Journal articles on the topic 'Degree Discipline: Physics'
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1
Simon, Josep. "Writing the Discipline." Historical Studies in the Natural Sciences 46, no. 3 (June 1, 2016): 392–427. http://dx.doi.org/10.1525/hsns.2016.46.3.392.
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The historiography of physics has reached a great degree of maturity and sophistication, providing many avenues to consider the making of science from a historical perspective. However, the big picture of the making of physics is characterized by a predominant narrative focused on a conception of disciplinary formation through leadership transfers in research among France, Germany, and Britain. This focus has provided the history of physics with a periodization, a geography, and a fundamental goal commonly considered to be conceptual and theoretical unification. In this paper, I suggest the interest of reassessing this picture by analyzing the temporal, national, and epistemological viewpoint from which it is written. I use for this purpose an exemplary case study: Adolphe Ganot’s physics textbooks in France and their translation by Edmund Atkinson in England. In this context, I suggest future avenues for the study of the making of physics as a discipline, which consider the canonical role of textbooks in disciplinary formation beyond the Kuhnian paradigm.
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Amjad, Tehmina, and Ayesha Ali. "Uncovering diffusion trends in computer science and physics publications." Library Hi Tech 37, no. 4 (November 18, 2019): 794–810. http://dx.doi.org/10.1108/lht-07-2018-0097.
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Purpose The purpose of this paper is to trace the knowledge diffusion patterns between the publications of top journals of computer science and physics to uncover the knowledge diffusion trends. Design/methodology/approach The degree of information flow between the disciplines is a measure of entropy and received citations. The entropy gives the uncertainty in the citation distribution of a journal; the more a journal is involved in spreading information or affected by other journals, its entropy increases. The citations from outside category give the degree of inter-disciplinarity index as the percentage of references made to papers of another discipline. In this study, the topic-related diffusion across computer science and physics scholarly communication network is studied to examine how the same research topic is studied and shared across disciplines. Findings For three indicators, Shannon entropy, citations outside category (COC) and research keywords, a global view of information flow at the journal level between both disciplines is obtained. It is observed that computer science mostly cites knowledge published in physics journals as compared to physics journals that cite knowledge within the field. Originality/value To the best of the authors’ knowledge, this is the first study that traces knowledge diffusion trends between computer science and physics publications at journal level using entropy, COC and research keywords.
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Sneddon, Peter, Erin Ferguson, and Eric Yao. "Why do students decide to stop studying physics?" Open Scholarship of Teaching and Learning 2, no. 1 (October 20, 2022): 48–58. http://dx.doi.org/10.56230/osotl.22.
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Each year, many students opt to study physics at higher education level in the UK – at the University of Glasgow, this number is around 180. A small number of these students, though, choose to leave this area after only one year. Over two academic years (2018-2019 and 2019-2020), there were 16 students such students. The work presented here explores the reasons why they left. Whilst the structure of degrees at UofG allows for students to make such a change, it was important to understand why students would choose to make such a significant change in case it pointed to negative factors in the way the course was being delivered. A study of literature found five main broad factors that influenced the decisions of students to change degree topic: content of course (including how it was delivered), gender stereotypes, peers and the wider university community, salary and job opportunities, and staff. These areas were explored in interviews and emails. It was found that course content and job prospects played a stronger role in influencing the students’ decisions than the other factors. Positives in other disciplines, and poor communication of the positives within physics, contributed to the students’ decisions. Similar issues may exist in any discipline; therefore, a better understanding of these motivating factors will allow us to improve our teaching and advising provisions to ensure that no-one is unnecessarily lost from a particular path.
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Watson, Don, Manfred Krug, and Claus-Christian Carbon. "The relationship between citations and the linguistic traits of specific academic discourse communities identified by using social network analysis." Scientometrics 127, no. 4 (February 21, 2022): 1755–81. http://dx.doi.org/10.1007/s11192-022-04287-9.
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AbstractFor a research article (RA) to be accepted, not only for publication, but also by its readers, it must display proficiency in the content, methodologies and discourse conventions of its specific discipline. While numerous studies have investigated the linguistic characteristics of different research disciplines, none have utilised Social Network Analysis techniques to identify communities prior to analysing their language use. This study aims to investigate the language use of three highly specific research communities in the fields of Psychology, Physics and Sports Medicine. We were interested in how these language features are related to the total number of citations, the eigencentrality within the community and the intra-network citations of the individual RAs. Applying Biber’s Multidimensional Analysis approach, a total of 771 RA abstracts published between 2010 and 2019 were analysed. We evaluated correlations between one of three network characteristics (citations, eigencentrality and in-degree), the corpora’s dimensions and 72 individual language features. The pattern of correlations suggest that features cited by other RAs within the discourse community network are in almost all cases different from those that are cited by RAs from outside the network. This finding highlights the challenges of writing for both a discipline-specific and a wider audience.
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Katzir, Shaul. "Introduction: Physics, Technology, and Technics during the Interwar Period." Science in Context 31, no. 3 (September 2018): 251–61. http://dx.doi.org/10.1017/s0269889718000273.
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Historians, philosophers, and physicists portray the 1920s and 1930s as a period of major theoretical breakthrough in physics, quantum mechanics, which led to the expansion of physics into the core of the atom and the growth and strengthening of the discipline. These important developments in scientific inquiry into the micro-world and light have turned historical attention away from other significant historical processes and from other equally important causes for the expansion of physics. World War II, on the other hand, is often seen as the watershed moment when physics achieved new levels of social and technical engagement at a truly industrial scale. Historians have shown that military interests and government funding have shaped physics to unprecedented degree, and according to some, to the extent of discontinuity with earlier practices of research (Forman 1987; Kevles 1990; Kaiser 2002). In this vein, Stuart Leslie wrote, “Nothing in the prewar experience fully prepared academic scientists and their institutions for the scale and scope of a wartime mobilization that would transform the university, industry, and the federal government and their mutual interrelationships” (Leslie 1993, 6). While one can never befullyready for novelties, the contributors to this issue show that developments in interwar physics did prepare participants for their cold war interactions with industry and government.
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Madesis, I., A. Lagoyannis, M. Axiotis, T. J. Mertzimekis, M. Andrianis, E. P. Benis, S. Harissopulos, and T. J. M. Zouros. "APAPES - Atomic Physics with Accelerators: Projectile Electron Spectroscopy." HNPS Proceedings 21 (March 8, 2019): 153. http://dx.doi.org/10.12681/hnps.2022.
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The only existing heavy-ion accelerator in Greece, the 5.5 MV TANDEM at the National Research Center “Demokritos” in Athens has been used to date primarily for investigations centering around nuclear physics. Here, we propose to establish the new (for Greece) discipline of Atomic Physics with Accelerators, a strong field in the EU with important contributions to fusion, hot plasmas, astrophysics, accelerator technology and basic atomic physics of ion-atom collision dynamics, structure and technology. This will be accomplished by combining the existing interdisciplinary atomic collisions expertise from three Greek universities, the strong support of distinguished foreign researchers and the high technical ion-beam know-how of the TANDEM group into a cohesive initiative.Using the technique of Zero-degree Auger Projectile Spectroscopy (ZAPS), we shall complete a much needed systematic isoelectronic investigation of K-Auger spectra emitted from collisions of pre-excited ions with gas targets using novel techniques. Our results are expected to lead to a deeper understanding of the neglected importance of cascade feeding of metastable states [1] in collisions of ions with gas targets and further elucidate their role in the non-statistical production of excited three-electron states by electron capture, recently a field of conflicting interpretations awaiting further resolution.
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Lercari, Diego. "Analysis of three decades of research in marine sciences in Uruguay through mapping of science and bibliometric indexes." Latin American Journal of Aquatic Research 49, no. 1 (March 1, 2021): 1–17. http://dx.doi.org/10.3856/vol49-issue1-fulltext-2584.
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Uruguay has recently expanded its Exclusive Economic Zone (EEZ), having more aquatic sovereignty than terrestrial territories. In this country, various State institutions have carried out the study of marine science for several decades, but their academic development has not been analyzed. The formal evaluation of scientific research represents a crucial opportunity to define long-term policies requiring greater knowledge of the territory and its resources. In this context, this work carries out a systematic and quantitative review of Uruguay authors' international publications over three decades. The productivity indicators trend is evaluated concerning context variables, predominant research topics are identified, and collaboration networks are characterized. We collected and analyzed data on marine science articles in which an author or co-author is affiliated to an institution in Uruguay from 1990 to 2018 using the Scopus database. It was found that scientific activity measured by a bibliographic analysis showed an increase in the number of articles, authors, and research topics but nowadays show signs of stagnation. Moreover, specific indicators show a great degree of centralism (institutional and authorial), low dynamism, and decreased international collaboration. The largest academic capacities are focused in specific biological disciplines, with little physics and almost nil in geology and chemistry. Decentralization and strengthening sectorial funding for marine science will boost Uruguay's discipline for facing future challenges.
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Díaz de Delgado, Graciela. "Teaching Crystallography in Latin America." Acta Crystallographica Section A Foundations and Advances 70, a1 (August 5, 2014): C1380. http://dx.doi.org/10.1107/s2053273314086197.
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Crystallography in Latin American seems to have started in the mid 1930s after the pioneering work of Ernesto Galloni, in Argentina. Since then, Crystallography was associated with undergraduate research and conducted in Departments or Institutes of Physics and Chemistry and later in Molecular Biology and Materials Science Departments. Most undergraduate degree programs required carrying out a research project for one or two semesters, writing a thesis, and making a public presentation of the work before a committee. Even after graduate degree programs started and began to consolidate, undergraduate degree research in Crystallography maintains its importance. The expertise and dedication of many Latin American crystallographers, most of whom graduated or visited important academic institutions in Europe and the US, created the foundations of our discipline in the region. For instance, after a work visit paid to Prof. B.E. Warren (MIT), Dr. Carlos Graef Fernández organized and taught the landmark course "Rayos X y Física Cristalográfica", at UNAM (Mexico) in 1947. Since then, the efforts of distinguished crystallographers, such as Galloni, Cano Corona, Fabregat Guinchard, Witke, Caticha-Ellis, Becka, Mascarehnas, among others, with support from UNESCO, IUCr, TWAS, and other institutions, helped to establish the tradition of teaching crystallography. In numerous courses, Ewald, Buerger, Hauptman, Karle, Woolfson and other prominent crystallographers participated as instructors. Many crystallographers helped to establish laboratories outside their countries of origin. In 1967, Amzel, Becka, and Baggio, worked at UCV, in Caracas, Venezuela, supervising undergraduate degree thesis based on crystallographic work. Later, Eldrys de Gil, after graduation from UCV, founded the Crystallography Laboratory of ULA (Mérida, Venezuela) which this year celebrates its 45 anniversary. An overview of key recent educational events and modern practices in Latin America will be presented.
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Фоминых, Светлана Олеговна, and Татьяна Александровна Петрушкина. "SOME ASPECTS OF FORMATION OF PROFESSIONAL COMPETENCE AT FUTURE TEACHERS OF PHYSICS." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 2(111) (July 7, 2021): 232–39. http://dx.doi.org/10.37972/chgpu.2021.111.2.028.
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Профессиональная компетентность учителя физики является основой для успешной передачи предметных знаний учащимся вне зависимости от избранной формы преподавания. Всесторонняя осведомленность в данной предметной области позволит учителю самостоятельно решать разнообразные задачи, разрабатывать и применять методические приемы исходя из возникшей дидактической ситуации и особенностей учащихся. В настоящей статье был проанализирован процесс формирования профессиональной компетентности будущего учителя физики с целью определения его ключевых особенностей, условий, способствующих его ускорению, а также возможных трудностей, с которыми может столкнуться практикующий специалист, стремящийся повысить собственную компетентность в области преподаваемой дисциплины. С учетом вышесказанного в статье приведена характеристика структуры профессиональной компетентности учителя физики. С этой целью в статье были представлены краткие результаты эмпирического исследования, проведенного среди студентов физико-математического факультета, направленного на определение степени сформированности профессиональной компетнтности. Заключительные выводы содержат описание уровневой характеристики профессиональной компетентности будущего учителя физики. Таким образом, профессиональная компетентность будущего учителя физики есть интегрированная способность личности педагога-физика. Professional competence of a Physics teacher is the basis for the successful transfer of subject knowledge to students regardless of the chosen form of teaching. Comprehensive awareness in this subject area will allow the teacher to independently solve various problems, develop and apply methodological techniques based on the didactic situation that has arisen and the characteristics of the students. In this article, the process of formation of professional competence of a future Physics teacher was analyzed in order to determine its key features, conditions contributing to its acceleration, as well as possible difficulties that a practicing specialist who seeks to improve his own competence in the field of the taught discipline may face. Taking into account the above, the article presents the characteristics of the structure of the professional competence of a Physics teacher. For this purpose, the article presents brief results of an empirical study conducted among students of the Faculty of Physics and Mathematics, aimed at determining the degree of formation of professional competence. The final conclusions contain a description of the level characteristics of the professional competence of a future Physics teacher. Thus, the professional competence of a future Physics teacher is an integrated ability of the teacher’s personality.
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Zhang, G. P., T. Latta, Z. Babyak, Y. H. Bai, and Thomas F. George. "All-optical spin switching: A new frontier in femtomagnetism — A short review and a simple theory." Modern Physics Letters B 30, no. 21 (August 10, 2016): 16300052. http://dx.doi.org/10.1142/s0217984916300052.
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Using an ultrafast laser pulse to manipulate the spin degree of freedom has broad technological appeal. It allows one to control the spin dynamics on a femtosecond time scale. The discipline, commonly called femtomagnetism, started with the pioneering experiment by Beaurepaire and coworkers in 1996, who showed subpicosecond demagnetization occurs in magnetic Ni thin films. This finding has motivated extensive research worldwide. All-optical helicity-dependent spin switching (AO-HDS) represents a new frontier in femtomagnetism, where a single ultrafast laser pulse can permanently switch spin without any assistance from a magnetic field. This review summarizes some of the crucial aspects of this new discipline: key experimental findings, leading mechanisms, controversial issues, and possible future directions. The emphasis is on our latest investigation. We first develop the all-optical spin switching (AOS) rule that determines how the switchability depends on the light helicity. This rule allows one to understand microscopically how the spin is reversed and why the circularly polarized light appears more powerful than the linearly polarized light. Then we invoke our latest spin-orbit coupled harmonic oscillator model to simulate single spin reversal. We consider both continuous wave (cw) excitation and pulsed laser excitation. The results are in a good agreement with the experimental result (a MatLab code is available upon request from the author). We then extend the code to include the exchange interaction among different spin sites. We show where the “inverse-Faraday field” comes from and how the laser affects the spin reversal nonlinearly. Our hope is that this review will motivate new experimental and theoretical investigations and discussions.
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Kirya, Kent Robert, K. K. Mashood, and Lakhan Lal Yadav. "A Methodological Analysis for the Development of a Circular-Motion Concept Inventory in a Ugandan Context by Using the Delphi Technique." International Journal of Learning, Teaching and Educational Research 20, no. 10 (October 30, 2021): 61–82. http://dx.doi.org/10.26803/ijlter.20.10.4.
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Concept inventories (CI) constitute a key thread in Physics Educational Research. As such, understanding the methodology and the technique of developing a good CI is essential for all physics teachers. This research aims to develop a circular-motion concept Inventory (CMCI) that is valid in the Ugandan context. To reach a consensus, we used the Delphi technique to collect the data from eleven experts in the physics discipline. These experts were asked to rank each CI item in the inventory, based on the relevant criteria, for assigning a degree of relevance for adoption on a scale ranging from one to four, one being "not relevant" and four being "highly relevant.” Because the technique does not require experts to meet face-to-face, they remained anonymous to one another. These experts are provided with structured questionnaires of CI items from the Rotational-Kinematics Inventory (RKI) and Rolling and Rotational Motion-Concept (RRMC) inventories in the first round, in order to adopt items relevant to circular-motion concepts in the Ugandan context. They agreed to use 31 CI items in the RKI and 14 CI items in the RRMC in the second round. The mean and standard deviation of expert replies were analysed by using descriptive statistics. We used the methodological principles of CI creation, in order to create eight CI items to fill in the missing sub-concepts. Therefore, a total of 53 concept items were created. In order to analyse their qualities in a psychometric analysis, these will be evaluated by using field testing and psychometric analysis. Various physics instructors will access the CMCI, because the field testing aims to gauge the level of educational efficacy in their academic and research initiatives.
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Jimenez, Belmonte, Garrido, Ruz, and Vazquez. "Software Tool for Acausal Physical Modelling and Simulation." Symmetry 11, no. 10 (September 24, 2019): 1199. http://dx.doi.org/10.3390/sym11101199.
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Modelling and simulation are key tools for analysis and design of systems and processes from almost any scientific or engineering discipline. Models of complex systems are typically built on acausal Differential-Algebraic Equations (DAE) and discrete events using Object-Oriented Modelling (OOM) languages, and some of their key concepts can be explained as symmetries. To obtain a computer executable version from the original model, several algorithms, based on bipartite symmetric graphs, must be applied for automatic equation generation, removing alias equations, computational causality assignment, equation sorting, discrete-event processing or index reduction. In this paper, an open source tool according to OOM paradigm and developed in MATLAB is introduced. It implements such algorithms adding an educational perspective about how they work, since the step by step results obtained after processing the model equations can be shown. The tool also allows to create models using its own OOM language and to simulate the final executable equation set. It was used by students in a modelling and simulation course of the Automatic Control and Industrial Electronics Engineering degree, showing a significant improvement in their understanding and learning of the abovementioned topics after their assessment.
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Ronquillo-Cana, Carlos Javier, Pablo Pancardo, Martha Silva, José Adán Hernández-Nolasco, and Matias Garcia-Constantino. "Fuzzy System to Assess Dangerous Driving: A Multidisciplinary Approach." Sensors 22, no. 10 (May 11, 2022): 3655. http://dx.doi.org/10.3390/s22103655.
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Dangerous driving can cause accidents, injuries and loss of life. An efficient assessment helps to identify the absence or degree of dangerous driving to take the appropriate decisions while driving. Previous studies assess dangerous driving through two approaches: (i) using electronic devices or sensors that provide objective variables (acceleration, turns and speed), and (ii) analyzing responses to questionnaires from behavioral science that provide subjective variables (driving thoughts, opinions and perceptions from the driver). However, we believe that a holistic and more realistic assessment requires a combination of both types of variables. Therefore, we propose a three-phase fuzzy system with a multidisciplinary (computer science and behavioral sciences) approach that draws on the strengths of sensors embedded in smartphones and questionnaires to evaluate driver behavior and social desirability. Our proposal combines objective and subjective variables while mitigating the weaknesses of the disciplines used (sensor reading errors and lack of honesty from respondents, respectively). The methods used are of proven reliability in each discipline, and their outputs feed a combined fuzzy system used to handle the vagueness of the input variables, obtaining a personalized result for each driver. The results obtained using the proposed system in a real scenario were efficient at 84.21%, and were validated with mobility experts’ opinions. The presented fuzzy system can support intelligent transportation systems, driving safety, or personnel selection.
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Wang, Xiaoyuan, Jianqiang Wang, Jinglei Zhang, and Xuegang Jeff Ban. "Lane-changing model with dynamic consideration of driver's propensity." International Journal of Modern Physics C 26, no. 02 (February 2015): 1550015. http://dx.doi.org/10.1142/s0129183115500151.
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Lane-changing is the driver's selection result of the satisfaction degree in different lane driving conditions. There are many different factors influencing lane-changing behavior, such as diversity, randomicity and difficulty of measurement. So it is hard to accurately reflect the uncertainty of drivers' lane-changing behavior. As a result, the research of lane-changing models is behind that of car-following models. Driver's propensity is her/his emotion state or the corresponding preference of a decision or action toward the real objective traffic situations under the influence of various dynamic factors. It represents the psychological characteristics of the driver in the process of vehicle operation and movement. It is an important factor to influence lane-changing. In this paper, dynamic recognition of driver's propensity is considered during simulation based on its time-varying discipline and the analysis of the driver's psycho-physic characteristics. The Analytic Hierarchy Process (AHP) method is used to quantify the hierarchy of driver's dynamic lane-changing decision-making process, especially the influence of the propensity. The model is validated using real data. Test results show that the developed lane-changing model with the dynamic consideration of a driver's time-varying propensity and the AHP method are feasible and with improved accuracy.
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Todorovich, John R., Daniel K. Drost, F. Stephen Bridges, and Christopher K. Wirth. "A Doctoral Degree in Physical Education and Health: A Next Generation Perspective." Kinesiology Review 4, no. 4 (November 2015): 403–8. http://dx.doi.org/10.1123/kr.2015-0042.
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Disciplinary isolation has facilitated health education, public health, and physical education professionals to sometimes pursue common goals without the benefit of interdisciplinary collaboration and perspectives. Recognizing the potential benefits of interdisciplinary collaboration efforts to solve complex problems, faculty members at the University of West Florida developed an innovative doctoral program combining the disciplines of physical education, health education, and health promotion. Beginning with the salient common ground of issues related to engagement in physical activity, the program is designed to explore, compare, and contrast best practices in research and practice from each discipline. Benefits include synergistic solutions to common problems, graduates who transcend traditional professional silos to be more impactful, and the creation of innovative research endeavors. Graduates also find that they meet contemporary workforce needs outside of academia and are more marketable as faculty in kinesiology and health-related departments because of their rich, multidisciplinary knowledge base. Challenges to program implementation include prior student socialization from traditional studies in their disciplines and faculty working to move beyond their professional comfort zones to collaboratively mentor students in the program.
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Hirvonen, Jouni, Outi Salminen, Katariina Vuorensola, Nina Katajavuori, Helena Huhtala, and Jeffrey Atkinson. "Pharmacy Practice and Education in Finland." Pharmacy 7, no. 1 (February 23, 2019): 21. http://dx.doi.org/10.3390/pharmacy7010021.
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The Pharmacy Education in Europe (PHARMINE) project studies pharmacy practice and education in the European Union (EU) member states. The work was carried out using an electronic survey sent to chosen pharmacy representatives. The surveys of the individual member states are now being published as reference documents for students and staff interested in research on pharmacy education in the EU, and in mobility. This paper presents the results of the PHARMINE survey on pharmacy practice and education in Finland. Pharmacies have a monopoly on the dispensation of medicines. They can also provide diagnostic services. Proviisori act as pharmacy owners and managers. They follow a five-year (M.Sc. Pharm.) degree course with a six-month traineeship. Farmaseutti, who follow a three-year (B.Sc. Pharm.) degree course (also with a six-month traineeship), can dispense medicines and counsel patients in Finland. The B.Sc. and the first three years of the M.Sc. involve the same course. The current pharmacy curriculum (revised in 2014) is based on five strands: (1) pharmacy as a multidisciplinary science with numerous opportunities in the working life, (2) basics of pharmaceutical sciences, (3) patient and medication, (4) optional studies and selected study paths, and (5) drug development and use. The learning outcomes of the pharmacy graduates include (1) basics of natural sciences: chemistry, physics, technology, biosciences required for all the students (B.Sc. and M.Sc.), (2) medicine and medication: compounding of medicines, holism of medication, pharmacology and biopharmaceutics (side-effects and interactions), patient counseling, efficacy and safety of medicines and medication, (3) comprehensive and supportive interactions of the various disciplines of pharmacy education and research: the role and significance of pharmacy as a discipline in society, the necessary skills and knowledge in scientific thinking and pharmaceutical research, and (4) basics of economics and management, multidisciplinarity, hospital pharmacy, scientific writing skills, management skills. In addition, teaching and learning of “general skills”, such as the pharmacist’s professional identity and the role in society as a part of the healthcare system, critical and creative thinking, problem-solving skills, personal learning skills and life-long learning, attitude and sense of responsibility, and communication skills are developed in direct association with subject-specific courses. Professional specialization studies in industrial pharmacy, and community and hospital pharmacy are given at the post-graduate level at the University of Helsinki.
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Kubyshkin, A. V., and D. V. Ponomareva. "Megascience, Metascience and Genomic Research – Convergence, Synergy and Correlation. Common points in legal regulation." Journal of Physics: Conference Series 2210, no. 1 (March 1, 2022): 012017. http://dx.doi.org/10.1088/1742-6596/2210/1/012017.
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Abstract The article is devoted to the analysis of the interaction of various branches of knowledge from the point of view of their convergence, the achievement of a synergistic effect and correlation. Metascience in Western sources is often viewed as a methodological discipline, a kind of science about science, which contributes to increasing the authenticity and reliability of scientific results. Nevertheless, metascience can also be viewed as a result of the transition from quantity to quality in one or several branches of knowledge. Both the first and second approaches are methodologically promising. The authors trace the relationship between megascience and genomic research, for example, in the technological basis of these areas of scientific research - the latest and rapidly developing technologies, the use of complex and expensive scientific complexes that allow for unique research of a high degree of complexity. The conclusion is made that the similarity of the technological basis gives rise to the similarity of the emerging social relations and the challenges facing the legal regulation of these relations. Based on the results of the research, the authors offer recommendations on the formulation of principles and approaches to legal regulation.
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Boribayeva,, M. A., K. B. Baigisova, A. K. Sugirbekova, and A. B. Zhukina. "COMPUTER TESTING AS ONE OF THE FORMS OF FINAL CONTROL OF STUDENTS' KNOWLEDGE ON THE DISCIPLINE OF PHYSICS IN CONDITIONS OF DISTANCE EDUCATION." BULLETIN 5, no. 387 (October 15, 2020): 241–46. http://dx.doi.org/10.32014/2020.2518-1467.164.
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The methodology of use, organization and content of computer testing for a final control of knowledge on Physics course is given in the article. Since in the conditions of intensive computerization of modern higher education, computer testing is increasingly chosen as a means of diagnosing educational achievements. Therefore, at the present stage of the education development, with the transition to student-centered learning, arises a need for test control at all stages of education. An active approach involves an organic combination in tests of developing and controlling functions and the use of so-called educational control. Moreover, with the introduction of the Unified National Testing, it became necessary to prepare students for a new test control form and more broadly – to motivate a student to succeed, deliver him from fear of examinations, to create a comfortable environment. The article substantiates the importance of using computer testing in an educational process. In the educational process, tests are of great importance, as well as by the results of their execution it is possible to judge not only about the level of knowledge, but also about the degree of development of some personal qualities, about the success or failure of a certain stage of training for the whole group or individual students. Tests suggest that a user has a certain amount of information, so they are most often used as a control method for fixing or repeating material. In this regard, tests for students are given a special place. They should be focused not only on solving educational problems, but also on teaching the student how to work with test, accumulating his experience in completing test tasks, developing the ability to control himself, find and correct his own mistakes. A use of test control performs several functions, among them a diagnostic function, which stands out as an independent one. It consists in the fact that the teacher can not only monitor the level of knowledge and skills of students, but also find out the causes of the gaps found, then to eliminate them. The advantages of computer testing over other forms of control are also considered. Some examples from the contents of test items are given. Their compliance with regulatory and criteria-oriented requirements in the development of tests. Rules for the development of tasks in a test form; basic mathematical and statistical methods for processing test results, methods for developing components and elements of resource support for testing learning outcomes. The article also presents the criteria for evaluating tests. The purpose of the tests to assess the level of thinking development, ability to apply knowledge to solve practical problems, as well as the ability to analyze the causes and results of certain physical phenomena are indicated. The article presents some results and analysis of the results of a pedagogical experiment on implementation of this methodology, carried out at the Department of General Scientific Disciplines of the Academy of Civil Aviation. The dynamics of growth in student academic performance by semester is shown in the table and the diagram.
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Mustafa, Yasser Fakri. "Chemotherapeutic Applications of Folate Prodrugs: A Review." NeuroQuantology 19, no. 8 (September 4, 2021): 99–112. http://dx.doi.org/10.14704/nq.2021.19.8.nq21120.
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Several techniques to assisting in the drug design and discovery stages have been developed during the last several decades. The bulk of these techniques aimed to find novel chemical entities that had the greatest significant interaction with the targeted receptors or enzymes while providing the least degree of risk of unwanted interactions. This approach, on the other hand, is time-consuming and expensive, as it requires the screening of thousands of molecules for biological activity, with only one making it to market. The prodrug strategy, in which the active drug molecule is disguised by a promoiety to change its undesirable characteristics, is one of the most appealing and promising methods. The folate receptor (FR)-targeted systems may also open the path for more advanced drug conjugates, especially because this receptor is now being targeted by a variety of technological innovations, including nanoparticles, small molecules, and protein-based technologies, resulting in a wealth of experience in the discipline.
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Bagesteiro, Leia B. "Practical experiential learning: a methodology approach for teaching undergraduate biomechanics." Journal of Kinesiology & Wellness 9 (January 13, 2021): 58–68. http://dx.doi.org/10.56980/jkw.v9i.80.
Full textAbstract:
Biomechanics is the field of study that examines different physical characteristics of the human body combined with the principles of Newtonian mechanics. This discipline requires competency in algebra, trigonometry, and physics, which is particularly challenging for many students pursuing an undergraduate degree in kinesiology. This paper presents the development and implementation of a biomechanics instructional approach for kinesiology undergraduate students using active-experimental learning sections. Focused on integrating acquired knowledge and applied real-life examples via hands-on experiences, the students work in small groups to complete five lab activities and a final project. Lab activities are designed to match concepts in the lectures as well as advance students’ skills in data collection, processing, and analysis. These active and experimental learning approaches offer students the opportunity to gain occupational experience by collecting data and estimating kinematic and kinetic parameters. Students also critically interpret data and gain a solid understanding of methods used to improve the performer's movements. Throughout the semester, students demonstrate improvements in their critical thinking abilities and proficiency in using dedicated biomechanical software and hardware through a series of increasingly challenging lab activities. They also apply the learned skills in their final project, where they choose and analyze a unique movement for injury prevention and/or performance improvement. In conclusion, the progressive arrangement of these activities successfully guides students to practice and apply their data collection and analytical skills to human movement analysis.
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Moss Erickson, Heidi. "What Garcia Got Right: Understanding Cortical Signaling of the Glottis." Journal of Singing 79, no. 3 (December 30, 2022): 379–85. http://dx.doi.org/10.53830/jupv9911.
Full textAbstract:
Phonation is a wonder of physics and physiology. In reductionist terms, the mechanics of the glottis can be viewed as a valve system: the streaming airflow from the lungs is passed through a dynamic and complex structure which is constantly changing aperture and configuration. The resulting pressure waves from air passing through the glottis are ultimately shaped and refined by the vocal tract giving rise to our unique voices. The nuance of this is extraordinary: as we sing and speak the vocal fold configuration is constantly changing in length and degree of contact under pressure conditions which are not always predictable. Yet the folds remain remarkably diligent in their ability to maintain equilibrium throughout these rapid changes. Without such discipline of this mechanism, we wouldn’t be capable of getting stability in any sound. Large, distal muscles of respiration are not designed to regulate such nuance at the millisecond level. So it is left to the larynx and vocal folds to balance the source sound of the system.This installment of “Minding the Gap” will be about how the brain controls this valve element at the center of our instrument: the intricate behaviors of the glottis. Neuroscience has shown that voicing, pitch, and phrasing are all signaled independently through the two laryngeal motor cortices which are a hallmark of our vocal learning abilities. Understanding these elements can help singers and teachers design targeted pedagogical strategies.
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Oliveira, Francisco Wagner Soares, and Ana Carolina Costa Pereira. "Interdisciplinaridade entre Matemática e Física na Licenciatura a partir do instrumento jacente no plano." Bolema: Boletim de Educação Matemática 36, no. 73 (August 2022): 801–21. http://dx.doi.org/10.1590/1980-4415v36n73a09.
Full textAbstract:
Resumo Em educação, a possibilidade de trabalhar diferentes disciplinas de forma interdisciplinar tem sido, cada vez mais, apreciada por docentes e educadores. Este estudo, que segue essa direção, tem como ponto de partida discussões de discentes de Licenciatura em Matemática que emergiram do uso do instrumento jacente no plano e mobilizaram conceitos da física. Diante desse fato, tem-se como objetivo discutir o uso do referido instrumento como possibilidade para interdisciplinaridade entre o ensino de matemática e da física na Licenciatura. Para tanto, desenvolve-se o estudo com base em uma abordagem qualitativa de pesquisa dando enfoque a características interpretativas que ela pode assumir. Pelo que que se pode observar, o potencial do instrumento citado repousa no fato do uso do aparato mobilizar conceitos de matemática e de física, de tal modo que os discentes podem compreender como os conceitos dessas áreas se relacionam. Esse fato, somado ao contexto prático em que o instrumento está inserido, dá abertura para que em um possível trabalho cooperativo na formação de professores, sejam contemplados elementos relacionados à construção de saberes científicos interdisciplinares, ao desdobramento de saberes interdisciplinares e à experiência docente. Assim, conclui-se que é viável pensar em propostas de trabalho interdisciplinares entre matemática e física a partir do uso do instrumento. Uma interação nesse sentido pode, além de favorecer a superação da ideia de fragmentação dos saberes, ainda, contribuir para a construção de saberes interdisciplinares.
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Swetha, Merla. "An Analysis of Green Human Resource Management." Journal of Computational and Theoretical Nanoscience 17, no. 9 (July 1, 2020): 3883–89. http://dx.doi.org/10.1166/jctn.2020.8979.
Full textAbstract:
The goal of this survey is to investigate green human asset the executive’s practices of associations dependent on the present literature. In this rapid developing field, it is commonly seen that the present writing must be expanded extra from the point of view of elements of individual asset the executives it uncovers that a great part of the olden times analysis concentrated on couple of elements of Human Resource Management, for example, enlistment, preparing and advancement, execution assessment and reward the board in incorporating ecological administration with Human Resource Management however Human Resource Management has progressively probable and degree in increasing association’s natural execution. Henceforth this audit consolidates various elements of HRM to explore the separate green human resource management rehearses under the 12 elements of HRM, for example, Work configuration, Work examination, Human asset arranging, Enrollment choice, Acceptance, Execution assessment preparing and improvement, Remunerate the executives, Discipline the executives, wellbeing and security the board and representative associations. The commitment of this analysis lies in expanding the extension and perceptiveness of green human resource management in emerging economic condition execution of association.
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Rose, Steven. "Précis of Lifelines: Biology, freedom, determinism." Behavioral and Brain Sciences 22, no. 5 (October 1999): 871–85. http://dx.doi.org/10.1017/s0140525x99002204.
Full textAbstract:
There are many ways of describing and explaining the properties of living systems; causal, functional, and reductive accounts are necessary but no one account has primacy. The history of biology as a discipline has given excessive authority to reductionism, which collapses higher level accounts, such as social or behavioural ones, into molecular ones. Such reductionism becomes crudely ideological when applied to the human condition, with its claims for genes “for” everything from sexual orientation to compulsive shopping. The current enthusiasm for genetics and ultra-Darwinist accounts, with their selfish-gene metaphors for living processes, misunderstand both the phenomena of development and the interactive role that DNA and the fluid genome play in the cellular orchestra. DNA is not a blueprint, and the four dimensions of life (three of space, one of time) cannot be read off from its one-dimensional strand. Both developmental and evolutionary processes are more than merely instructive or selective; the organism constructs itself, a process known as autopoiesis, through a lifeline trajectory. Because organisms are thermodynamically open systems, living processes are homeodynamic, not homeostatic. The self-organising membrane-bound and energy-utilising metabolic web of the cell must have evolved prior to so-called naked replicators. Evolution is constrained by physics, chemistry, and structure; not all change is powered by natural selection, and not all phenotypes are adaptive. Finally, therefore, living processes are radically indeterminate; like all other living organisms, but to an even greater degree, we make our own future, though in circumstances not of our own choosing.
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Al-Khalili, Jim. "The World According to Physics." Perspectives on Science and Christian Faith 72, no. 4 (December 2020): 248–49. http://dx.doi.org/10.56315/pscf12-20al.
Full textAbstract:
THE WORLD ACCORDING TO PHYSICS by Jim Al-Khalili. Princeton, NJ: Princeton University Press, 2020. 336 pages. Hardcover; $16.95. ISBN: 9780691182308. *The World According to Physics is Jim Al-Khalili's "ode to physics" (p. vii). While Al-Khalili has been publishing popular science for over twenty years, this is his first attempt to provide the layperson a cohesive overview of physics as a whole, linking together relativity, quantum mechanics, and thermodynamics into one unified (or rather, not yet unified) picture of the cosmos. "Ode" is appropriate, for the author's unrelenting adoration of his subject is apparent throughout; this is a child's dream fulfilled, and in many ways is a broader summa of the world according to the mature Al-Khalili, bringing together not only physics, but also his views on truth, society, and our future. *Khalili opens with a discussion of how the human mind craves narrative. Yet science has displaced much of the old myths and religions: "Contrary to what some people might argue, the scientific method is not just another way of looking at the world, nor is it just another cultural ideology or belief system. It is the way we learn about nature through trial and error, through experimentation and observation, through being prepared to replace ideas that turn out to be wrong or incomplete with better ones, and through seeing patterns in nature and beauty in the mathematical equations that describe these patterns. All the while we deepen our understanding and get closer to that "truth"--the way the world really is" (p. 2). *While physics is not just another "story," it does have a cosmic scale that gives it a captivating wonder of its own, providing the basis for chapter 2 ("Scale"). Physics encompasses the infinitely small (e.g., subatomic particles) as well as the infinitely large (e.g., the expansion of spacetime at the farthest reaches of existence). Further, its scope is not merely all of space but all of time as well, getting within decimal points of the first instant after the big bang, while providing prophetic approximations of how the cosmos might end. While Al-Khalili does not play his cards this early, his later chapters (pp. 242-43 in particular) will reveal that this extensive scope establishes physics as the most fundamental discipline, the reigning queen of the sciences. *The deeper project begins in chapter 3 ("Space and Time"). Al-Khalili wishes to display the underlying skeleton that comprise the unification project of physics, charting each merger until the final matchup is made (similar to a playoff line-up, where 16 teams soon become 8, then 4, then 2, then 1). Just as Newton wedded heaven and Earth through gravity, Einstein wedded space and time, explaining a diversity of phenomena with ever-simpler equations. While Al-Khalili's popular explanations of special and general relativity are merely adequate, his grasp of the broader narrative of unification in which these theories stand is incredibly useful, helping the layman see the trajectory of the book and physics as a whole, even when they cannot understand each individual step. *While chapter 3 unified space and time, chapter 4 ("Energy and Matter") unifies the energy and mass which warp said spacetime. Yet the unifications of relativity hit a snag when they come to "The Quantum World" (chapter 5) and to "Thermodynamics and the Arrow of Time" (chapter 6). While Einstein seems to rule over the kingdom of all things great, quantum mechanics rules over all things small, and no one has managed to negotiate a treaty just yet. Things do not work "down there" as they do "up here"; the laws of the macro are not the laws of the micro. Further, thermodynamics suggests that there is a directionality to time--for things move toward greater entropy--yet it is unclear how this can be made consistent with relativistic time or the conceptual reversibility of time in the quantum world. *Al-Khalili then moves in chapter 7 ("Unification") to possible reconciliations of these issues. He does an admirable job of explaining how the electromagnetic and weak nuclear forces were unified into the electroweak force, as well as explaining the ongoing attempt to unify the strong force with the electroweak force in a grand unified theory. This would leave only the holy grail: the attempt to unify gravity with the other three forces. String theory attempted such a unification by appealing to ten dimensions, yet by the 1990s there were five different string theories, which themselves needed to be unified, spawning M Theory (which required an additional eleventh dimension). An opposing contender soon arrived in loop quantum gravity. While string theory posits a quantum particle (the graviton) that exists within spacetime, loop quantum gravity inverts the order, making space more fundamental than a quantized particle within space, and so quantizing spacetime itself. These quanta of space are then "looped" together, determining the shape of spacetime. *Having unveiled the best approximations at a unified theory in physics today, Al-Khalili then ventures in chapter 8 to evaluate the subsequent state of the subject. He expresses frustration that no definitive proof has adjudicated between possible theories of everything, and that such unification seems further away now than it did thirty years ago. Even major discoveries, such as the Higgs boson, have mostly confirmed what we already suspected for decades, rather than genuinely pushing the envelope. Yet while he has given plenty of reason to be sceptical, Al-Khalili then lists recent developments that show that plausible models of quantum gravity continue to come forward, for example, Witten's M-Theory or Maldacena's gauge/gravity duality. Further, physics continues to make substantial technological contributions to daily life. This leads naturally into chapter 9 ("The Usefulness of Physics"). Particular attention is paid to the future possibilities of quantum computing for physics, medicine, AI, and a whole host of other multi-disciplinary simulations and processes that quantum superpositions would allow (for superpositions enable a greater degree of complexity in contrast to binary). *Al-Khalili concludes with a final chapter ("Thinking like a Physicist") about how physics and the scientific method can and should help govern public discourse. In this chapter, the true aim of his project comes to light, suggesting he is not providing a picture of the world according to physics, but the world as it simply is: "One day we may find a new theory of quantum gravity, but it will never predict that my ball will take twice or half as long as Newton's equation of motion predicts. That is an absolute truth about the world. There is no philosophical argument, no amount of meditation, no spiritual awakening or religious experience, or gut instinct or political ideology that could ever have told me that a ball dropped from a height of five metres would take one second to hit the ground. But science can tell me" (p. 276). *While Al-Khalili claimed in the preface that he would try to avoid metaphysical questions (p. xiii), he inevitably (and at times, self-consciously) stumbles back upon them, making ontological claims about the world-in-itself. Indeed, even his quest for unification is arguably based on a philosophical presupposition that unity is more fundamental than diversity, a tradition which came to fruition in Neoplatonism and Christian monotheism. While Al-Khalili acknowledges the need for philosophy and science to communicate (p. xiv), in practice he seems to treat philosophy as a useful tool for science when it hits a roadblock (e.g., for unpacking the implications of quantum mechanics) rather than a discipline in its own right that has the ability to question the underlying epistemic and ontological assumptions of science itself. As such, while his manner is more open and humble than your average humanist/materialist (he was elected president of the British Humanist Association in 2012), his actual beliefs do not seem to have absorbed much at all of the philosophical or theological complexity required for the sorts of claims he is making: "The human condition is bountiful beyond measure. We have invented art and poetry and music; we have created religions and political systems; we have built societies, cultures, and empires so rich and complex that no mere mathematical formula could ever encapsulate them. But, if we want to know where we come from, where the atoms in our bodies were formed--the "why" and "how" of the world and universe we inhabit--then physics is the path to a true understanding of reality. And with this understanding, we can shape our world and our destiny" (p. 281). *Ultimately, if one wants a helpful primer on physics, Al-Khalili provides a passionate and serviceable introduction. While his explanations of some topics were perhaps too much for newcomers, his weaving together of subjects often treated in isolation helps get things back on track, providing a grander narrative for lost readers to latch on to. Yet, if one is looking to see how this narrative fares as an all-encompassing account of the "why" and "how" of our world, then there are superior accounts available on the market. Indeed, thousands of years of writing and prayer have already sought out and encountered the One at the heart of creation. *Reviewed by Jonathan Lyonhart, University of Cambridge, Sidney Sussex College, Cambridge, UK CB2 3HU
26
Al-Khalili, Jim. "The World According to Physics." Perspectives on Science and Christian Faith 72, no. 4 (December 2020): 248–49. http://dx.doi.org/10.56315/pscf12-20al-khalili.
Full textAbstract:
THE WORLD ACCORDING TO PHYSICS by Jim Al-Khalili. Princeton, NJ: Princeton University Press, 2020. 336 pages. Hardcover; $16.95. ISBN: 9780691182308. *The World According to Physics is Jim Al-Khalili's "ode to physics" (p. vii). While Al-Khalili has been publishing popular science for over twenty years, this is his first attempt to provide the layperson a cohesive overview of physics as a whole, linking together relativity, quantum mechanics, and thermodynamics into one unified (or rather, not yet unified) picture of the cosmos. "Ode" is appropriate, for the author's unrelenting adoration of his subject is apparent throughout; this is a child's dream fulfilled, and in many ways is a broader summa of the world according to the mature Al-Khalili, bringing together not only physics, but also his views on truth, society, and our future. *Khalili opens with a discussion of how the human mind craves narrative. Yet science has displaced much of the old myths and religions: "Contrary to what some people might argue, the scientific method is not just another way of looking at the world, nor is it just another cultural ideology or belief system. It is the way we learn about nature through trial and error, through experimentation and observation, through being prepared to replace ideas that turn out to be wrong or incomplete with better ones, and through seeing patterns in nature and beauty in the mathematical equations that describe these patterns. All the while we deepen our understanding and get closer to that "truth"--the way the world really is" (p. 2). *While physics is not just another "story," it does have a cosmic scale that gives it a captivating wonder of its own, providing the basis for chapter 2 ("Scale"). Physics encompasses the infinitely small (e.g., subatomic particles) as well as the infinitely large (e.g., the expansion of spacetime at the farthest reaches of existence). Further, its scope is not merely all of space but all of time as well, getting within decimal points of the first instant after the big bang, while providing prophetic approximations of how the cosmos might end. While Al-Khalili does not play his cards this early, his later chapters (pp. 242-43 in particular) will reveal that this extensive scope establishes physics as the most fundamental discipline, the reigning queen of the sciences. *The deeper project begins in chapter 3 ("Space and Time"). Al-Khalili wishes to display the underlying skeleton that comprise the unification project of physics, charting each merger until the final matchup is made (similar to a playoff line-up, where 16 teams soon become 8, then 4, then 2, then 1). Just as Newton wedded heaven and Earth through gravity, Einstein wedded space and time, explaining a diversity of phenomena with ever-simpler equations. While Al-Khalili's popular explanations of special and general relativity are merely adequate, his grasp of the broader narrative of unification in which these theories stand is incredibly useful, helping the layman see the trajectory of the book and physics as a whole, even when they cannot understand each individual step. *While chapter 3 unified space and time, chapter 4 ("Energy and Matter") unifies the energy and mass which warp said spacetime. Yet the unifications of relativity hit a snag when they come to "The Quantum World" (chapter 5) and to "Thermodynamics and the Arrow of Time" (chapter 6). While Einstein seems to rule over the kingdom of all things great, quantum mechanics rules over all things small, and no one has managed to negotiate a treaty just yet. Things do not work "down there" as they do "up here"; the laws of the macro are not the laws of the micro. Further, thermodynamics suggests that there is a directionality to time--for things move toward greater entropy--yet it is unclear how this can be made consistent with relativistic time or the conceptual reversibility of time in the quantum world. *Al-Khalili then moves in chapter 7 ("Unification") to possible reconciliations of these issues. He does an admirable job of explaining how the electromagnetic and weak nuclear forces were unified into the electroweak force, as well as explaining the ongoing attempt to unify the strong force with the electroweak force in a grand unified theory. This would leave only the holy grail: the attempt to unify gravity with the other three forces. String theory attempted such a unification by appealing to ten dimensions, yet by the 1990s there were five different string theories, which themselves needed to be unified, spawning M Theory (which required an additional eleventh dimension). An opposing contender soon arrived in loop quantum gravity. While string theory posits a quantum particle (the graviton) that exists within spacetime, loop quantum gravity inverts the order, making space more fundamental than a quantized particle within space, and so quantizing spacetime itself. These quanta of space are then "looped" together, determining the shape of spacetime. *Having unveiled the best approximations at a unified theory in physics today, Al-Khalili then ventures in chapter 8 to evaluate the subsequent state of the subject. He expresses frustration that no definitive proof has adjudicated between possible theories of everything, and that such unification seems further away now than it did thirty years ago. Even major discoveries, such as the Higgs boson, have mostly confirmed what we already suspected for decades, rather than genuinely pushing the envelope. Yet while he has given plenty of reason to be sceptical, Al-Khalili then lists recent developments that show that plausible models of quantum gravity continue to come forward, for example, Witten's M-Theory or Maldacena's gauge/gravity duality. Further, physics continues to make substantial technological contributions to daily life. This leads naturally into chapter 9 ("The Usefulness of Physics"). Particular attention is paid to the future possibilities of quantum computing for physics, medicine, AI, and a whole host of other multi-disciplinary simulations and processes that quantum superpositions would allow (for superpositions enable a greater degree of complexity in contrast to binary). *Al-Khalili concludes with a final chapter ("Thinking like a Physicist") about how physics and the scientific method can and should help govern public discourse. In this chapter, the true aim of his project comes to light, suggesting he is not providing a picture of the world according to physics, but the world as it simply is: "One day we may find a new theory of quantum gravity, but it will never predict that my ball will take twice or half as long as Newton's equation of motion predicts. That is an absolute truth about the world. There is no philosophical argument, no amount of meditation, no spiritual awakening or religious experience, or gut instinct or political ideology that could ever have told me that a ball dropped from a height of five metres would take one second to hit the ground. But science can tell me" (p. 276). *While Al-Khalili claimed in the preface that he would try to avoid metaphysical questions (p. xiii), he inevitably (and at times, self-consciously) stumbles back upon them, making ontological claims about the world-in-itself. Indeed, even his quest for unification is arguably based on a philosophical presupposition that unity is more fundamental than diversity, a tradition which came to fruition in Neoplatonism and Christian monotheism. While Al-Khalili acknowledges the need for philosophy and science to communicate (p. xiv), in practice he seems to treat philosophy as a useful tool for science when it hits a roadblock (e.g., for unpacking the implications of quantum mechanics) rather than a discipline in its own right that has the ability to question the underlying epistemic and ontological assumptions of science itself. As such, while his manner is more open and humble than your average humanist/materialist (he was elected president of the British Humanist Association in 2012), his actual beliefs do not seem to have absorbed much at all of the philosophical or theological complexity required for the sorts of claims he is making: "The human condition is bountiful beyond measure. We have invented art and poetry and music; we have created religions and political systems; we have built societies, cultures, and empires so rich and complex that no mere mathematical formula could ever encapsulate them. But, if we want to know where we come from, where the atoms in our bodies were formed--the "why" and "how" of the world and universe we inhabit--then physics is the path to a true understanding of reality. And with this understanding, we can shape our world and our destiny" (p. 281). *Ultimately, if one wants a helpful primer on physics, Al-Khalili provides a passionate and serviceable introduction. While his explanations of some topics were perhaps too much for newcomers, his weaving together of subjects often treated in isolation helps get things back on track, providing a grander narrative for lost readers to latch on to. Yet, if one is looking to see how this narrative fares as an all-encompassing account of the "why" and "how" of our world, then there are superior accounts available on the market. Indeed, thousands of years of writing and prayer have already sought out and encountered the One at the heart of creation. *Reviewed by Jonathan Lyonhart, University of Cambridge, Sidney Sussex College, Cambridge, UK CB2 3HU
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Castagna, Christian, Daniela Cancila, and Antonio Cammi. "Adoption of ACPS in Nuclear Reactor Analysis." ACM SIGAda Ada Letters 41, no. 1 (October 28, 2022): 69–73. http://dx.doi.org/10.1145/3570315.3570320.
Full textAbstract:
Nuclear power plants are a paramount example of critical cyber-physical systems. Some of the current researches in nuclear reactor analysis concern the degree of acceptable uncertainty of the whole system. Some difficulties arise from weaving fields of different disciplines, such as computer science (e.g. embedded software and hardware), mechatronics (e.g. sensors and actuators) and physics (e.g. neutronics and thermal-hydraulics). To complicate the scenario further, each field demands different disciplines, competencies and different teams. In this short paper, we highlight the importance of the cross-fertilization of different disciplines in the nuclear reactor domain and we investigate emerging methods to control uncertainty in the nuclear reactor design.
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Amiot, Michel. "Le laboratoire entre équipes et réseaux. Poids des techniques et conflits de légitimités." European Journal of Sociology 37, no. 2 (November 1996): 271–319. http://dx.doi.org/10.1017/s0003975600007190.
Full textAbstract:
This study was conducted through interviews with a sample of researchers from French laboratories. It has brought to light two main themes which are interlinked: (i) all laboratories which reach a certain level of development are laboured by a diversification of their teams which tends to compartmentalise them; (2) this compartmentalisation is offset. The laboratory is thus the level at which one finds and manages the problem of unity posed by the compartmentalisation of teams which are open to the whole scientific field.The nature of networks depends mainly on two variables: the weight of instrumentation and the degree of unification of problematics or thematics. Weakly integrated networks are found in those disciplines which use technologies which are easily disseminated because of their low cost, as well as those disciplines which have low degrees of theoretical unification. Nuclear physics and astrophysics are examples of the most integrated networks. A division of labour has recently developed in molecular genetics which has become de localised between different laboratory teams. We can describe these networks as paradoxical.
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Zubarev, S. "Training in Kinesiology of Bachelor’s Degree Students of the direction "Physical Education for Persons with Deviations in Health"." Standards and Monitoring in Education 9, no. 1 (March 1, 2021): 25–29. http://dx.doi.org/10.12737/1998-1740-2021-9-1-25-29.
Full textAbstract:
The article describes the content of the discipline "Kinesiology", developed for the training direction 49.03.02 "Physical culture for persons with disabilities in health (adaptive physical culture)", training profile "Adaptive sports". The urgency of the discipline is substantiated, its features are noted, and kinesiological methods of diagnostics and rehabilitation of persons with health disorders are given. The discipline ensures the formation of professional competencies among bachelors of the specified direction, knowledge, abilities, skills that meet the requirements of the Federal State Educational Standard 3 ++. It instills labor functions that meet the professional standards "Trainer for adaptive physical culture and adaptive sports", "Instructor-methodologist for adaptive physical culture and adaptive sports" and "Specialist for rehabilitation work in the social sphere". The peculiarities of the issues studied, the depth of the study of the material are reflected in the indicators of achievement, indicating the labor ac-tions that students must demonstrate when completing the study of the discipline.
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Zubarev, S., G. Shul'gin, and A. Furaev. "The Content of the Discipline “Material and Technical Support of Physical Culture and Sports” in Accordance with the Requirements of the Federal State Educational Standard 3++ in the Direction of 49.03.04 “Sport”." Standards and Monitoring in Education 8, no. 2 (May 29, 2020): 39–43. http://dx.doi.org/10.12737/1998-1740-2020-39-43.
Full textAbstract:
In the article authors propose the developed content of the discipline “Material and technical support of physical education and sports”. The application of the developed content will contribute to the development of knowledge and skills of bachelor’s degree students in sports, in accordance with the direction of training 49.03.04 “Sport”, recently approved by the Ministry of Science and Higher Education, particularly, in the fi eld of maintenance and operation of sports buildings and facilities. The structure and content of the disciplines “Material and technical support of physical education and sports” are proposed in accordance with the competency-based requirements of the Federal State Educational Standard 3 ++ for the direction of training 49.03.04 “Sport”. Authors recommended labor functions and indicators of achievement, in accordance with the professional standards “Coach” and “Instructor-Methodist”.
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Hlushko, Tetiana. "Philosophy of business as cross-disciplinary educational component." Filosofiya osvity. Philosophy of Education 28, no. 1 (August 25, 2022): 184–96. http://dx.doi.org/10.31874/2309-1606-2022-28-1-11.
Full textAbstract:
The article presents structural-functional analysis for the socio-practical potential of such educational component as philosophy of business, as well as research the degree of its impact on evolution of strategic thinking abilities, progress of creative potential, values and attitudes of students. Therefore, in the text of the article is outlined the author’s structure of the analyzed educational component, that is relevant for socio-economic sphere of contemporary Ukraine and, at the same time, one that will motivate younger generation to apply cross-disciplinary knowledge for improving the national business sphere and for making progress in economic culture of Ukrainian society in general. The structure of analyzed educational component must include: studying the philosophy of business problem field in the context of game theory; analysis of business ontological specifics as well as related risks and success criteria; description the philosophical aspects of branding and business-leadership; analysis of such phenomena connection as capital, property and wealth; determining the basics of culture, ethics and social responsibility of business, its role in the structure of social institutions; and also studying of such instruments for strategic thinking evolution as theory of game Go and 36 ancient Chinese stratagems; and, finally, a detection of essential transformations for business-processes in conditions of digitalization and active artificial intelligence development. So we consider that socio-creative manifestations of that educational discipline should be analyzed, first of all, on three main levels: economic, administrative law and culturological. Article proves that in each of these professional educational areas, philosophy of business, as separate educational component, provides specific functional effects, significantly supplementing and improving curricula with additional knowledge and competencies that increases preparation level of modern specialists, creates opportunities for their better understanding of business practical value for national and global economies.
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Jung, Hohyun, and Frederick Kin Hing Phoa. "A Mixture Model of Truncated Zeta Distributions with Applications to Scientific Collaboration Networks." Entropy 23, no. 5 (April 22, 2021): 502. http://dx.doi.org/10.3390/e23050502.
Full textAbstract:
The degree distribution has attracted considerable attention from network scientists in the last few decades to have knowledge of the topological structure of networks. It is widely acknowledged that many real networks have power-law degree distributions. However, the deviation from such a behavior often appears when the range of degrees is small. Even worse, the conventional employment of the continuous power-law distribution usually causes an inaccurate inference as the degree should be discrete-valued. To remedy these obstacles, we propose a finite mixture model of truncated zeta distributions for a broad range of degrees that disobeys a power-law behavior in the range of small degrees while maintaining the scale-free behavior. The maximum likelihood algorithm alongside the model selection method is presented to estimate model parameters and the number of mixture components. The validity of the suggested algorithm is evidenced by Monte Carlo simulations. We apply our method to five disciplines of scientific collaboration networks with remarkable interpretations. The proposed model outperforms the other alternatives in terms of the goodness-of-fit.
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Skakov, М., and М. Nurizinova. "The Need to Train a Future Physics Teacher in the Field of Tribology in the Professional Cycle of Disciplines." Iasaýı ýnıversıtetіnіń habarshysy 119, no. 1 (March 30, 2021): 114–23. http://dx.doi.org/10.47526/habarshy.vil.482.
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The article discusses the feasibility of training future physics teachers in the field of tribology in the professional cycle of disciplines. For students of educational programs of physics of higher educational institutions to solve specific problems of theoretical and experimental research, it is proposed to develop tools for visualization and modeling of physical processes of tribology. It is also proposed to develop a special course on the physical foundations of tribology and introduce it into the educational process when studying the relevant sections of the General physics course. As an example, thermodynamic bases of interaction of elements of tribosystems are given in this paper. Given that changes in the thermodynamic and functional characteristics of tribosystems and coatings of materials under the influence of external influences are the subject of research of the scientific center "Engineering of surface and tribology", established at the East Kazakhstan University, the authors consider it appropriate to study the physical foundations of tribology by students of educational programs of physics. It is shown that the center has a research and experimental base corresponding to international standards and highly qualified staffs with academic degrees and titles, specialists in the field of tribology. To achieve this goal, it is very important to have a scientific experimental base and appropriate human resources at the University.
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Sinico, Michele. "Why Experimentum Crucis is Possible in Psychology of Perception." Gestalt Theory 40, no. 1 (April 1, 2018): 45–57. http://dx.doi.org/10.2478/gth-2018-0003.
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Summary This paper examines the experimentum crucis under the light of the Duhem’s holistic thesis. This methodological instrument is not usable in physics, because physical theories are always logically connected to many assumptions. On the contrary, it is usable in psychological research oriented to perceptual laws, when these laws are, without any hypothetical term, isolated systems. An application of experimentum crucis in Experimental Phenomenology of perception is presented. In conclusion, the role of perceptual knowledge as an essential assumption in other scientific disciplines that have a high degree of theoricity is also underlined.
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Vervoort, Louis, and Tomasz Blusiewicz. "Free will and (in)determinism in the brain: a case for naturalized philosophy." THEORIA. An International Journal for Theory, History and Foundations of Science 35, no. 3 (October 16, 2020): 345–64. http://dx.doi.org/10.1387/theoria.21302.
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In this article we study the question of free will from an interdisciplinary angle, drawing on philosophy, neurobiology and physics. We start by reviewing relevant neurobiological findings on the functioning of the brain, notably as presented in (Koch 2009); we assess these against the physics of (in)determinism. These biophysics findings seem to indicate that neuronal processes are not quantum but classical in nature. We conclude from this that there is little support for the existence of an immaterial ‘mind’, capable of ruling over matter independently of the causal past. But what, then, can free will be ? We propose a compatibilist account that resonates well with neurobiology and physics, and that highlights that free will comes in degrees – degrees which vary with the conscious grasp the ‘free’ agent has over his actions. Finally, we analyze the well-known Libet experiment on free will through the lens of our model. We submit this interdisciplinary investigation as a typical case of naturalized philosophy: in our theorizing we privilege assumptions that find evidence in science, but our conceptual work also suggests new avenues for research in a few scientific disciplines.
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Cañadas, Laura, María Luisa Santos-Pastor, and Francisco Javier Castejón. "Competencias docentes en la formación inicial del profesorado de educación física (Teaching competences in physical education teacher initial training)." Retos, no. 35 (November 19, 2018): 284–88. http://dx.doi.org/10.47197/retos.v0i35.64812.
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Entre las competencias docentes, conocer los contenidos de la disciplina a impartir y cómo deben ser impartidos resulta de vital importancia. Esta investigación busca (a) conocer si existen diferencias en la percepción de egresados, alumnado y profesorado universitario sobre la adquisición de las competencias de conocimiento del contenido y de conocimiento pedagógico del contenido consideradas en la formación inicial del profesorado de educación física; y (b) conocer si existen diferencias en la percepción sobre la adquisición de estas competencias en función de la titulación (Maestro de Educación Física en Primaria o Ciencias de la Actividad Física y el Deporte). Se contó con 1982 participantes. Los resultados muestran diferencias de percepción en la adquisición de competencias docentes entre los grupos estudiados. Entre titulaciones aparecen diferencias en la promoción de hábitos saludables y la implementación de propuestas de contenidos motrices; en el conocimiento del contenido estas diferencias aparecen en contenidos de expresión corporal y de condición física y salud.Abstract: Knowledge of a discipline contents and how to teach them are among the most vital teaching competences. The aims of this research are: (a) to know whether there are differences in the perception of graduated, current students, and university teachers about the acquisition of content knowledge and pedagogical content knowledge competences considered in physical education teacher initial training; and (b) to know if there are differences in the perception of the acquisition of teaching competences by Degree (Primary Education with Physical Education specialty or Physical Activity and Sport Sciences). There were 1,982 participants. The results showed differences of perception of the acquisition of teaching competences among the studied groups. Between degrees, differences appear in the promotion of healthy habits and the implementation of motor content proposals; in content knowledge competences these differences appear in body expression and physical fitness and health contents.
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Reisinger, Daniel, Raven Adam, Marie Lisa Kogler, Manfred Füllsack, and Georg Jäger. "Critical transitions in degree mixed networks: A discovery of forbidden tipping regions in networked spin systems." PLOS ONE 17, no. 11 (November 18, 2022): e0277347. http://dx.doi.org/10.1371/journal.pone.0277347.
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Critical transitions can be conceptualized as abrupt shifts in the state of a system typically induced by changes in the system’s critical parameter. They have been observed in a variety of systems across many scientific disciplines including physics, ecology, and social science. Because critical transitions are important to such a diverse set of systems it is crucial to understand what parts of a system drive and shape the transition. The underlying network structure plays an important role in this regard. In this paper, we investigate how changes in a network’s degree sequence impact the resilience of a networked system. We find that critical transitions in degree mixed networks occur in general sooner than in their degree homogeneous counterparts of equal average degree. This relationship can be expressed with parabolic curves that describe how the tipping point changes when the nodes of an initially homogeneous degree network composed only of nodes with degree k1 are replaced by nodes of a different degree k2. These curves mark clear tipping boundaries for a given degree mixed network and thus allow the identification of possible tipping intersections and forbidden tipping regions when comparing networks with different degree sequences.
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Darsie, Marta Maria Pontin, and Maranei Rohers Penha. "LICENCIATURAS EM CIÊNCIAS DA NATUREZA DO INSTITUTO FEDERAL DE EDUCAÇÃO, CIÊNCIA E TECNOLOGIA DE RONDÔNIA (IFRO): O SABER O QUE ENSINAR." Revista Prática Docente 5, no. 1 (May 1, 2020): 249–70. http://dx.doi.org/10.23926/rpd.2526-2149.2020.v5.n1.p249-270.id580.
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Resumo: Este artigo resulta de uma pesquisa realizada nas licenciaturas em Ciências da Natureza do Instituto Federal de Educação, Ciência e Tecnologia de Rondônia, por meio de análise documental e questionário misto, e integrou parte de uma pesquisa de doutorado, que objetivou compreender os processos de implantação de licenciaturas no IFRO e a formação inicial de professores das referidas licenciaturas. A análise de quatro Projetos Pedagógicos de Cursos, vigentes entre 2010/1 e 2015/2, evidenciou significativa diferença quantitativa de oferta de disciplinas relacionada ao saber o que ensinar e ausência de disciplinas vinculadas a saberes regionais. A pesquisa também demonstrou que 72,7% dos Docentes Formadores afirmaram que as licenciaturas em Ciências Biológicas, Física e Química garantem a aprendizagem do saber o que ensinar; contudo, apontaram a necessidade de mais discussões e ações coletivas. Todos os Professores Egressos declararam que o saber o que ensinar foi assegurado durante seus processos de formação inicial.Palavras-chave: Formação inicial em Ciências da Natureza; IFRO; Saber o que ensinar. Abstract: This article is the result of research carried out in undergraduate courses in Natural Sciences at the Federal Institute of Education, Science and Technology of Rondônia, through document analysis and mixed questionnaire, and it was part of a doctoral research, which aimed to understand the processes implementation of undergraduate courses at IFRO and the initial training of teachers of those undergraduate courses. The analysis of four Pedagogical Course Projects, in force between 2010/1 and 2015/2, showed a significant quantitative difference in the supply of disciplines related to knowing what to teach and the absence of disciplines linked to regional knowledge. The survey also showed that 72.7% of the Teaching Professors stated that the degrees in Biological Sciences, Physics and Chemistry guarantee the learning of the knowledge to teach; however, they pointed out the need for more discussions and collective actions. All graduating professors stated that to know what to teach was ensured during their initial training processes.Keywords: Initial training in Natural Sciences; IFRO; Know what to teach.
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Mayer, Robert. "Estimation Method of the Didactic Complexity of the School Textbooks on Various Disciplines." Standards and Monitoring in Education 8, no. 5 (October 20, 2020): 14–19. http://dx.doi.org/10.12737/1998-1740-2020-14-19.
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The article discusses the problem of evaluating the differential didactic complexity (DDC) of educational texts, which characterizes the difficulty of their perception and assimilation by pupil. It is shown that DDC is determined by: 1) the density of semantic information, depending on the abstraction degree of the terms used and their presence in the pupil’s thesaurus; 2) the complexity level of mathematical, chemical and other formulas; 3) the structural complexity of the text, depending on the average length of its constituent words and sentences. Multiplying the DDC of the text by its volume, you can find the integral didactic complexity of the text. For the evaluation of the textbook DDC expert selects one page fragments of text randomly, identifies the key concepts, “measures” their average information content, determines the share of formulas and their average complexity. In this case, the classification of concepts according to the abstraction degree is used, which takes into account the occurrence of a particular word in the thesaurus of a preschool, fifth-grader, ninth-grader and school graduate. The structural complexity of the text is also taken into account, depending on the average length of words and sentences. The analysis of textbooks for school graduates has shown that the most difficult disciplines to understand are biology, physics, chemistry, mathematics. As a result of evaluating computer science textbooks for 3rd, 5th, 9th and 11th grades it was found that their semantic information density and differential semantic complexity monotonically increase from 5.3 to 8.1 and from 5.7 to 10.4 respectively.
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Ahmed, Dr Nabiha. "DOCTOR OF PHILOSOPHY – A NEW HORIZON TOWARDS ADVANCEMENT IN PHYSICAL THERAPY." Pakistan Journal of Rehabilitation 3, no. 2 (July 5, 2014): 1. http://dx.doi.org/10.36283/pjr.zu.3.2/001.
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Physical therapy is on the rise as it is among the flourishing disciplines of medical science and is an integral part of a Rehabilitation team. It is an independent health care profession that deals in identifying and optimizing quality of life within the spheres of promotion, prevention, treatment and restoration. The need of Physical Therapy education in Pakistan was acknowledged back in 1950’s, when a 2 years diploma was started which over the years advanced into a Bachelor’s degree. Later, this degree was upgraded to 5 years Doctor of Physical Therapy in order to meet the International standard following the “Vision 2020 of American Physical Therapy Association”.
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OLIVEIRA, ANDRÉA AZEVEDO DE, and SAULOÉBER TÁRSIO DE SOUZA. "Notas Sobre a História da Educação Física no Triângulo Mineiro (Ituiutaba - 1934-1971) * Notes on the History of Physical Education in the “Triângulo Mineiro” (Ituiutaba – 1934-1971)." História e Cultura 1, no. 2 (March 21, 2013): 21. http://dx.doi.org/10.18223/hiscult.v1i2.735.
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<p><strong>Resumo: </strong>O trabalho tem como preocupação a implantação da disciplina de Educação Física nas escolas do município de Ituiutaba (Triângulo Mineiro), no período entre 1934 e 1971. A adoção de atividades físicas nos currículos escolares com o objetivo de disciplinar e higienizar a juventude e a infância local refletia o novo ideal pedagógico voltado ao domínio dos “instintos insubordinados”, buscando-se normatizar condutas e contribuindo para a nova organização social, surgida com a sociedade urbana e industrial, especialmente a partir da Segunda Guerra Mundial. Tal contexto provocou a necessidade de desenvolvimento de um alto grau de eficiência produtiva, onde a educação escolar seria fundamental para atingir tal propósito, além de contribuir para a difusão da idéia de que era necessário garantir uma “educação higiênica” no combate aos grandes surtos epidêmicos. A partir dessa perspectiva, buscamos apontar as especificidades das práticas de professores e alunos nas aulas de Educação Física nas escolas desse município mineiro.</p><p><strong>Palavras-chave:</strong> História da Educação – História da Educação Física – Triângulo Mineiro.</p><p><strong> </strong></p><p><strong>Abstract: </strong>This article is concerned about the implementation of Physical Education in schools in the city Ituiutaba (<em>Triângulo Mineiro</em>) between 1934 and 1971. The adoption of physical activities in school curriculums aimed to <em>discipline</em> and <em>purify</em> the local youth and children reflected the new pedagogical ideal directed to the control of the "insubordinate instincts", seeking to regulate behaviors and contributing to the new social organization which appeared with the urban and industrial society, especially after the Second World War. Such a context brought about the need for development of a high degree of productive efficiency, where schooling would be essential to achieve such purpose, beyond the contribution to the transmission of the idea which was necessary to ensure a "pure education" in the fight against large epidemic outbreaks. From this perspective, we highlight the specific practices of teachers and students in Physical Education classes in the schools of this city.</p><p><strong>Keywords:</strong> History of Education – History of Physical Education – Triângulo Mineiro.</p>
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Bersani, Ferdinando. "La riproducibilitŕ nella scienza: mito o realtŕ?" PSICOTERAPIA E SCIENZE UMANE, no. 1 (February 2009): 59–76. http://dx.doi.org/10.3280/pu2009-001004.
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- Replicability, which is generally considered one of the cornerstones of true science, far from being an obvious precondition for any experimental investigation is often a difficult achievement requiring a sufficient knowledge of the phenomenon under study. Moreover, the degree of replicability depends on the objects and/or phenomena under investigation. Even in physics, often considered a paradigmatic "hard science", the level of reproducibility is often problematic and, in any case, it depends on the type of phenomena and on the level of their description. The problem of reproducibility is entangled with scientific methodology, in particular with induction and abduction. The theory of demarcation between science and non science is hard to clarify, and it is particularly critical for disciplines, generally indicated as "soft sciences" or "humanities", that include some aspects of psychology and psychotherapy. [KEY WORDS: replicability, scientific method, induction, abduction, psychology]
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A, Abramiuc. "Preliminary research on testing physical general training and specific of the naval pentathlon team from the Naval Academy "Mircea cel Batran" – seamenship sample." Scientific Bulletin of Naval Academy XIX, no. 1 (July 15, 2018): 353–60. http://dx.doi.org/10.21279/1454-864x-18-i1-054.
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As an expression of the degree of development of every driving skill, in this study I applied for objective assessment on physical general training, seven parameters in the disciplines: athletics and swimming, disciplines practiced by military athletes prior to the selection of the national pentathlon team. Tests were applied during experimental stage 1 twice, and the results obtained by the subjects of the two groups were statistically processed. Testing specific physical training included: A. Testing general psychomotor capacity; B. Testing of sensory skills; C. Testing of intellectual skills - concentrated attention, figures – ACC.
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Baaqeel, Hanan M., Sara F. Aloufi, and Tariq Elyas. "Exploring Interdisciplinary Relationships Among King Abdulaziz University Departments via ResearchGate: Network Analysis and Visualizations." Journal of Management and Strategy 11, no. 3 (August 4, 2020): 55. http://dx.doi.org/10.5430/jms.v11n3p55.
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Because all disciplines are connected, interdisciplinary studies are one of the most significant discussions in the education sector. It involves the merging of two or more academic disciplines into one activity. The aim of this research paper is to explore the relationship of interdisciplinary research and network among all departments at King Abdulaziz University (KAU) in ResearchGate (RG) by using the statistical network analysis of undirected social networks. In our academic network, the departments of the university represent the vertices and their academic relationships. We will detect the communities between the departments in RG network by using statistical analysis of the network for each community. Finally, we will compare the academic social network at KAU to some random graph models, and investigate some random graph characteristics, such as power-law, small-world, and scale-free models. In our research, we found that the Department of Chemistry has the highest degree for the academic social network at KAU in RG, and the highest eigenvector centrality as well. In terms of vertex centrality, the Department of Electrical and Computer Engineering has the highest value in closeness and betweenness centrality. Also, we found that the most two connected departments are the Department of Computer Science and Department of Physics through the edge weight equals 248. By using community detection, we found there are seven communities. We conclude that the degree distribution of the academic social network of KAU in RG is different from the degree distribution of random graph models, but it is slightly close to small world model. This study , in turn, can participate to achieve one of the goals of Vision 2030 by shedding some light into how to improve research networks in the education sector and research among Saudi universities.
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Frischknecht, P. M. "Environmental science education at the Swiss Federal Institute of Technology (ETH)." Water Science and Technology 41, no. 2 (January 1, 2000): 31–36. http://dx.doi.org/10.2166/wst.2000.0040.
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In 1987 ETHZ, the Swiss Federal Institute of Technology, first offered a degree course in environmental sciences. The curriculum is based upon a comprehensive view of the environment and its systems. The first two years of the programme cover a multidisciplinary basic education in mathematics, natural and social sciences. For their advanced education in the fifth to nineth semesters the students select one of four science disciplines (Chemistry/Microbiology, Physics, Biology or Environmental Hygiene) and one of four environmental systems (Aquatic Systems, Atmosphere, Terrestrial Systems or Anthroposphere). The education in natural sciences is accompanied by a compulsory case study, which is implemented as a didactic tool to teach ecological problem-solving, and courses in environmental social sciences and environmental technology. During the professional practical training of about four months, students gain insight into the constraints of a professional environment. In the tenth semester a diploma project - equivalent to a master's thesis - is carried out.
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Ghani, Muhammad Usman, Francis Joseph H. Campena, Shahbaz Ali, Sanaullah Dehraj, Murat Cancan, Fahad M. Alharbi, and Ahmed M. Galal. "Characterizations of Chemical Networks Entropies by K-Banhatii Topological Indices." Symmetry 15, no. 1 (January 3, 2023): 143. http://dx.doi.org/10.3390/sym15010143.
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Entropy is a thermodynamic function in physics that measures the randomness and disorder of molecules in a particular system or process based on the diversity of configurations that molecules might take. Distance-based entropy is used to address a wide range of problems in the domains of mathematics, biology, chemical graph theory, organic and inorganic chemistry, and other disciplines. We explain the basic applications of distance-based entropy to chemical phenomena. These applications include signal processing, structural studies on crystals, molecular ensembles, and quantifying the chemical and electrical structures of molecules. In this study, we examine the characterisation of polyphenylenes and boron (B12) using a line of symmetry. Our ability to quickly ascertain the valences of each atom, and the total number of atom bonds is made possible by the symmetrical chemical structures of polyphenylenes and boron B12. By constructing these structures with degree-based indices, namely the K Banhatti indices, ReZG1-index, ReZG2-index, and ReZG3-index, we are able to determine their respective entropies.
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Flores Ferro, Elizabeth, Natalia Escobar Ruiz, Paula Jara Rojas, Fernando Maureira Cid, Socorro Alonso Gutiérrez Duarte, Sonia Cárdenas Begazo, Marcelo Muñoz Lara, and Valentina Díaz Magallanes. "Análisis del perfil de egreso de la carrera de pedagogía en educación física de Chile: un estudio cuantitativo (Analysis of the graduate profile of Chile’s physical education pedagogy degree: a quantitative study)." Retos, no. 39 (August 23, 2020): 532–38. http://dx.doi.org/10.47197/retos.v0i39.81379.
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El Perfil de Egreso se puede definir como la declaración institucional de la formación profesional considerando el contexto social, involucrando al profesional y las habilidades más relevantes asociadas a la disciplina. El objetivo del estudio buscó analizar los perfiles de egreso de la carrera de Pedagogía en Educación Física de Chile, con el fin de identificar las competencias que aparecen con mayor frecuencia y cuáles son las más reconocidas tanto en las instituciones públicas como privadas a nivel nacional. La muestra estuvo constituida por 23 universidades que dictan la carrera de Pedagogía en Educación Física. Los resultados muestran que las principales competencias son: Interpretación crítica del conocimiento y/o reflexión sobre la práctica pedagógica y profesional; Diseñar y aplicar actividades de aprendizaje y evaluación; y Trabajo colaborativo y liderazgo. Son necesarias futuras investigaciones donde se pueda acceder al documento o Perfil de Egreso completo de las carreras de Educación Física, esto con el fin de identificar los elementos medulares relacionados con los estándares pedagógicos y disciplinares que actualmente rigen la formación del profesorado de Educación Física en Chile.
Abstract. The Graduate Profile can be defined as the institutional declaration of vocational training considering the social context, involving the professional and the most relevant skills associated with the discipline. The aim of the study was to analyze the graduate profiles of Physical Education Pedagogy in Chile, in order to identify the competences that appear most frequently and which are most recognized in both public and private institutions at national level. The sample was constituted by 23 universities that dictate the career of Pedagogy in Physical Education. The results show that the main competencies are: Critical interpretation of knowledge and/or reflection on pedagogical and professional practice; Design and apply learning and evaluation activities; and Collaborative work and leadership. Further research is needed where you can access the document or Complete Leaving Profile of Physical Education Careers, this in order to identify the core elements related to the pedagogical and disciplinary standards that currently govern the training of physical education teachers in Chile.
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Arif, Awias, Muhammad Asghar Khan, and Muhanmad iftekhar khan. "Perceptual Study of Instructor Physical Education and Students regarding the Use and Adaptation of Innovative Teaching Strategies in Physical Education at Higher Secondary School Level." Global Physical Education & Sports Sciences Review I, no. I (December 30, 2018): 27–31. http://dx.doi.org/10.31703/gpessr.2018(i-i).05.
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The modern concept of physical education is of a very vast discipline and is no more confined to games and sports only. This wide scope of physical education demands very specific concentration and effective teaching planning, in order to take full advantage of the discipline, which can be passed on to students. The particular study is also a try through which researcher wants to develop the field of sports sciences and physical education. In order the researcher conduct the study under the topic "Perception of instructor physical education and students regarding the use and adaptation of innovative teaching strategies in physical education at higher secondary school level and students about the use and adaptation of innovative teaching strategies in physical education at degree college level of KP Pakistan" quantitative method as well as cross-sectional approach design was adopted for the complication and investigating the existing phenomena. All the IPEs and students at higher secondary school of KP was the population of the study. A 969 respondent was taken as sample using LR Gay method for the current study. Self-administered questionnaire was use for the data collection. Inferential statistic (t-test ) adopted to test the set hypotheses. It was concluded that IPEs and students agreed upon the use and adaptation of innovative teaching strategies with reference to health and physical education at higher secondary school level.
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Vargas, Francisco. "VIRTUAL LABORATORIES AS STRATEGY FOR TEACHING IMPROVEMENT IN MATH SCIENCES AND ENGINEERING IN BOLIVIA." International Journal of Engineering Education 2, no. 1 (June 15, 2020): 52–62. http://dx.doi.org/10.14710/ijee.2.1.52-62.
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The vertiginous technological advancement has made necessary the use of computersoftware that contributes to the improvement of teaching in math sciences and engineering.It is in this context that the last five years the strategy presented in this article has been disseminatedin the main universities of Bolivia, a country where the schools have not yet been ableto offer basic disciplines such as calculus, matrix algebra, physics and/or differential equationsto solve problems considering applicative aspects. To establish this connection, it is necessaryto deduce differential equations associated with practical problems, solve these equationswith different numerical algorithms, and establish the concept of simulation to later introducelanguages like Python/VPython free of license to elaborate Virtual Laboratories that allow obtainingthe solutions in two and three dimensions. The classical problems addressed for thispurpose are the satellite of two degrees of freedom and the inverted pendulum.
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Caton, Daniel B. "Curriculum for the Training of Astronomers: Comments." International Astronomical Union Colloquium 105 (1990): 36–37. http://dx.doi.org/10.1017/s0252921100086346.
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In this first international meeting on the teaching of astronomy, we should not only look at many specific techniques and approaches but also examine the overall process. In doing so, several general problems come to light and need to be commented upon:1.Introductory astronomy course lab exercises are often lacking in rigor, compared to labs in other physical sciences. Students are often asked to do simple, qualitative exercises like drawing the moon or constellations – projects that bear more resemblance to 19th-century astronomy than to the work of modern science. Lab programs should be modernized, taking advantage of modern telescopes and ancillary instrumentation.2.A survey taken of U.S. astronomy department chairs, in preparation for an American Astronomical Society roundtable discussion, revealed a wide spectrum of approaches to undergraduate astronomy instruction. The one single obvious result of the survey was the recognition of a need for an international survey, with the results distributed and discussed by the participants. The dispersion of programs may also suggest another need ....3.The astronomy instructional community lacks a central journal for the publication of pedagogical articles. The physicists have the American Journal of Physics and the Physics Teacher for advanced and lower-level articles, respectively. While astronomical articles appear in these from time to time (as well as in other publications), there is no single publication that educators can depend upon to contain important articles. While there is probably too little material available to form a new journal or newsletter, perhaps educational sections could be started in the Publications of the Astronomical Society of the Pacific, Mercury, or Sky & Telescope.4.Astronomy students (majors) are often told to “get a physics (undergraduate) degree” in preparation for becoming an astronomer, yet strongly desire to take astronomy courses. This dual-program requirement results in either larger course loads (to include the astronomy), or the possibility of losing them to other disciplines. Students can perhaps be kept interested by involving them in astronomy research while they are learning their basic math and physics.