that the data is normally distributed. The Science, Technology, Engineering, Arts, and Mathematics-Project Based Learning (STEAM-PjBL) innovation received a good response from students in the form of a high percentage of interest and learning motivation. Students' interest in learning got an average score of 4.17 in the high category of 83.4%. Likewise, learning motivation scored 4.22 in the high category of 84.4%. In general, student responses gave positive responses or agreed to the application of STEAM-PjBL in chemistry learning because it gave students high interest and motivation to learn. The results of this study can be used as innovations in the science learning process.

It has been determined that the drawings, photographs and pictures related to the subject of the continuity of the tangent function on page 68 of the Ministry of National Education’s twelfth-grade mathematics textbook contradict principles 1, 7 and 10 of Yanpar’s (2007) teaching material development principles. According to these principles, teaching materials should: i) be simple, plain, and understandable, ii) reflect real life as much as possible, and iii) be easy to develop or revise, if necessary. This study aims to develop a portable tangent bridge model to meet the needs of the subject of the continuity of the tangent function. With this aim: i) teaching with the analogies model in the design of the teaching material, ii) “this is my project” format in the development and iii) Yanpar’s (2007) principles were considered. The design of the model lasted 14 weeks. At the end of the study, a portable tangent bridge model from waste products was designed and developed. This model is thought to contribute to the teaching effectiveness of teachers (Shulman, 1987) with content knowledge alongside with pedagogical knowledge (Shulman, 1986). With this contribution, the needs of the subject as described by Taba (1962) and Tyler (1949) will be met. This model will also serve as an example of meeting the needs of the subjects of knowledge and its product, technology, as highlighted by Cahit Arf (Terzioglu &amp;Yilmaz, 2006).

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Mathematics as a classical subject has played an important part in higher education until now, especially in engineering education. The introduction of mathematics IT programmes<span style="mso-spacerun: yes;">&nbsp; </span>(MathCad, MathLab, Matematica, Maple&hellip;) in labour market caused the reduction of the practical application of the classical mathematics, therefore it is important to draw attention to the development of mathematical competences. The theoretical part of the paper deals with the notion of competence, its aspects and types, considers the question of the essence of<span style="mso-spacerun: yes;">&nbsp; </span>mathematics, examines </span></span><strong style="mso-bidi-font-weight: normal;"><span style="font-size: 10.0pt; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">general competences driven teaching of mathematics, describes </span><span style="font-size: 10.0pt; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-GB">organisational model underlying the curriculum in mathematics that is based on the division of the content of mathematics into levels. The paper describes the main issues of the development of teaching of mathematics discussed by European mathematicians (SEFI Math Working Group).<span style="mso-spacerun: yes;">&nbsp; </span></span><span style="font-size: 10.0pt; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">The paper presents the results of the ERDF<span style="color: #006600;"> </span>project <span style="mso-bidi-font-style: italic;">&ldquo;Cross-border network for adapting mathematical competences in the socio-economic development (MatNet)&rdquo;, which studied</span> <span class="hps">the role of mathematics</span> <span class="hps">in today's</span> <span class="hps">labor market</span> <span class="hps">in the context of<span style="color: red;"> </span>modern</span> <span class="hps">education (</span>&ldquo;<span style="mso-bidi-font-weight: bold;">Mathematics in professional activities</span>&rdquo;)<span class="hps"> and the role</span> of mathematics <span class="hps">in studies at the Latvia University of Agriculture (LUA) and Siauliai University in Lithuania (</span>&ldquo;<span style="mso-bidi-font-weight: bold;">Mathematics in professional studies</span>&rdquo;).<span style="mso-spacerun: yes;">&nbsp; </span>The paper describes the LUA experience in integration of IT programmes in the study process of mathematics, as well as the experience of organizing the self-directed study of mathematics&rsquo; practical application based on didactic approach and e-learning features.</span></strong><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true" DefSemiHidden="true" DefQFormat="false" DefPriority="99" LatentStyleCount="267"> <w:LsdException Locked="false" Priority="0" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Normal" /> <w:LsdException Locked="false" Priority="9" SemiHidden="false" 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AbstractFormal multi-step mathematical argumentations are a typical case of a highly specified subject-specific genre in the technical language with challenging demands in the academic language of schooling. The design research project presented here has the dual aim of (1) specifying the structural and language demands of formal mathematical argumentations and (2) designing a teaching-learning arrangement that uses structural scaffolding to foster students to successively meet these demands. These dual aims are pursued by an in-depth empirical analysis of students’ processes on the micro-level. For this purpose, 15 design experiments were conducted with 10 pairs of students in three design experiment cycles. The first two cycles served to develop the structural scaffolding and the third cycle served to investigate the initiated learning processes and the language demands on the lexical and syntactical level. The qualitative in-depth analysis of the teaching-learning processes in the design experiments shows how students can successively learn to conduct multi-step argumentations when supported by structural scaffolding. Expressing the argumentations in an adequate way, however, is an additional challenge. The empirical analysis reveals deep insights into the complex interplay of conditional, causal, and consecutive phrases that are necessary to combine premises, arguments, and conclusions in a logical sound way. The design research study has theoretical consequences for conceptualizing subject-specific discursive demands as well as practical implications as one design outcome is a prototype of the learning arrangement to foster students in a mathematics- and language-integrated way.

The primary purpose of this study is to investigate students' perceptions about the characteristics of creativity and engagement in solving non-routine problems. It involved 64 science, technology, engineering, and mathematics (STEM) university students, who participated in a two-year research project in New Zealand during which participants were given opportunities to utilise puzzle-based learning in their courses. Comparing open-ended responses of two surveys, this article focuses on student perceptions about attributes of creativity in non-routine problem-solving. These results have pedagogical implications for tertiary stem education. References A. J. Baroody and A. Dowker. The development of arithmetic concepts and skills: Constructive adaptive expertise. Routledge, 2013. URL https://www.routledge.com/The-Development-of-Arithmetic-Concepts-and-Skills-Constructive-Adaptive/Baroody-Dowker/p/book/9780805831566. S. A. Costa. Puzzle-based learning: An approach to creativity, design thinking and problem solving. implications for engineering education. Proceedings of the Canadian Engineering Education Association (CEEA), 2017. doi:10.24908/pceea.v0i0.7365. N. Falkner, R. Sooriamurthi, and Z. Michalewicz. Teaching puzzle-based learning: Development of transferable skills. Teach. Math. Comput. Sci., 10(2):245–268, 2012. doi:10.5485/TMCS.2012.0304. A. Fisher. Critical thinking: An introduction. Cambridge University Press, 2011. URL https://www.cambridge.org/us/education/subject/humanities/critical-thinking/critical-thinking-2nd-edition/critical-thinking-introduction-2nd-edition-paperback?isbn=9781107401983. E. C. Fortes and R. R. Andrade. Mathematical creativity in solving non-routine problems. The Normal Lights, 13(1), 2019. URL http://po.pnuresearchportal.org/ejournal/index.php/normallights/article/view/1237. P. Gnadig, G. Honyek, and K. F. Riley. 200 puzzling physics problems: With hints and solutions. Cambridge University Press, 2001. URL https://www.cambridge.org/us/academic/subjects/physics/general-and-classical-physics/200-puzzling-physics-problems-hints-and-solutions?format=AR&isbn=9780521774802. J. P. Guilford. Creativity: Yesterday, today and tomorrow. J. Creative Behav., 1(1):3–14, 1967. doi:10.1002/j.2162-6057.1967.tb00002.x. J. P. Guilford. Characteristics of Creativity. Illinois State Office of the Superintendent of Public Instruction, Springfield. Gifted Children Section, 1973. URL https://eric.ed.gov/?id=ED080171. G. Hatano and Y. Oura. Commentary: Reconceptualizing school learning using insight from expertise research. Ed. Res., 32(8):26–29, 2003. doi:10.3102/0013189X032008026. S. Klymchuk. Puzzle-based learning in engineering mathematics: Students\T1\textquoteright attitudes. Int. J.Math. Ed. Sci. Tech., 48(7): 1106–1119, 2017. doi:10.1080/0020739X.2017.1327088. B. Martz, J. Hughes, and F. Braun. Developing a creativity and problem solving course in support of the information systems curriculum. J. Learn. High. Ed., 12(1):27–36, 2016. URL https://files.eric.ed.gov/fulltext/EJ1139749.pdf. Z. Michalewicz, N. Falkner, and R. Sooriamurthi. Puzzle-based learning: An introduction to critical thinking and problem solving. Hybrid Publishers, 2011. B. Parhami. A puzzle-based seminar for computer engineering freshmen. Comp. Sci. Ed., 18(4):261–277, 2008. doi:10.1080/08993400802594089. URL http://www.informaworld.com/openurl?genre=article&id. G. Polya. How to solve it: A new aspect of mathematical method. Princeton University Press, 2004. URL https://press.princeton.edu/books/paperback/9780691164076/how-to-solve-it. M. A. Runco. Creativity: Theories and themes: Research, development, and practice. Elsevier, 2014. URL https://www.elsevier.com/books/creativity/runco/978-0-12-410512-6. A. H. Schoenfeld. Mathematical problem solving. Elsevier, 2014. URL https://www.elsevier.com/books/mathematical-problem-solving/schoenfeld/978-0-12-628870-4. C. Thomas, M. Badger, E. Ventura-Medina, and C. Sangwin. Puzzle-based learning of mathematics in engineering. Eng. Ed., 8(1):122–134, 2013. doi:10.11120/ened.2013.00005. M. O. J. Thomas. Developing versatility in mathematical thinking. Med. J. Res. Math. Ed., 7(2):67–87, 2008. A. Valentine, I. Belski, and M. Hamilton. Developing creativity and problem-solving skills of engineering students: A comparison of web and pen-and-paper-based approaches. Eur. J. Eng. Ed., 42(6):1309–1329, 2017. doi:10.1080/03043797.2017.1291584. G. Wallas. The art of thought. Solis Press, 1926.

STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. STEAM learning content modification (Science, Technology, Engineering, Art and Math) to R-SLAMETS content (Religion, Science, Literacy, Art, Math, Engineering, Technology and Social study) in daily class activity. Children activities with R-SLAMETS content can be developed based on an integrative learning flow that empowers loose part media with local materials learning resources. Keyword: STEAM to R-SLAMETS, Early Childhood Education, Integrative Thematic Learning References Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ata Aktürk, A., & Demircan, O. (2017). A Review of Studies on STEM and STEAM Education in Early Childhood. Journal of Kırşehir Education Faculty, 18(2), 757–776. Azizah, W. A., Sarwi, S., & Ellianawati, E. (2020). Implementation of Project -Based Learning Model (PjBL) Using STREAM-Based Approach in Elementary Schools. Journal of Primary Education, 9(3), 238–247. https://doi.org/10.15294/jpe.v9i3.39950 Badmus, O. (2018). Evolution of STEM, STEAM and STREAM Education in Africa: The Implication of the Knowledge Gap. In Contemporary Issues in Science, Technology, Engineering, Arts and Mathematics Teacher Education in Nigeria. Björklund, C., & Ahlskog-Björkman, E. (2017). Approaches to teaching in thematic work: early childhood teachers’ integration of mathematics and art. International Journal of Early Years Education, 25(2), 98–111. https://doi.org/10.1080/09669760.2017.1287061 Broadhead, P. (2003). Early Years Play and Learning. In Early Years Play and Learning. https://doi.org/10.4324/9780203465257 Canning, N. (2010). The influence of the outdoor environment: Den-making in three different contexts. European Early Childhood Education Research Journal, 18(4), 555–566. https://doi.org/10.1080/1350293X.2010.525961 Clapp, E. P., Solis, S. L., Ho, C. K. N., & Sachdeva, A. R. (2019). Complicating STEAM: A Critical Look at the Arts in the STEAM Agenda. Encyclopedia of Educational Innovation, 1–4. https://doi.org/10.1007/978-981-13-2262-4_54-1 Colucci, L., Burnard, P., Cooke, C., Davies, R., Gray, D., & Trowsdale, J. (2017). Reviewing the potential and challenges of developing STEAM education through creative pedagogies for 21st learning: how can school curricula be broadened towards a more responsive, dynamic, and inclusive form of education? BERA Research Commission, August, 1–105. https://doi.org/10.13140/RG.2.2.22452.76161 Conradty, C., & Bogner, F. X. (2018). From STEM to STEAM: How to Monitor Creativity. Creativity Research Journal, 30(3), 233–240. https://doi.org/10.1080/10400419.2018.1488195 Conradty, C., & Bogner, F. X. (2019). From STEM to STEAM: Cracking the Code? How Creativity & Motivation Interacts with Inquiry-based Learning. Creativity Research Journal, 31(3), 284–295. https://doi.org/10.1080/10400419.2019.1641678 Cook, K. L., & Bush, S. B. (2018). Design thinking in integrated STEAM learning: Surveying the landscape and exploring exemplars in elementary grades. School Science and Mathematics, 118(3–4), 93–103. https://doi.org/10.1111/ssm.12268 Costantino, T. (2018). STEAM by another name: Transdisciplinary practice in art and design education. Arts Education Policy Review, 119(2), 100–106. https://doi.org/10.1080/10632913.2017.1292973 Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. In Encyclopedia on Early Childhood Development (Play-Based, Issue February, pp. 1–5). OISE University of Toronto. DeJarnette, N. K. (2018). Implementing STEAM in the Early Childhood Classroom. European Journal of STEM Education, 3(3), 1–9. https://doi.org/10.20897/ejsteme/3878 Dell’Erba, M. (2019). Policy Considerations for STEAM Education. Policy Brief, 1–10. Doyle, K. (2019). The languages and literacies of the STEAM content areas. Literacy Learning: The Middle Years, 27(1), 38–50. http://proxy.libraries.smu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=133954204&site=ehost-live&scope=site Edwards, S. (2017). Play-based learning and intentional teaching: Forever different? Australasian Journal of Early Childhood, 42(2), 4–11. https://doi.org/10.23965/ajec.42.2.01 Faas, S., Wu, S.-C., & Geiger, S. (2017). The Importance of Play in Early Childhood Education: A Critical Perspective on Current Policies and Practices in Germany and Hong Kong. Global Education Review, 4(2), 75–91. Fesseha, E., & Pyle, A. (2016). Conceptualising play-based learning from kindergarten teachers’ perspectives. International Journal of Early Years Education, 24(3), 361–377. https://doi.org/10.1080/09669760.2016.1174105 Finch, C. R., Frantz, N. R., Mooney, M., & Aneke, N. O. (1997). Designing the Thematic Curriculum: An All Aspects Approach MDS-956. 97. Gess, A. H. (2019). STEAM Education. STEAM Education, November, 2011–2014. https://doi.org/10.1007/978-3-030-04003-1 Gronlund, G. (n.d.). “ Addressing Standards through Play-Based Learning in Preschool and Kindergarten .” Gronlund, G. (2015). Planning for Play-Based Curriculum Based on Individualized Goals to Help Each Child Thrive in Preschool and Kindergarten Gaye Gronlund. Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review. The International Journal of Early Childhood Education, 6(3), 37–52. Hapidin, Pujianti, Y., Hartati, S., Nurani, Y., & Dhieni, N. (2020). The continuous professional development for early childhood teachers through lesson study in implementing play based curriculum (case study in Jakarta, Indonesia). International Journal of Innovation, Creativity and Change, 12(10), 17–25. Hennessey, P. (2016). Full – Day Kindergarten Play-Based Learning : Promoting a Common Understanding. Education and Early Childhood Development, April, 1–76. gov.nl.ca/edu Henriksen, D. (2017). Creating STEAM with Design Thinking: Beyond STEM and Arts Integration. Steam, 3(1), 1–11. https://doi.org/10.5642/steam.20170301.11 Inglese, P., Barbera, G., La Mantia, T., On, P., Presentation, T., Reid, R., Vasa, S. F., Maag, J. W., Wright, G., Irsyadi, F. Y. Al, Nugroho, Y. S., Cutter-Mackenzie, A., Edwards, S., Moore, D., Boyd, W., Miller, E., Almon, J., Cramer, S. C., Wilkes-Gillan, S., … Halperin, J. M. (2014). Young Children’s Play and Environmental Education in Early Childhood Education. PLoS ONE, 2(3), 9–25. https://doi.org/10.1586/ern.12.106 Jacman, H. (2012). Early Education Curriculum. Pedagogical Development Unit, FEBRUARY 2011, 163. https://www.eursc.eu/Syllabuses/2011-01-D-15-en-4.pdf Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kennedy, A., & Barblett, L. (2010). Supporting the Early Years Learning Framework. Research in Practise Series, 17(3), 1–12. Keung, C. P. C., & Cheung, A. C. K. (2019). Towards Holistic Supporting of Play-Based Learning Implementation in Kindergartens: A Mixed Method Study. Early Childhood Education Journal, 47(5), 627–640. https://doi.org/10.1007/s10643-019-00956-2 Keung, C. P. C., & Fung, C. K. H. (2020). Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning. Journal of Education for Teaching, 46(2), 244–247. https://doi.org/10.1080/02607476.2020.1724656 Krogh, S., & Morehouse, P. (2014). The Early Childhood Curriculum : Inquiry Learning Through Integration. Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. Art Education, 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873 Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139(1), 1–34. https://doi.org/10.1037/a0029321 Maxwell, L. E., Mitchell, M. R., & Evans, G. W. (2008). Effects of Play Equipment and Loose Parts on Preschool Children’s Outdoor Play Behavior: An Observational Study and Design Intervention. Children, Youth and Environments, 18(2), 37–63. McLaughlin, T., & Cherrington, S. (2018). Creating a rich curriculum through intentional teaching. Early Childhood Folio, 22(1), 33. https://doi.org/10.18296/ecf.0050 Mengmeng, Z., Xiantong, Y., & Xinghua, W. (2019). Construction of STEAM Curriculum Model and Case Design in Kindergarten. American Journal of Educational Research, 7(7), 485–490. https://doi.org/10.12691/education-7-7-8 Milara, I. S., Pitkänen, K., Laru, J., Iwata, M., Orduña, M. C., & Riekki, J. (2020). STEAM in Oulu: Scaffolding the development of a Community of Practice for local educators around STEAM and digital fabrication. International Journal of Child-Computer Interaction, 26, 100197. https://doi.org/10.1016/j.ijcci.2020.100197 Moomaw, S. (2012). STEM Begins in the Early Years. School Science and Mathematics, 112(2), 57–58. https://doi.org/10.1111/j.1949-8594.2011.00119.x Peng, Q. (2017). Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education. Studies in English Language Teaching, 5(3), 543. https://doi.org/10.22158/selt.v5n3p543 Pyle, A., & Bigelow, A. (2015). Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1 Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771 Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a Conceptual Model of STEAM Teaching Practices. School Science and Mathematics, 117(1–2), 1–12. https://doi.org/10.1111/ssm.12201 Ridgers, N. D., Knowles, Z. R., & Sayers, J. (2012). Encouraging play in the natural environment: A child-focused case study of Forest School. Children’s Geographies, 10(1), 49–65. https://doi.org/10.1080/14733285.2011.638176 Ridwan, A., Rahmawati, Y., & Hadinugrahaningsih, T. (2017). Steam Integration in Chemistry Learning for Developing 21st Century Skills. MIER Journail of Educational Studies, Trends & Practices, 7(2), 184–194. Rolling, J. H. (2016). Reinventing the STEAM Engine for Art + Design Education. Art Education, 69(4), 4–7. https://doi.org/10.1080/00043125.2016.1176848 Sancar-Tokmak, H. (2015). The effect of curriculum-generated play instruction on the mathematics teaching efficacies of early childhood education pre-service teachers. European Early Childhood Education Research Journal, 23(1), 5–20. https://doi.org/10.1080/1350293X.2013.788315 Sawangmek, S. (2019). Trends and Issues on STEM and STEAM Education in Early Childhood. Képzés És Gyakorlat, 17(2019/3-4), 97–106. https://doi.org/10.17165/tp.2019.3-4.8 Science, A. I. (n.d.). STEM Project-Based Learning. Spencer, R., Joshi, N., Branje, K., Lee McIsaac, J., Cawley, J., Rehman, L., FL Kirk, S., & Stone, M. (2019). Educator perceptions on the benefits and challenges of loose parts play in the outdoor environments of childcare centres. AIMS Public Health, 6(4), 461–476. https://doi.org/10.3934/publichealth.2019.4.461 Taylor, J., Bond, E., & Woods, M. (2018). 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Introduction. According to the target indicators of the national project “Science” in the six-year period from 2019 to 2024 inclusive, a network of world-class research centres (WCRC) should be created in Russia to carry out research and development in mathematics, genetics, and other priority areas of scientific and technological development in Russia. As the new centres are predicated upon a completely new vision of the organisation of Russian science in a global context, to achieve maximum effectiveness, certain measures must be taken to simplify migration regimes for foreign citizens who plan to conduct scientific and/or pedagogical activities in the Russian Federation. Methods. To study the experience of other countries, as well as the experience of leading Russian universities and research organisations in simplifying migration policies for foreign scientists, this article uses comparative and retrospective methods of analysis; to develop proposals for simplifying the entry procedure for foreign scientists participating in WCRC projects, the deductive method is used. Results and Discussion. It is recommended that: 1) organisations where the world-class research centres have been set up, as well as organisations participating in world-class research centres, should use the best Russian practices for attracting foreign researchers developed and adopted by Skolkovo, the Higher School of Economics, Tomsk State University, The A. Steklov Mathematics Institute of the Russian Academy of Sciences, and others; 2) amendments should be made to Federal Law No. 115-FZ dated 25 July 2002 in the form of a new article outlining special conditions for the entry of foreign researchers into Russia and their employment by organisations affiliated with Russian worldclass research centres (this category of foreign nationals will not need to obtain a work permit, the time for reviewing their application to enter Russia should be reduced from 14 to 5 days, etc.); 3) amendments are to be made to the Russian Government's Resolution No. 335 dated 9 June 2003, to reduce the time it takes to issue a visa to researchers employed by Russian worldclass research centres from 20 to 10 business days from the date the application is submitted, plus a new type of visa is to be introduced and issued to such individuals: a research visa. Conclusion. The recommendations made in this article on how to improve the migration policy for foreign researchers who plan to take part in projects run by Russian world-class research centres may in future be considered by specialised agencies when making management decisions, as well as used as the foundation of new amendments to regulatory documents governing migration. The proposed amendments may subsequently become an impetus for more active efforts to draw the attention of the international scientific community to the work carried out by Russian world-class research centres and for more concerted efforts to bring more world-class researchers onboard in research and development efforts taking place in Russia.

In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education. Keywords: Early Childhood Educators, Loose-part, STEAM References: Allen, A. (2016). Don’t Fear STEM: You Already Teach It! Exchange, (231), 56–59. Ansberry, B. K., & Morgan, E. (2019). Seven Myths of STEM. 56(6), 64–67. Bagiati, A., & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: the teacher’s experience. European Early Childhood Education Research Journal, 23(1), 112–128. https://doi.org/10.1080/1350293X.2014.991099 Becker, K., & Park, K. (2011). Effects of integrative approaches among science , technology , engineering , and mathematics ( STEM ) subjects on students ’ learning : A preliminary meta-analysis. 12(5), 23–38. Berk, L. E. (2009). Child Development (8th ed.). Boston: Pearson Education. Can, B., Yildiz-Demirtas, V., & Altun, E. (2017). The Effect of Project-based Science Education Programme on Scientific Process Skills and Conception of Kindergargen Students. 16(3), 395–413. Casey, T., Robertson, J., Abel, J., Cairns, M., Caldwell, L., Campbell, K., … Robertson, T. (2016). Loose Parts Play. Edinburgh. Cheung, R. H. P. (2017). Teacher-directed versus child-centred : the challenge of promoting creativity in Chinese preschool classrooms. Pedagogy, Culture & Society, 1366(January), 1–14. https://doi.org/10.1080/14681366.2016.1217253 Clements, D. H., & Sarama, J. (2016). Math, Science, and Technology in the Early Grades. The Future of Children, 26(2), 75–94. Cloward Drown, K. (2014). Dramatic lay affordances of natural and manufactured outdoor settings for preschoolaged children. Dejarnette, N. K. (2018). Early Childhood Steam: Reflections From a Year of Steam Initiatives Implemented in a High-Needs Primary School. Education, 139(2), 96–112. DiGironimo, N. (2011). What is technology? Investigating student conceptions about the nature of technology. International Journal of Science Education, 33(10), 1337–1352. https://doi.org/10.1080/09500693.2010.495400 Dugger, W. E., & Naik, N. (2001). Clarifying Misconceptions between Technology Education and Educational Technology. The Technology Teacher, 61(1), 31–35. Eeuwijk, P. Van, & Zuzana, A. (2017). How to Conduct a Focus Group Discussion ( FGD ) Methodological Manual. Flannigan, C., & Dietze, B. (2018). Children, Outdoor Play, and Loose Parts. Journal of Childhood Studies, 42(4), 53–60. https://doi.org/10.18357/jcs.v42i4.18103 Fleer, M. (1998). The Preparation of Australian Teachers in Technology Education : Developing The Preparation of Australian Teachers in Technology Education : Developing Professionals Not Technicians. Asia-Pacific Journal of Teacher Education & Development, 1(2), 25–31. Freitas, H., Oliveira, M., Jenkins, M., & Popjoy, O. (1998). The focus group, a qualitative research method: Reviewing the theory, and providing guidelines to its planning. In ISRC, Merrick School of Business, University of Baltimore (MD, EUA)(Vol. 1). Gomes, J., & Fleer, M. (2019). The Development of a Scientific Motive : How Preschool Science and Home Play Reciprocally Contribute to Science Learning. 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e4911050The current situation of planet Earth reiterates the need for a science education capable of promoting active citizenship, based on scientific knowledge, that can contribute to solving social and environmental problems. This case study, of a qualitative nature, aimed to study the perceptions of Biology and Geology students about the educational potential of developing a scientific exhibition on the theme "Anthropic Occupation and Planning Problems" as a strategy of activism. Twenty-five 11th grade students from a public school outside Lisbon (Portugal) participated in this study. The students developed a scientific exhibition during a three weeks project and, at the end, presented that exhibition to the school community for one week. Data was collected, during the week following to the exhibition, through one questionnaire with open-ended and close-ended items. The results indicate that, in the students' opinion, the strategy used allowed the development of competences in the domains of knowledge, reasoning, communication, attitudes, creativity and activism.ResumoA situação atual do planeta Terra reitera a necessidade de uma educação em ciências capaz de promover uma cidadania ativa fundamentada em conhecimento científico que possa contribuir para a resolução de problemas sociais e ambientais. Neste estudo de caso, de natureza qualitativa, pretendeu-se estudar as percepções de alunos de Biologia e Geologia sobre as potencialidades educativas do desenvolvimento de uma exposição científica sobre a temática “Ocupação Antrópica e Problemas de Ordenamento” como estratégia de ativismo. Participaram 25 alunos de uma turma de 11.º ano de uma escola pública dos arredores de Lisboa, Portugal. Os alunos trabalharam em projeto durante três semanas, para planearem e elaborarem uma exposição científica que, por fim, foi aberta à comunidade escolar durante uma semana. No processo de recolha de dados, realizado na semana após a conclusão da exposição, foi utilizado um questionário constituído por itens de resposta fechada e de resposta aberta. As respostas às questões de resposta aberta foram submetidas a análise de conteúdo de tipo categorial. Relativamente às questões fechadas foram calculadas as percentagens das respostas obtidas em cada um dos níveis da escala. Os resultados obtidos indicam que, na opinião dos alunos, a estratégia utilizada permitiu o desenvolvimento de competências nos domínios do conhecimento, raciocínio, comunicação, atitudes, criatividade e ativismo.Palavras-chave: Ativismo, Exposições Científicas, Educação em Ciências.Keywords: Activism, Scientific exhibitions, Science Education.ReferencesALSOP, Steve; BENCZE, Larry. Activism! 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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. 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This paper presents results of research on the insertion of Digital Technologies in the Mathematics classes in the final years of Elementary School, in the Board of Education of São José do Rio Preto. For this purpose, we initially introduced the Project "Mapping of the use of information technologies in Mathematics classes in the state of São Paulo", to which these researches are linked. Subsequently, we dialogued with part of the pertinent literature about Digital Technologies in Mathematics classes, as well as with the continuing formation of teachers for the use of these technologies. Then we present the mosaic built from the researches in Board of Education, developed from the qualitative methodological paradigm. The results show the need for continuous formation of teachers, in addition to continuing formation, the role of management as essential for Digital Technologies to enter classrooms, as well as the difficulty of teachers in developing activities with Digital Technologies. Finally, we argue about the importance of being carried out and portrayed studies of this nature, to generate discussions and reflections about technologies present in schools and in Mathematics classes in Basic Education.Resumo Este artigo apresenta resultados de pesquisas acerca da inserção das Tecnologias Digitais nas aulas de Matemática dos anos finais do Ensino Fundamental, na Diretoria de Ensino de São José do Rio Preto. Para tanto, inicialmente apresentamos o projeto “Mapeamento do uso de tecnologias da informação nas aulas de Matemática no estado de São Paulo”, ao qual essas pesquisas estão vinculadas. Posteriormente, dialogamos com parte da literatura pertinente sobre Tecnologias Digitais nas aulas de Matemática, bem como com a formação continuada dos professores para o uso destas. Em seguida, apresentamos o mosaico construído a partir das pesquisas na Diretoria de Ensino, desenvolvido a partir do paradigma metodológico qualitativo. Os resultados evidenciam a necessidade de formação contínua, para além da continuada, dos professores, o papel da gestão como fundamental para que as Tecnologias Digitais adentrem as salas aula, assim como a dificuldade dos docentes na elaboração de atividades com Tecnologias Digitais. Por fim, argumentamos sobre a importância de serem realizados e retratados estudos desta natureza, para gerar discussões e reflexões acerca das tecnologias presentes nas escolas e nas aulas de Matemática na Educação Básica.Palavras-chave: Anos finais do ensino fundamental, Educação matemática, Educação básica, Formação de professores.Keywords: Final years of elementary school, Mathematics education, Basic education, Formation of teachers.ReferencesALMEIDA NETO, A. S.; CIAMPI, H. A História a ser Ensinada em São Paulo. Educação em Revista. Belo Horizonte, v. 31, n. 01, p. 195-221, 2015.ALONSO, M. A. Formação de gestores escolares: um campo de pesquisa a ser explorado. In: ALMEIDA, M. E. B. de; ALONSO, M. Tecnologias na formação e na gestão escolar. São Paulo: Editora Avercamp, 2007, p. 21-34. 136 p.ANDRADE, P. F.; ZAMPIERI, M. T.; JAVARONI, S. L. O Computador e a Prática Pedagógica: Os Laboratórios de Informática das Escolas Estaduais Públicas de Bauru. 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The knowledge of the science of human body parts for early childhood is very important so that children have the ability to recognize and support the cleanliness and health of members of the body, as well as so that they recognize their identity. In addition, introducing environmentally friendly material for early childhood teachers to enrich learning media. This study aims to improve student learning outcomes in science using environmentally friendly media. The topic raised in this search was about recognizing body parts and their benefits and treatments. This type of research is action research. Respondents involved 19 early childhood students. The results showed that there was an increase in subjects' understanding of swallowing extremities and treatment 60% in the pre-cycle phase, 80% in the first cycle and 93% in the second cycle. The findings show that the use of happy body media has a positive effect on limb recognition. Further research is recommended on environmentally friendly media and ways of introducing limbs to early childhood through media or strategies suitable for the millennial era. Keywords: Media (Happy Body), Early Childhood Science, Human Body Parts References: Anagnou, E., & Fragoulis, I. (2014). The contribution of mentoring and action research to teachers’ professional development in the context of informal learning. Review of European Studies, 6(1), 133–142. Belsky, J., Steinberg, L., & Draper, P. (1991). Childhood experience, interpersonal development, and reproductive strategy: An evolutionary theory of socialization. Child Development, 62(4), 647. Black, M. M., & Hurley, K. M. (2016). Early child development programmes: further evidence for action. The Lancet Global Health, 4(8), e505–e506. Blok, H., Fukkink, R., Gebhardt, E., & Leseman, P. (2005). The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention. 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Naturalist intelligence of early childhood has a very big role in today's modern age as the basis for children to have environmental-loving behaviour. The purpose of this study was to determine the effect of Loose Parts learning media on the naturalist intelligence. This study uses a quasi-experimental method with data collection techniques through multiple intelligence tests of children's intelligence instruments. The subjects of this study were 17 children aged 5-6 years. The results showed that there was a significant effect of giving Loose Parts media to the naturalist intelligence of early childhood after seeing a difference between pre-test and post-test. The use of natural-based Loose Parts media can be a means for teachers to increase children's naturalist intelligence in kindergarten and be a development of conventional media made from manufacturers in the learning cycle so far. 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This study aimed to examine the implementation pattern of the constructivist theory in limited face-to-face learning (PTMT). The method used was descriptive qualitative with the subject of teachers in the Malang City area. Data was collected by using a survey distributed online through Google Forms. The results showed that the implementation pattern ofconstructivist theory in limited face-to-face learning (PTMT) was carried out through 5 (five) base of learning implementation, namely the application of problem-based learning, the application of project-based learning, the use of digital-based teaching materials and media, the application of psychosocial learning and contextuallearning. Teachers carried out limited face-to-face learning by applying constructivist theory massively and gradually, starting from planning, the process of learning activities, and learning evaluation. In addition to the use of media and 5M learning models in this study, the application of constructivist theory in PTMT learning aimed to help students become more active and teachers as moderators be more innovative. Learning process carried out at the elementary school level was only 50 percent attendance at the maximum. The implementation of student-centered learning showed 45% was very good, 50% was good, 2.5% was good, 2.5% was not good. The results showed that the inhibiting factor for student-centered implementation was the limited duration of time in learning. On the other hand, there were also restrictions on interactions carried out in the classroom so that teachers experienced a decline in exploring the learning process. Keywords: constructivism theory. limited face-to-face learning, elementary school. References: Adiyono, A. 2021. Implementasi Pembelajaran: Peluang dan Tantangan Pembelajaran Tatap Muka Bagi Siswa Sekolah Dasar di Muara Komam. 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The purpose of this project is to help and encourage Grade 1 students with the ages ranging 6-7 to improve their math skills and make mathematical concepts more interactive. It is built with the use of a Kinect device with a motion sensor that enables the users to control the game application through hand gestures. The project covers topics like counting, addition, subtraction, patterns, and comparing numbers. The application has lessons with learning activities and quiz as for the assessment. The application can run on Windows OS 10 with a screen display of 1366 x 768. It was developed using Microsoft Visual Studio 2015, C# for the programming language, Kinect SDK for references, and Adobe Photoshop CS6, Moovly and Sony Vegas Pro 14 for the design, videos and audios. The researchers successfully conducted test cases such as the functionality of the overall features, the stress test for stability of the Kinect device and compatibility testing for the software and hardware requirements. The evaluation was participated by ten (10) IT experts and thirty-five (35) end-users comprised of Grade 1 pupils with their parents and Grade 1 teachers. The user’s acceptability of the project was based on the criteria of PC Game application such as functionality, engagement, and aesthetics. The overall evaluation results garnered an average mean of “3.68” and a standard deviation of “0.10” with an interpretation of “Highly Acceptable”. Hence, participants strongly agreed that the project can be an educational tool in learning basic mathematics for children.

The paper focuses on challenges in the teaching of problem-solving in Grade 10 Mathematics, which may emanate from ignoring the background environment of the child (Graven & Schafer, 2013:4). It is important to affirm what learners know because their background knowledge is influenced by environmental surroundings (Leung, 2008:145), including social and cultural practices. The Department of Basic Education Report (2009) shows that the same topics in which Grade 10 Mathematics learners performed poorly corresponded with those in which they did poorly at the end of their Grade 12 examinations. The study is framed by community cultural wealth theory (Yosso, 2005), which posits knowledge as excluding communities. Rocha-Schmid (2010:344) contends that it is not correct to view excluded communities as objects for rehabilitation, but rather they should be conceived by a Freirean emancipatory project that perceives subaltern communities as authentic beings capable of engaging mathematical concepts in creative endeavours and critical thinking. Hence, the study asserts that it is crucial that parents, traditional leaders and community leaders, play a crucial role in the teaching and learning of Grade 10 Mathematics, so as to alleviate the identified challenges. The study utilised participatory action research (PAR) methods, which recognise community members as experts, and the empowerment of communities to find their own solutions to local issues (Moana, 2010:1). The researcher puts together a team of community members, the school population and education district officials as participants in the study. Each challenge was outlined and analysed using critical discourse analysis (CDA), enabling the participants to use the spoken/written word as evidence of the interpretation made at both the levels of discursive practice and social structures, to extract a deeper meaning and to make repertoires of each participant (Francis, 2012:18; Mahlomaholo, 2012a:51, 2012b:104).

Undefinable nature of overseas markets substantially impacts the enterprises’ decision to pursue projects abroad. This study aims at identifying and prioritizing the determinant factors which considerably influence the decision to go/not go for projects in overseas from the Indonesian construction enterprises’ (ICEs) perspective. A comprehensive literature review purposed to identify the determinant factors of enterprises’ decision in selecting overseas projects was undertaken at the beginning of study. Of 131 successfully identified, 31 factors were specified after a series of following screening methods. Firstly, the factors having similar meaning were incorporated into a term. A tally technique to indicate frequency of the factor appearance then was applied for which four times emergence as cut-off point. A two-round Delphi survey involving 11 industrial experts was carried out to assess the importance and frequency level of risk occurrence of the 31-factors. Significant index (SI) were calculated to prioritize these factors to which 21 items were defined as the determinant factors to go/not go for projects in overseas. The top ten ranking factors are: (1) quality and clarity of contract condition, (2) project scale/size, (3) complexity of project, (4) financial capability and support, (5) types of contract, (6) type of contract, (7) project/contract duration, (8) client’s reputation, (9) political stability, and (10) economic health and stability. Besides defining the determinant factors, the findings of this research may assist other typical contracting companies to spotlight the central features of OCM in order to manifest their global vision.

In the Veterinary Hospital, clinical practices are developed in a real environment of many subjects of the Degree in Veterinary Medicine. The confluence of students from different educational levels generates a reality in which participation in clinical procedures that they have not yet studied can occur, as well as unlikely access to other less common procedures. The objective of the project was to generate clinical audiovisual material linked to free and open access bidi codes in the Veterinary Hospital consultations and to evaluate its teaching impact. Audiovisual presentations with varying degrees of interactivity were produced, including clinical procedures, disease symptoms, and clinical cases using the Genially, LUMI, and Power-Point tools. Bidi codes were generated whose capture allowed direct free access to the material and were made available to students in general and to a group of 14 volunteers in particular. A utility, feasibility and interest study was carried out through ad hoc surveys (graded questions 1-10). One hundred and fourteen surveys were collected, the analysis of which showed how the system used allowed quick (9.4/10) and technically simple (9.5/10) access to material that was generally considered to be of very good technical quality (8.9/10) and highly useful for teaching. (8.7/10). The materials made using Genially or Lumi had comparatively better average scores in the degree of interactivity than those for access to YouTube that only allow navigation but less interaction (8.75/10 vs 3.65/10). The Genially and Lumi materials also obtained better mean values in estimation of teaching utility (9.3/10 vs 7.8/10). The generation of audiovisual material with quick and easy access, without the need to install applications or special programs, is highly useful and profitable for teaching. Materials that incorporate interactivity clearly provide added value that translates into better acceptance by the student and greater use in terms of learning. En el Hospital Veterinario de la Universidad de Murcia se desarrollan prácticas clínicas en entorno real de muchas asignaturas del Grado en Veterinaria. La confluencia de estudiantes de diversos niveles formativos motiva que pueda darse tanto su participación en procedimientos clínicos que aún no han estudiado como el acceso improbable a otros menos cotidianos. El objetivo del proyecto era generar material audiovisual clínico ligado a códigos bidi de acceso abierto y libre en las consultas del Hospital Veterinario y evaluar su impacto docente. Se elaboraron presentaciones audiovisuales con diversos grados de interactividad que recopilaban procedimientos clínicos, síntomas de enfermedades y casos clínicos mediante el uso de las herramientas Genially, LUMI y Power-Point. Se generaron códigos bidi cuya captura permitía el acceso libre directo al material y se pusieron a disposición de los estudiantes en general y a un grupo de 14 voluntarios en particular. Al final del estudio, se realizó un estudio de utilidad, factibilidad e interés mediante encuestación ad hoc (cuestiones graduadas 1-10). Se recopilaron 114 encuestas cuyo análisis demostró cómo el sistema empleado permitía un acceso rápido (9.4/10) y técnicamente sencillo (9.5/10) a un material que en general fue considerado de muy buena calidad técnica (8.9/10) y gran utilidad docente (8.7/10). Los materiales realizados mediante Genially o Lumi, tuvieron comparativamente mejores puntuaciones medias en grado de interactividad que los de acceso a Youtube que solo permiten navegación pero menos interacción (8.75/10 vs 3.65/10). Los materiales Genially y Lumi obtuvieron también mejores valores medios en estimación de utilidad docente (9.3/10 vs 7.8/10). La generación de material audiovisual de acceso rápido y sencillo, sin necesidad de instalar aplicaciones o programas especiales es de gran utilidad y rentabilidad docente. Los materiales que incorporan interactividad aportan claramente un valor añadido que se traduce en mejor aceptación por parte del estudiante y mayor aprovechamiento en términos de aprendizaje.

AbstractIn this paper, the problems of high refrigerant line differential pressure and uneven distribution of cold energy in cold box regulation under C3-MR process are studied. Five reasons are predicted by engineering performance. Using gas chromatography experiment and grey system pure mathematics analysis, it is determined that the main causes of the problem are unreasonable distribution ratio of each group of mixed refrigerants and disordered latent heat of vaporization of refrigerants. Furthermore, the grey system model is used to study: 1. grey relation analysis model shows that the correlation degree of T3 temperature measuring point is 0.8552, which is the only main factor. The abnormal working condition is determined by the project to be caused by incorrect proportion of N2 components. 2. According to GM(1,N) model, the driving term of T3 temperature measuring point is 3.8304, which needs to be supplemented with N2 component to eliminate the problem. 3. After adding N2 to 10% (mol component), abnormal working conditions disappeared. The GM(1,N) model is used again to verify that the difference of driving results is small, the average relative error is 24.91%, and the accuracy of the model is in compliance.

Purpose This study aims to investigate the effects of electroactive morphing on the Airbus A320 Reduced Scale prototype of the H2020 N° 723402 European Research project smart morphing and sensing (SMS) for aeronautical configurations [1],[2]. Design/methodology/approach The flow regimes correspond to low subsonic take-off conditions. The morphing is applied through the vibration and slight deformation of the near trailing edge region; respecting the way, this actuation has been applied on the experimental prototype using micro fibre composite actuators. Optimal frequency range has been used, associated with low amplitudes of deformation with the Arbitrary Lagrangian Eulerian methodology. This study used an adapted turbulence modelling with the organised eddy simulation (OES) as well as a hybrid approach delayed detached eddy simulation – with embedded OES (DDES–OES), able to sensitise and keep up the coherent structures development. Findings The morphing at an optimal frequency (300 Hz) and amplitude (0.7 mm), applied on a length (3.5 cm) near the trailing edge, has been studied at Reynolds number 1 million and incidence of 10°. The effects on the main flow instabilities and on the turbulent vortex structures are analysed using proper orthogonal decomposition. A modification of the wake structures and a formation of organised rows of vortices along the shear layer are obtained. This leads to a quasi-two-dimensional wake, benefits on the aerodynamic performance and a decrease of the frequency peaks in the spectrum, corresponding to an attenuation of the coherent structures. Originality/value This study provides a fundamental understanding of how the actuation modifies the coherent and turbulent vortex structures around the wing and in the wake.

Abstract Background Children’s literacy and mathematical competencies are a critical platform for their successful functioning as individuals in society. However, many children, in particular those with low socio-economic status (SES) backgrounds who may not receive the home support needed to develop to their full potential, are at risk of not reaching sufficient competence levels. The overall aim of this project is to develop innovative computer tablet applications (‘apps’) and test whether the apps support parents in the provision of high-quality home learning environments (HLEs) and impact positively on the short- and long-term development of children’s competencies. Altogether, “App-based learning for kindergarten children at home” (Learning4Kids) is a 5-year longitudinal study funded by the EU and designed to assess the potential impact of a tablet-based family intervention on children’s learning, development, social inclusion and well-being. Methods/design This study uses a multi-method intervention approach and draws on expertise from psychology, education, informatics, and didactics to evaluate the effectiveness of learning apps and the intervention approach. It also exploits new technological possibilities afforded by tablet computers that are very common nowadays in families. Learning4Kids sets out to measure the quality of the HLE, children’s early mathematical, literacy, and cognitive competencies and their behaviour. Here, data will be gathered via standardized tests, observations, and parental and educator surveys and checklists. Data collection also includes the assessment of app usage times via mobile sensing. In cohort 1, 190 families are assigned to one of four groups. One business-as-usual group will only participate in the child assessments, whereas the three remaining groups are provided with tablets for about 10 months. Two intervention groups will receive mathematical or literacy learning apps as well as parental information about these topics and the tablet-control-group will receive similar apps and information that focus on general child development, but not on mathematics or literacy. Discussion Whilst offering substantive advances for the scientific fields of psychology and education, the Learning4Kids study also has broad societal implications. Improving young children’s learning trajectories is both a social and economic imperative as it equips them to achieve greater individual success and to contribute to societal prosperity.

‘Complex(ity)’ is currently fashionable in the humanities. Fashions come and go, but in this article I argue that the interest in complexity connects with something deeper, an intellectual revolution that began before complexity became trendy, and will continue after the spotlight passes on. Yet to make this case, and understand and advance this revolution, we need a better take on ‘complexity’. ‘Complex’ is of course complex. In common use it refers to something ‘composed of many interrelated parts’, or problems ‘so complicated or intricate as to be hard to deal with’. I will call this popular meaning, with its positive and negative values, complexity-1. In science it has a more negative sense, complexity-2, referring to the presenting complexity of problems, which science will strip down to underlying simplicity. But recently it has developed positive meanings in both science and humanities. Complexity-3 marks a revolutionarily more positive attitude to complexity in science that does seek to be reductive. Humanities-style complexity-4, which acknowledges and celebrates the inherent complexity of texts and meanings, is basic in contemporary Media and Cultural studies (MaC for short). The underlying root of complex is plico bend or fold, plus con- together, via complector grasp (something), encompass an idea, or person. The double of ‘complex’ is ‘simple’, from Latin simplex, which less obviously also comes from plico, plus semel once, at the same time. ‘Simple’ and ‘complex’ are closer than people think: only a fold or two apart. A key idea is that these elements are interdependent, parts of a single underlying form. ‘Simple(x)’ is another modality of ‘complex’, dialectically related, different in degree not kind, not absolutely opposite. The idea of ‘holding together’ is stronger in Latin complex, the idea of difficulty more prominent in modern usage, yet the term still includes both. The concept ‘complex’ is untenable apart from ‘simple’. This figure maps the basic structures in ‘complexity’. This complexity contains both positive and negative values, science and non-science, academic and popular meanings, with folds/differences and relationships so dynamically related that no aspect is totally independent. This complex field is the minimum context in which to explore claims about a ‘complexity revolution’. Complexity in Science and Humanities In spite of the apparent similarities between Complexity-3 (sciences) and 4 (humanities), in practice a gulf separates them, policed from both sides. If these sides do not talk to each other, as they often do not, the result is not a complex meaning for ‘complex’, but a semantic war-zone. These two forms of complexity connect and collide because they reach into a new space where discourses of science and non-science are interacting more than they have for many years. For many, in both academic communities, a strong, taken-for-granted mindset declares the difference between them is absolute. They assume that if ‘complexity’ exists in science, it must mean something completely different from what it means in humanities or everyday discourse, so different as to be incomprehensible or unusable by humanists. This terrified defence of the traditional gulf between sciences and humanities is not the clinching argument these critics think. On the contrary, it symptomises what needs to be challenged, via the concept complex. One influential critic of this split was Lord Snow, who talked of ‘two cultures’. Writing in class-conscious post-war Britain he regretted the ignorance of humanities-trained ruling elites about basic science, and scientists’ ignorance of humanities. No-one then or now doubts there is a problem. Most MaC students have a science-light education, and feel vulnerable to critiques which say they do not need to know any science or maths, including complexity science, and could not understand it anyway. To understand how this has happened I go back to the 17th century rise of ‘modern science’. The Royal Society then included the poet Dryden as well as the scientist Newton, but already the fissure between science and humanities was emerging in the elite, re-enforcing existing gaps between both these and technology. The three forms of knowledge and their communities continued to develop over the next 400 years, producing the education system which formed most of us, the structure of academic knowledges in which culture, technology and science form distinct fields. Complexity has been implicated in this three-way split. Influenced by Newton’s wonderful achievement, explaining so much (movements of earthly and heavenly bodies) with so little (three elegant laws of motion, one brief formula), science defined itself as a reductive practice, in which complexity was a challenge. Simplicity was the sign of a successful solution, altering the older reciprocity between simplicity and complexity. The paradox was ignored that proof involved highly complex mathematics, as anyone who reads Newton knows. What science held onto was the outcome, a simplicity then retrospectively attributed to the universe itself, as its true nature. Simplicity became a core quality in the ontology of science, with complexity-2 the imperfection which challenged and provoked science to eliminate it. Humanities remained a refuge for a complexity ontology, in which both problems and solutions were irreducibly complex. Because of the dominance of science as a form of knowing, the social sciences developed a reductivist approach opposing traditional humanities. They also waged bitter struggles against anti-reductionists who emerged in what was called ‘social theory’. Complexity-4 in humanities is often associated with ‘post-structuralism’, as in Derrida, who emphasises the irreducible complexity of every text and process of meaning, or ‘postmodernism’, as in Lyotard’s controversial, influential polemic. Lyotard attempted to take the pulse of contemporary Western thought. Among trends he noted were new forms of science, new relationships between science and humanities, and a new kind of logic pervading all branches of knowledge. Not all Lyotard’s claims have worn well, but his claim that something really important is happening in the relationship between kinds and institutions of knowledge, especially between sciences and humanities, is worth serious attention. Even classic sociologists like Durkheim recognised that the modern world is highly complex. Contemporary sociologists agree that ‘globalisation’ introduces new levels of complexity in its root sense, interconnections on a scale never seen before. Urry argues that the hyper-complexity of the global world requires a complexity approach, combining complexity-3 and 4. Lyotard’s ‘postmodernism’ has too much baggage, including dogmatic hostility to science. Humanities complexity-4 has lost touch with the sceptical side of popular complexity-1, and lacks a dialectic relationship with simplicity. ‘Complexity’, incorporating Complexity-1 and 3, popular and scientific, made more complex by incorporating humanities complexity-4, may prove a better concept for thinking creatively and productively about these momentous changes. Only complex complexity in the approach, flexible and interdisciplinary, can comprehend these highly complex new objects of knowledge. Complexity and the New Condition of Science Some important changes in the way science is done are driven not from above, by new theories or discoveries, but by new developments in social contexts. Gibbons and Nowottny identify new forms of knowledge and practice, which they call ‘mode-2 knowledge’, emerging alongside older forms. Mode-1 is traditional academic knowledge, based in universities, organised in disciplines, relating to real-life problems at one remove, as experts to clients or consultants to employers. Mode-2 is orientated to real life problems, interdisciplinary and collaborative, producing provisional, emergent knowledge. Gibbons and Nowottny do not reference postmodernism but are looking at Lyotard’s trends as they were emerging in practice 10 years later. They do not emphasise complexity, but the new objects of knowledge they address are fluid, dynamic and highly complex. They emphasise a new scale of interdisciplinarity, in collaborations between academics across all disciplines, in science, technology, social sciences and humanities, though they do not see a strong role for humanities. This approach confronts and welcomes irreducible complexity in object and methods. It takes for granted that real-life problems will always be too complex (with too many factors, interrelated in too many ways) to be reduced to the sort of problem that isolated disciplines could handle. The complexity of objects requires equivalent complexity in responses; teamwork, using networks, drawing on relevant knowledge wherever it is to be found. Lyotard famously and foolishly predicted the death of the ‘grand narrative’ of science, but Gibbons and Nowottny offer a more complex picture in which modes-1 and 2 will continue alongside each other in productive dialectic. The linear form of science Lyotard attacked is stronger than ever in some ways, as ‘Big Science’, which delivers wealth and prestige to disciplinary scientists, accessing huge funds to solve highly complex problems with a reductionist mindset. But governments also like the idea of mode-2 knowledge, under whatever name, and try to fund it despite resistance from powerful mode-1 academics. Moreover, non-reductionist science in practice has always been more common than the dominant ideology allowed, whether or not its exponents, some of them eminent scientists, chose to call it ‘complexity’ science. Quantum physics, called ‘the new physics’, consciously departed from the linear, reductionist assumptions of Newtonian physics to project an irreducibly complex picture of the quantum world. Different movements, labelled ‘catastrophe theory’, ‘chaos theory’ and ‘complexity science’, emerged, not a single coherent movement replacing the older reductionist model, but loosely linked by new attitudes to complexity. Instead of seeing chaos and complexity as problems to be removed by analysis, chaos and complexity play a more ambiguous role, as ontologically primary. Disorder and complexity are not later regrettable lapses from underlying essential simplicity and order, but potentially creative resources, to be understood and harnessed, not feared, controlled, eliminated. As a taste of exciting ideas on complexity, barred from humanities MaC students by the general prohibition on ‘consorting with the enemy’ (science), I will outline three ideas, originally developed in complexity-3, which can be described in ways requiring no specialist knowledge or vocabulary, beyond a Mode-2 openness to dynamic, interdisciplinary engagement. Fractals, a term coined by mathematician Benoit Mandelbrot, are so popular as striking shapes produced by computer-graphics, circulated on T-shirts, that they may seem superficial, unscientific, trendy. They exist at an intersection between science, media and culture, and their complexity includes transactions across that folded space. The name comes from Latin fractus, broken: irregular shapes like broken shards, which however have their own pattern. Mandelbrot claims that in nature, many such patterns partly repeat on different scales. When this happens, he says, objects on any one scale will have equivalent complexity. Part of this idea is contained in Blake’s famous line: ‘To see the world in a grain of sand’. The importance of the principle is that it fundamentally challenges reductiveness. Nor is it as unscientific as it may sound. Geologists indeed see grains of sand under a microscope as highly complex. In sociology, instead of individuals (literal meaning ‘cannot be divided’) being the minimally simple unit of analysis, individuals can be understood to be as complex (e.g. with multiple identities, linked with many other social beings) as groups, classes or nations. There is no level where complexity disappears. A second concept is ‘fuzzy logic’, invented by an engineer, Zadeh. The basic idea is not unlike the literary critic Empson’s ‘ambiguity’, the sometimes inexhaustible complexity of meanings in great literature. Zadeh’s contribution was to praise the inherent ambiguity and ambiguity of natural languages as a resource for scientists and engineers, making them better, not worse, for programming control systems. Across this apparently simple bridge have flowed many fuzzy machines, more effective than their over-precise brothers. Zadeh crystallised this wisdom in his ‘Principle of incompatibility’: As the complexity of a system increases, our ability to make precise and yet significant statements about its behaviour decreases until a threshold is reached beyond which precision and significance (or relevance) become almost mutually exclusive characteristics (28) Something along these lines is common wisdom in complexity-1. For instance, under the headline “Law is too complex for juries to understand, says judge” (Dick 4), the Chief Justice of Australia, Murray Gleeson, noted a paradox of complexity, that attempts to improve a system by increasing its complexity make it worse (meaningless or irrelevant, as Zadeh said). The system loses its complexity in another sense, that it no longer holds together. My third concept is the ‘Butterfly Effect’, a name coined by Lorenz. The butterfly was this scientist’s poetic fantasy, an imagined butterfly that flaps its wings somewhere on the Andes, and introduces a small change in the weather system that triggers a hurricane in Montana, or Beijing. This idea is another riff on the idea that complex situations are not reducible to component elements. Every cause is so complex that we can never know in advance just what factor will operate in a given situation, or what its effects might be across a highly complex system. Travels in Complexity I will now explore these issues with reference to a single example, or rather, a nested set of examples, each (as in fractal theory) equivalently complex, yet none identical at any scale. I was travelling in a train from Penrith to Sydney in New South Wales in early 2006 when I read a publicity text from NSW State Rail which asked me: ‘Did you know that delays at Sydenham affect trains to Parramatta? Or that a sick passenger on a train at Berowra can affect trains to Penrith?’ No, I did not know that. As a typical commuter I was impressed, and even more so as an untypical commuter who knows about complexity science. Without ostentatious reference to sources in popular science, NSW Rail was illustrating Lorenz’s ‘butterfly effect’. A sick passenger is prosaic, a realistic illustration of the basic point, that in a highly complex system, a small change in one part, so small that no-one could predict it would matter, can produce a massive, apparently unrelated change in another part. This text was part of a publicity campaign with a scientific complexity-3 subtext, which ran in a variety of forms, in their website, in notices in carriages, on the back of tickets. I will use a complexity framework to suggest different kinds of analysis and project which might interest MaC students, applicable to objects that may not refer to be complexity-3. The text does two distinct things. It describes a planning process, and is part of a publicity program. The first, simplifying movement of Mode-1 analysis would see this difference as projecting two separate objects for two different specialists: a transport expert for the planning, a MaC analyst for the publicity, including the image. Unfortunately, as Zadeh warned, in complex conditions simplification carries an explanatory cost, producing descriptions that are meaningless or irrelevant, even though common sense (complexity-1) says otherwise. What do MaC specialists know about rail systems? What do engineers know about publicity? But collaboration in a mode-2 framework does not need extensive specialist knowledge, only enough to communicate with others. MaC specialists have a fuzzy knowledge of their own and other areas of knowledge, attuned by Humanities complexity-4 to tolerate uncertainty. According to the butterfly principle it would be foolish to wish our University education had equipped us with the necessary other knowledges. We could never predict what precise items of knowledge would be handy from our formal and informal education. The complexity of most mode-2 problems is so great that we cannot predict in advance what we will need to know. MaC is already a complex field, in which ‘Media’ and ‘Culture’ are fuzzy terms which interact in different ways. Media and other organisations we might work with are often imbued with linear forms of thought (complexity-2), and want simple answers to simple questions about complex systems. For instance, MaC researchers might be asked as consultants to determine the effect of this message on typical commuters. That form of analysis is no longer respectable in complexity-4 MaC studies. Old-style (complexity-2) effects-research modelled Senders, Messages and Receivers to measure effects. Standard research methods of complexity-2 social sciences might test effects of the message by a survey instrument, with a large sample to allow statistically significant results. Using this, researchers could claim to know whether the publicity campaign had its desired effect on its targeted demographic: presumably inspiring confidence in NSW Rail. However, each of these elements is complex, and interactions between them, and others that don’t enter into the analysis, create further levels of complexity. To manage this complexity, MaC analysts often draw on Foucault’s authority to use ‘discourse’ to simplify analysis. This does not betray the principle of complexity. Complexity-4 needs a simplicity-complexity dialectic. In this case I propose a ‘complexity discourse’ to encapsulate the complex relations between Senders, Receivers and Messages into a single word, which can then be related to other such elements (e.g. ‘publicity discourse’). In this case complexity-3 can also be produced by attending to details of elements in the S-M-R chain, combining Derridean ‘deconstruction’ with expert knowledge of the situation. This Sender may be some combination of engineers and planners, managers who commissioned the advertisement, media professionals who carried it out. The message likewise loses its unity as its different parts decompose into separate messages, leaving the transaction a fraught, unpredictable encounter between multiple messages and many kinds of reader and sender. Alongside its celebration of complexity-3, this short text runs another message: ‘untangling our complex rail network’. This is complexity-2 from science and engineering, where complexity is only a problem to be removed. A fuller text on the web-site expands this second strand, using bullet points and other signals of a linear approach. In this text, there are 5 uses of ‘reliable’, 6 uses of words for problems of complexity (‘bottlenecks’, ‘delays’, ‘congestion’), and 6 uses of words for the new system (‘simpler’, ‘independent’). ‘Complex’ is used twice, both times negatively. In spite of the impression given by references to complexity-3, this text mostly has a reductionist attitude to complexity. Complexity is the enemy. Then there is the image. Each line is a different colour, and they loop in an attractive way, seeming to celebrate graceful complexity-2. Yet this part of the image is what is going to be eliminated by the new program’s complexity-2. The interesting complexity of the upper part of the image is what the text declares is the problem. What are commuters meant to think? And Railcorp? This media analysis identifies a fissure in the message, which reflects a fissure in the Sender-complex. It also throws up a problem in the culture that produced such interesting allusions to complexity science, but has linear, reductionist attitudes to complexity in its practice. We can ask: where does this cultural problem go, in the organisation, in the interconnected system and bureaucracy it manages? Is this culture implicated in the problems the program is meant to address? These questions are more productive if asked in a collaborative mode-2 framework, with an organisation open to such questions, with complex researchers able to move between different identities, as media analyst, cultural analyst, and commuter, interested in issues of organisation and logistics, engaged with complexity in all senses. I will continue my imaginary mode-2 collaboration with Railcorp by offering them another example of fractal analysis, looking at another instant, captured in a brief media text. On Wednesday 14 March, 2007, two weeks before a State government election, a very small cause triggered a systems failure in the Sydney network. A small carbon strip worth $44 which was not properly attached properly threw Sydney’s transport network into chaos on Wednesday night, causing thousands of commuters to be trapped in trains for hours. (Baker and Davies 7) This is an excellent example of a butterfly effect, but it is not labelled as such, nor regarded positively in this complexity-1 framework. ‘Chaos’ signifies something no-one wants in a transport system. This is popular not scientific reductionism. The article goes on to tell the story of one passenger, Mark MacCauley, a quadriplegic left without power or electricity in a train because the lift was not working. He rang City Rail, and was told that “someone would be in touch in 3 to 5 days” (Baker and Davies 7). He then rang emergency OOO, and was finally rescued by contractors “who happened to be installing a lift at North Sydney” (Baker and Davies 7). My new friends at NSW Rail would be very unhappy with this story. It would not help much to tell them that this is a standard ‘human interest’ article, nor that it is more complex than it looks. For instance, MacCauley is not typical of standard passengers who usually concern complexity-2 planners of rail networks. He is another butterfly, whose specific needs would be hard to predict or cater for. His rescue is similarly unpredictable. Who would have predicted that these contractors, with their specialist equipment, would be in the right place at the right time to rescue him? Complexity provided both problem and solution. The media’s double attitude to complexity, positive and negative, complexity-1 with a touch of complexity-3, is a resource which NSW Rail might learn to use, even though it is presented with such hostility here. One lesson of the complexity is that a tight, linear framing of systems and problems creates or exacerbates problems, and closes off possible solutions. In the problem, different systems didn’t connect: social and material systems, road and rail, which are all ‘media’ in McLuhan’s highly fuzzy sense. NSW Rail communication systems were cumbrously linear, slow (3 to 5 days) and narrow. In the solution, communication cut across institutional divisions, mediated by responsive, fuzzy complex humans. If the problem came from a highly complex system, the solution is a complex response on many fronts: planning, engineering, social and communication systems open to unpredictable input from other surrounding systems. As NSW Rail would have been well aware, the story responded to another context. The page was headed ‘Battle for NSW’, referring to an election in 2 weeks, in which this newspaper editorialised that the incumbent government should be thrown out. This political context is clearly part of the complexity of the newspaper message, which tries to link not just the carbon strip and ‘chaos’, but science and politics, this strip and the government’s credibility. Yet the government was returned with a substantial though reduced majority, not the swingeing defeat that might have been predicted by linear logic (rail chaos = electoral defeat) or by some interpretations of the butterfly effect. But complexity-3 does not say that every small cause produces catastrophic effects. On the contrary, it says that causal situations can be so complex that we can never be entirely sure what effects will follow from any given case. The political situation in all its complexity is an inseparable part of the minimal complex situation which NSW Rail must take into account as it considers how to reform its operations. It must make complexity in all its senses a friend and ally, not just a source of nasty surprises. My relationship with NSW Rail at the moment is purely imaginary, but illustrates positive and negative aspects of complexity as an organising principle for MaC researchers today. The unlimited complexity of Humanities’ complexity-4, Derridean and Foucauldian, can be liberating alongside the sometimes excessive scepticism of Complexity-2, but needs to keep in touch with the ambivalence of popular complexity-1. Complexity-3 connects with complexity-2 and 4 to hold the bundle together, in a more complex, cohesive, yet still unstable dynamic structure. It is this total sprawling, inchoate, contradictory (‘complex’) brand of complexity that I believe will play a key role in the up-coming intellectual revolution. But only time will tell. References Baker, Jordan, and Anne Davies. “Carbon Strip Caused Train Chaos.” Sydney Morning Herald 17 Mar. 2007: 7. Derrida, Jacques. Of Grammatology. Baltimore: Johns Hopkins, 1976. Dick, Tim. “Law Is Now Too Complex for Juries to Understand, Says Judge.” Sydney Morning Herald 26 Mar. 2007: 4. Empson, William. Seven Types of Ambiguity. London: Chatto and Windus, 1930. Foucault, Michel. “The Order of Discourse.” In Archaeology of Knowledge, trans. A.M Sheridan Smith. London: Tavistock, 1972. Gibbons, Michael. The New Production of Knowledge. London: Sage, 1994. Lorenz, Edward. The Essence of Chaos. London: University College, 1993. Lyotard, Jean-Francois. The Postmodern Condition. Manchester: Manchester UP, 1984. McLuhan, Marshall. Understanding Media. London: Routledge, 1964. Mandelbrot, Benoit. “The Fractal Geometry of Nature.” In Nina Hall, ed. The New Scientist Guide to Chaos. Harmondsworth: Penguin, 1963. Nowottny, Henry. Rethinking Science. London: Polity, 2001. Snow, Charles Percy. The Two Cultures and the Scientific Revolution. London: Faber 1959. Urry, John. Global Complexity. London: Sage, 2003. Zadeh, Lotfi Asker. “Outline of a New Approach to the Analysis of Complex Systems and Decision Processes.” ILEE Transactions on Systems, Man, and Cybernetics 3.1 (1973): 28-44. Citation reference for this article MLA Style Hodge, Bob. "The Complexity Revolution." M/C Journal 10.3 (2007). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0706/01-hodge.php>. APA Style Hodge, B. (Jun. 2007) "The Complexity Revolution," M/C Journal, 10(3). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0706/01-hodge.php>.